Language Development
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| infinite generativity | ability to produce an endless number of meaningful sentences using a finite set of words and rules
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| phonology | how sounds are used and combined
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| phoneme | the smallest unit of sound
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| morphology | the rules for combining morphemes
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| morphemes | the smallest units of meanings
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| syntax | the ways words are arranged to form acceptable phrases and sentences
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| semantics | the meanings of words and sentences
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| pragmatics | the appropriate use of language in context
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| telegraphic speech | the use of short and precise words without grammatical markers
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| whole language approach | reading should be whole and meaningful
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| basic skills and phonics approach | reading should involve simplified materials
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| dialect | variety of language distinguished by vocabulary, grammar, or pronunciation
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| receptive vocabulary | words the child understands
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| spoken vocabulary | words the child uses
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| fast mapping | a process that helps to explain how young children learn the connection between a word and its referent so quickly
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| subtractive bilingualism | when immigrant children go from being monolingual in their home language to bilingual in that language and in English, only to end up monolingual speakers of English
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| bilingual education | teaching an academic subject to immigrant children in their native language while slowly teaching English
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| Broca's area | an area of the brain's left frontal lobe that is involved in producing words
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| Wernicke's area | an area of the brain's left hemisphere that is involved in language comprehension
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| aphasia | a loss or impairment of language processing resulting from damage to Broca's area or Wernicke's area
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| damage to Broca's area | difficulty producing words correctly
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| damage to Wernicke's area | poor comprehension and fluent yet incomprehensible speech
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| language acquisition device (LAD) | Chomsky's term that describes a biological endowment that enables the child to detect certain features and rules of language, including phonology, syntax, and semantics
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| child-directed speech | language spoken in a higher pitch than normal, with simple words and sentences
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| recasting | rephrasing a statement that a child has said, perhaps turning it into a question, or restating a child's immature utterance in the form of a fully grammatical sentence
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| expanding | restating, in a linguistically sophisticated form, what a child has said
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| labeling | identifying the names of objects
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| what do all human languages have? | infinite generativity and organizational rules
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| what sound sequence do babies go through in the first year? | crying, cooing, and babbling
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| overextension | when children apply a word to objects that are inappropriate for the word's meaning
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| underextension | when children apply a word too narrowly
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| what is an example of telegraphic speech? | two-word utterances
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| what is Berko's card experiment? | kids were shown words that don't exist but they were able to apply morphological rules
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| the alphabetic principle | that the letters of the alphabet represent sounds of the language
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| what is the behavioral view of language? | that language is a learned skill, but this is not a good explanation
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| how can you enhance a child's acquisition of language? | use child directed speech, recasting, expanding, and labeling
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