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64 Cards in this Set
- Front
- Back
able to detect nonnative phonetic differences is |
perceptual narrowing |
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prosodic characteristics of speech examples |
stress, pitch, and intonation |
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when do first words typically occur |
12 months |
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diectic geatures |
depend on context (if i point to something you must know what has been going on in order to know what exactly and why exactly i am pointing) |
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can infants distinguish between purposeful and accidental actions at birth? |
NO |
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perceptual categories begin at what age? |
3 months |
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theory of mind is evident at what age |
18 months |
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when infants have conceptual categories, they can use inductive generalizations |
TRUE! |
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crying and fussing are what vocalizations? |
REFLEXIVE (it is involuntary/they cannot control it) |
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“Ma Ma Ma” is an example of what? |
reduplication babbling |
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what plays a role in developing theory of mind? |
Language |
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what babbling contains at least 2 syllables and 2 consonants? |
Jargon babbling |
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do toddlers rely on others gesture to gain information? |
YES! |
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example of infant directed speech? |
Mothereese |
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examples of paralinguistic/extra linguistic features/ mothereese |
high overall pitch, exaggerated pitch, slower tempos |
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Syntactic characteristics |
Shorter MLU, simple sentence structure, more content words than function words |
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do daily routines provide opportunities for language learning? |
YES! |
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criteria of “true” first words |
clear intonation, used consistently, recognizable pronunciation |
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receptive skills |
ability to understand what is being said |
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expressive skills |
ability to correctly express what is wanted to be said |
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referential gestures |
meaning of gesture is clear to the receiver (ex: holding a phone to the ear) |
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expressive language learners use language primarily for? |
social exchanges |
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what helps teach toddlers that people value their behaviors and communicative attempt? |
caregiver responsiveness |
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referential language learners primarily use language to refer to people and objects |
YES! |
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parent report measures include |
questionnaires, checklists and case history forms |
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a process in which two people both focus on the same referent |
joint attention |
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smallest distinctive sound unit in language |
phoneme |
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what is a quick checklist with a child in order to determine if they need a full evaluation or not? |
screening |
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what is used to measure a child’s progress in a certain area of language development? |
progress monitoring |
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is there a vocabulary spurt from the ages of 18 months to 24 months old? |
YES! |
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what is changing one sound in a syllable so that it takes on the features of another sound in the same syllable? |
assimilation |
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combining words to make longer utterances is the true beginning to what? |
Syntax! |
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what do toddlers pay attention too when learning phonotactic rules? |
pitch, loudness, stress, intonation |
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phonetic details |
how we produce phonemes and rules of a native language |
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perceptual categories |
putting things in categories based on what they look like (ex: color, shape, size) |
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conceptual categories |
putting things into categories based on what we do with it (ex: this thing flys, these are things we eat, these are things we wear etc) |
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vocalizations at 0-2 months |
involuntary: discomfort/stress (crying / fussing) vegetative: burping coughing sneezing |
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control of phonation (1-4 months) |
cooing sounds, vowel+nasal sounds, raspberries trills and clicks |
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expansion |
isolated vowel sounds, experiment with pitch and loudness |
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basic canonical syllables |
CV syllables, babbling produces more than 2 CV syllables, |
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advanced early vocalizations |
diphthongs, multisyllabic strings with intonation, jargon babbling |
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infant directed speech |
get the infants attention/ the infants like it and pay more attention to it |
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imperative pointing |
requesting something (ex: i want that bottle) |
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declarative pointing |
comment or to get an adults attention (ex: that is a bottle) |
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characteristics that make up good caregiver responsiveness |
waiting and listening following child’s lead joining in and playing encouraging turn taking being face to face |
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12 months
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first word criteria |
usually something important to the child, important person or object |
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does comprehension come before production? |
YES! |
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do receptive skills come before expressive skills? |
YES! |
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inTRAindividual differences |
individual toddler experiences series of spurts and plateaus in their language abilities as they develop comprehension precedes production |
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inTERindividual differences |
effects of gender (maturity rates, differences in how parents interact with girls vs boys) effects of birth order effects of socioeconomic status and parent education |
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expressive language learners |
use language primarily for social exchange ex: hi, bye |
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referential language learners |
use language primarily to refer to people and objects |
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what age is infant hood |
0-18 months |
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what age is toddlerhood |
18 months - 3 years |
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customary age of production |
50% of children that age begin to produce a certain sound |
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age of mastery |
90% of children at a certain age begin to produce a certain sound |
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partial phonetic information is what kind of skill? |
auditory closure skill |
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partial phonetic information is what? |
toddlers are able to predict what is going to be said after hearing the first one or two phonemes |
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how many words should a child have at 18 months? |
50 |
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telegraphic speech |
using content words and not function words |
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telegraphic speech |
using content words and not function words |
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overextension |
applying one word to a wider collection of objects than is applicable (ex: all four legged animals are dogs) |
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underextension |
Kitty is the word for the family cat but kitty does not apply to all cats |