SLHS 514 Final
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| process of adding associated features that expand the meaning of a word | horizontal vocabulary development
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| process of associating additional meanings and contexts with a word | vertical vocabulary development
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| associating words based on their relationships to a theme or context | thematic organization
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| associating words based on hierarchical categories | taxonomic organization
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| subgroup of objects defined by a greater number of specific features than those defining the overall or superordinate category | subordinate category
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| the highest conceptual level in a hierarchical classification of meanings, which includes all of the subgroups or subordinate categories in a given class | superordinate category
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| a transition in which word associations shift from a syntactic to semantic basis | syntagmatic-paradigmatic shift
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| pattern of associated words and concepts that evolve out of experiencing a word | semantic network
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| the ability to produce a diverse collection of words based on their association with a topic | divergent semantic production
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| the ability to identify a topic based on inferences from associated words | convergent semantic production
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| speakers' ability to consciously evaluate their language behavior | metalinguistic ability
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| the ability to analyze the stream of speech into units such as phonemes, syllables, and words | segmentation
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| the conscious awareness that words are objects with phonetic structure and can have multiple meanings | the observation that a sentence has more than one interpretation
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| language that conveys meaning through analogy based on stimulus generalization rather than through literal interpretation of the words and phrases | figurative language that directly states an analogous relationship
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| "He's as clumsy as an ox." | Simile
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| Figurative language that implies an analogous relationship | Metaphor
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| "He's an ox." | Metaphor
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| figurative language that expresses ideas through analogy | Idiom
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| "Don't let the cat out of the bag." | Idiom
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| Figurative language that expresses truths or gives advice through analogy | Proverbs
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| Look before you leap! | Proverbs
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| the extent of similarity between a figurative expression and its literal referent. | metaphoric transparency
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| subtle shifts in the conversational topic through addressing an isolated aspect of a previous utterance. | Topic shading
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| successive attempts to clarify an utterance in which additional elements are included in each subsequent attempt | Stacked repair sequences
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| central theme that provides the focus for story elements | plot
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| the characters, location, and circumstances for a narrative | setting
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| a part of a narrative that relates a series of events as part of the overall plot | Episode
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| Narratives based on elements linked together logically, but in an unorganized manner | unfocused chains
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| Narratives that organize a sequence of events around a character but omit reasons for the character's actions | Focused chains
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| Story that includes all of the required elements of mature narratives | Complete narrative
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| Mature narratives that include subplots that are related to each other and an overall plot | Complex narratives
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| the structured and formal style of tutorial language in classrooms and textbooks | Expository style
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| Characteristic styles associated with language found in textbooks | Text grammar
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| Syntactic devices found in text grammar that signal a topic is being described | Descriptive patterns
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| Syntactic devices associated with text grammar that indicate a listing of items | Collection patterns
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| Syntactic devices associated with text grammar that signal the description of a sequence of events or steps | Sequence Pattern
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| Syntactic devices associated with text grammar signaling that similarities or differences are being noted | Comparison patterns
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| Syntactic devices in text grammar that signal a cause-effect relationship is being proposed | Cause-effect pattern
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| the ability to communicate through written language | Literacy
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| Letters or letter combinations that represent the phonemes of a language | Graphemes
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| the style of formal written language that is structured and organized in distinctive ways | Literate Language
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| the model that proposes reading proceeds from interpreting phonemes to words to phrases to sentences, and so forth | Bottom-up model
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| the model that proposes reading progresses from confirming ideas about overall content as additional written material is decoded | Top-down model
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| the recognition of print and its distinctive patterns (left-to-right flow, character orientation, etc.) as meaningful symbols related to reading and writing | Print awareness
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| an aspect of metalinguistic abilities in which the child becomes conscious of the sounds of language in words, as evidenced by skills (syllabification, segmentation, rhyming, alliteration, blending) | Phonological awareness
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| the ability to review, evaluate, proofread, and edit one's own writing | Executive function
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| speaking styles that are characteristic of certain roles of social contexts | Registers
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| the communication styles that appear to be characteristic of each gender | Genderlect
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| excessive interjections and filler sometimes noted in utterances of aging individuals | Uncertainty behaviors
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