Exam 2
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| Protoconversations | type of ritual/game play between mother & infant, contains initial elements of emerging conversation, several phases
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| Characteristics of first words | animals, foods and toys Ex: child would say "doggie" not "beagle"
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| Major accomplishments of the Emerging Language Stage | Pragmatics: expansion of communicative functions
Semantics: core lexicon (most important)
Phonology: "first 50 words"
Morphology: beginning use of word endings such as bound morphemes (-s, -ing)
Syntax: really none, start to develop noun and verb phra
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| 2 types of consonants | Front Consonants: p,b,t,d,m,w,n
Back Consonants: k,g,h
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| Phonological Structure/word structure of first words | -1 to 2 syllables
-phonological shapes VC, CV, CVCV reduplicated
-very few CVC words, modified in production and children use "final consonant deletion" and "epenthesis
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| Piaget (who is he, and what did he do?) | -he studied behavior, and came up with the 4 periods of Cognitive Development
1. Sensorimotor Period (0-24mos)
2. Pre-operational Period (2yrs-7yrs)
3. Concrete Operations Period (7-12yrs)
4. Formal Operations Period (12 yrs & older)
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| Associative Hypothesis and who came up with it | Vygotsky, 1962
-each example of a meaning category shares a commonality with a core concept
Ex: common elements in meanings of pants, shirt, shoes and hat are classified in the "clothing" category
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| Relational Words | -relationship an entity shares with itself or with other entities
Ex: "all gone" can refer to an empty drink or a vacant dog house
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| Overextensions | -meanings too broad when compared to the adult meaning
Ex: little girl refers to all men as "daddy"
-common expressively, makes up 1/3 of first 75 words
Why? perceptual similarities
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| Perlocutionary Stage | Age: 0-8mos
-Little intentionality
-intention assigned by adults
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| Illocutionary Stage | Age: 8-12mos
-baby begins to use gestures, vocalizations, or both to communicate
-gestures are used for a goal
-gestures = cognitive ability to develop a plan to achieve a goal
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| Underextensions | -overly restricted meanings
Ex: only kind of cup is my "sippy" cup
-common receptively and expressively
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| Vocab Spurt (Changes/Characteristics) (Age/How many words) | 6 mos- 50 to 300 words
Plateaus- new words in 1 week
Vocab Spurt- happens age 18-24 mos
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| Core Lexicon | first 50 words are critical by 18 months
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| Lexicon | personal dictionary/ vocabulary
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| 2 types of lexicon | expressive: what you use
receptive: what you understand, always larger understanding than actual use of words
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| Baby Behaviors that Affect Bonding | 1. Responsiveness- mom's face & voice
2. Sleep Wakefulness
3. General Mood
4. Adaptability to Change
5. Approach-withdraw
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| Functional-core Hypothesis | Nelson, 1977
-child derives word and concept meaning from "motion features" of the referent
-meaning of a word is based upon use, how it acts, and how it can be acted upon
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| Vocab Spurt | Age: 18-24mos
Happens: after first 100 words are acquired
-girls are faster to produce first words and understand more words
Age 2: expressive lexicon is 200-300 words
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| Maternal Behaviors that Affect Bonding (5) | 1. Responsiveness- over or under response undermines the attachment
2. Playfulness
3. Sensitivity
4. Encouragement
5. Pacing
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| PSA (What is it and who discovered it) | Primitive Speech Act: a single gesture or a single vocal/verbal pattern that conveys intention
-universal, each utterance = 1 intention
Discovered by Dore 1974
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| Infant-caregiver Bonding | -determined by the quality of I-C interactions
-several factors
-mother and baby play a role
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| Locutionary Stage | Age: 12 mos and up
-begins with first meaningful word
-intentionality is coded in words with or without gestures
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| Baby Talk | speech/language addressed to infants
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| 3 common ways used to classify first words | 1. Pragmatic function of the single word utterances
2. grammatical function
3. meaning
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| Substantive Words | -mainly make up single-word vocabularies
-refer to specific entities that have shared features usually nouns
-Agents & Objects
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| Agents | the source of action
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| Object | the recipient of an action
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| What can make a child difficult to understand? | use of phonological processes
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| General Nominals | -label individual objects that move or can be acted upon
-can also label individual people or animals in the environment
*51% of core lexicon
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| Gaze-Coupling | turn-taking interaction using eye contact
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| Prototypic Complex Hypothesis | Bowerman 1978
-child identifies features that distinguish the prototypic referent of a word from other words
Ex: a child's prototype for word/concept "flower" may be dandelion
-can lead to underextensions
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| Lexically Precocious | -much more words, smart, very perceptive, surrounded by sophisticated adults
-use grammar quickly
-grammar development tied to lexicon size than chronological age
Ex: people who read more are better writers
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| 3 Major Semantic Milestones | 1. 1-3 words by 12mos
2. 10 words by 15mos
3. Core Lexicon 50 words by 18mos
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| Stages of Communication Intentionality (3) | 1. Perlocutionary Stage
2. Illocutionary Stage
3. Locutionary Stage
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| Motherese/Parentese | -speech/language addressed to toddlers
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| Semantic-feature hypothesis | Clark 1975
-referents are defined by their features such as animate/inanimate, human/nonhuman
-children use perceptual attributes to establish meaning
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| Nelson, what did he discover? | -he did the diary study of a child's first 50 words
-found that nominal nouns predominate 65%
-2 types general and specific
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| Specific Nominals | -specifically name individual people, animals or locations
-less frequency than general nominals
-still compromise a large percentage of core lexicon
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| Object Permanence | -knowledge that objects continue to exist when one is not perceiving them
-linked with language acquisition
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| Semantic Categories (Who discovered it and 2 types) | -discovered Bloom and Lahey 1978
2 types 1. Substantive Words
2. Relational Words
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| Mutual Gaze | -looking at each other
-signals are greater than attention compared with joint attention
-important for formation of attachment/bonding
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| Emerging Language Stage | -children begin to produce first true words
Age: 12/18-24mos
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| Semantic Learning Theories of how words and concepts are acquired | Semantic feature hypothesis, functional core hypothesis, associative hypothesis, prototypic complex hypothesis
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| Communication Routines | -provide consistent set of behaviors that teach children to predict and signal intent to participate
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| JR | Joint Reference: talking about the same thing
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| JA | Joint Action: both engaging in a task
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| TT | Turn Taking: teaches how to anticipate and predict
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