Chapter 6 Comd 2500

Front 1

Why are words symbolic?

Back 1

The represent something else in the world

Front 2

Why are words arbitrary?

Back 2

because the sound sequences of words do not directly stand for the concepts the words represent

Front 3

What does a lexical entry contain?

Back 3

sound, meaning, part of speech

Front 4

what are phonetically consistent forms?

Back 4

the idiosyncratic wordlike productions that children use consistently and meaningfully but that do not approximate adult forms.

Front 5

gesture use precedes spoken language. T of F?

Back 5

True

Front 6

What are referential gestures?

Back 6

a gesture that has precise referent and have stable meaning across different contexts

Front 7

What is a deictic gesture?

Back 7

just pointing or showing something

Front 8

As children are preparing to transition from the one word stage to the 2 word stage, what happen in gestures?

Back 8

They combine words and gestures or do 2 gesture combos.

Front 9

What happens when children get to the 2 word stage?

Back 9

they stop combing gestures.

Front 10

Why do children stop combining gestures when they get to the 2 word stage?

Back 10

before they had to fill in gaps with gestures, and now they do not.

Front 11

toddlers words learning enters an explosive period at what age?

Back 11

18-24 months

Front 12

What other names does does the explosive period have?

Back 12

vocabulary spurt, word spurt, naming spurt

Front 13

What is overextension?

Back 13

process by which children use words in an overly general manner

Front 14

What types of overextensions are there?

Back 14

categorical, analogical, relational

Front 15

What is analogical overextensions?

Back 15

when children extend a word the know to other words that are perceptually similar

Front 16

what is relational overextensions?

Back 16

when child extend a word they know to other words that are semantically or thematically related.

Front 17

What is underextension?

Back 17

when a toddler uses a word to refer to only a subset of possible referents

Front 18

What is overlap?

Back 18

when a toddler overextends a word in some instances and underextends in others.

Front 19

What are 3 reasons for word use errors?

Back 19

children may make category membership errors, pragmatic errors, and retrieval errors

Front 20

What is category membership errors?

Back 20

children think different things in different categories are the same

Front 21

What are pragmatic errors?

Back 21

children know 2 objects are conceptually different, but do not have a name for one of the objects.

Front 22

What are retrieval errors?

Back 22

children know a word but cannot retrieve the word and unintentionally select a different word

Front 23

What is the Quinean conundrum?

Back 23

the uncertainty surrounding mapping a word to its referent in the face of seemingly endless interpretations

Front 24

to create a new lexical entry, what must a toddler do?

Back 24

segment the word from continuous speech, find objects, events, actions and concepts in the words, map the word to those things

Front 25

what are the 2 lexical principles framework

Back 25

tier 1 - reference, extendibility, object scope
tier 2 - conventionality, categorical scope, novel name-nameless category (N3C)

Front 26

what does reference in tier 1 of the lexical principles framework mean?

Back 26

state that words symbolize object, actions events and concpets.

Front 27

What does extendability in tier 1 of the lexical principles framework mean?

Back 27

refers to the notion that words label categories of objects and not just the original exemplar.

Front 28

what does object scope mean in tier 1 of the lexical principles framework mean?

Back 28

states that words map to whole objects.

Front 29

What are the 2 things object scope has?

Back 29

first children assume that novel words label objects rather than actions and that object scope presupposes a whole object assumption

Front 30

What is whole object assumption?

Back 30

assumption that words label whole objects and not object parts.

Front 31

What does conventionality in tier 2 of the lexical principles framework mean?

Back 31

for children to communicate successfully, they mist adopt the terms that people in their language community understand

Front 32

What does categorical scope in tier 2 of the lexical principles framework mean?

Back 32

it builds on extendibility by limiting the basis for extensino to words that are taxonomically similar.

Front 33

What does N3C in tier 2 of the lexical principles framework mean?

Back 33

supports the tier 1 principle of object scope by helping children select a nameless object as the recipient of a novel label.

Front 34

What does the principle of N3C rest on?

Back 34

mutual exclusivity

Front 35

what is mutual exclusivity?

Back 35

state that objects have only 1 label

Front 36

How do social-pragmatic theorists as that children can overcome the Quinean conundrum?

Back 36

by interacting with experienced language users.

Front 37

What is a thematic role?

Back 37

the part a word play in an event

Front 38

what is the agent of the thematic role?

Back 38

entity that performs the action

Front 39

What is the theme of the thematic role?

Back 39

entity undergoing an action

Front 40

what is the source of the thematic role

Back 40

starting point

Front 41

what is the goal of the thematic role?

Back 41

the ending point

Front 42

what is the location of the thematic role?

Back 42

the place where an action occurs

Front 43

What are phonological processes?

Back 43

the rule governed errors that children make when pronouncing certain words

Front 44

what is the customary age of production

Back 44

the age by which 50% of children can produce a given sounds in multiple positions in words in an adultlike way

Front 45

what is the age of mastery

Back 45

the age by which most children produce a sound in an adultlike manner

Front 46

syllable structure changes are..

Back 46

changes to syllables in words (repeat a stressed syllable),

Front 47

What is assimilation?

Back 47

process in which children change one sounds in a syllable so that it takes on the features of another sound in the same syllable

Front 48

What is fronting?

Back 48

changing articulation from back of mouth to front of mouth

Front 49

What is place of articulation changes?

Back 49

doing either fronting for backing

Front 50

What is backing?

Back 50

changing place of articulation from front of mouth to back

Front 51

What is manner of articulation changing?

Back 51

replacing types of articulations with different ones such as fricatives with stops or liquids with glides.

Front 52

What are 2 theories on phonological perceptions?

Back 52

toddlers use global, holistic word recognition strategies at first then restructure their lexical representations. second, toddler use partial phonetic info to recognize words.

Front 53

What does lexical restructuring do?

Back 53

allows for more efficient storage of lexical terms and recognition of words at the segmental level rather than the global level.

Front 54

at what word mark does it signify important changes?

Back 54

50 word

Front 55

What happens at the 50 word mark?

Back 55

children begin using grammatical morphemes, have longer utterances

Front 56

Children cannot overextend grammatical morphemes. T or F

Back 56

False

Front 57

When learning irregular verb tenses, children must more memorize them. T or F

Back 57

true

Front 58

the 2 word stage marks the true beginnings of what?

Back 58

syntax

Front 59

What simple functions can the 2-word stage toddler express?

Back 59

commenting, negating, requesting, questioning.

Front 60

How do you calculate the MLU?

Back 60

# of morphemes/# of utterances

Front 61

what quality do toddlers have in their sentence forms?

Back 61

telegraphic quality

Front 62

What is telegraphic quality

Back 62

leaving out certain function words

Front 63

In the 2-word stage, what kind of sentences do toddlers use more of?

Back 63

yes-no questions, wh- questions and negatives.

Front 64

What functions do toddlers gain in the 2-word stage?

Back 64

discourse and conversational skills

Front 65

What discourse functions do toddlers get?

Back 65

instrumental, regulatory, personal-interactional, heuristic, imaginative and informative

Front 66

What are instrumental functions?

Back 66

requests to satisfy needs

Front 67

what are regulatory functions?

Back 67

imperatives to control people

Front 68

what are personal--interactional functions?

Back 68

share info about themselves

Front 69

what are heuristic functions?

Back 69

learn about the world

Front 70

what are informative functions

Back 70

give info to other people

Front 71

What are imaginative functions?

Back 71

they can tell stories to people

Front 72

How many turns does a toddler typically maintain a conversation?

Back 72

1 or 2

Front 73

The toddler can start a conversation. T or F

Back 73

True

Front 74

What are the effects of gender on language development?

Back 74

boys comprehend and produce fewer words than girls do.

Front 75

what underlie the differences between boys and girls development rate?

Back 75

maturation rates, parents interact differently with girls,

Front 76

What are the effects of birth order in language development?

Back 76

first born are more likely to reach the 50 word mark sooner

Front 77

Why are first born more likely to develop quicker?

Back 77

because first born receive more one on one time with the parent

Front 78

what are the effect of SES on language development?

Back 78

lower SES children had shorter MLUs and used fewer words

Front 79

Why does SES make a difference?

Back 79

how much parents talk to children is related to SES

Front 80

What are the 3 production tasks in the book?

Back 80

naturalistic observation, elicited imitation tasks, elicited production tasks

Front 81

What do production tasks do?

Back 81

allow toddlers to demonstrate their competence in various areas of language production

Front 82

What is naturalistic observation in production tasks?

Back 82

This is when syntax can be analyzed for the first time.

Front 83

What factors must be considered in naturalistic observations?

Back 83

number of children to analyze, number of recordings to collect from each child, variety of context in which to collect samples.

Front 84

What are eilicited imitation tasks

Back 84

get children to imitate things the researcher wants the child to imitate.

Front 85

What are elicited production tasks?

Back 85

reveals aspects of children's language abilities by having them produce specific sentence structures.

Front 86

What are the 2 comprehension tasks shown in the book?

Back 86

picture selection task, act-out task

Front 87

What do comprehension tasks do?

Back 87

reveals toddlers language competencies by having them match or point pictures of target words and phrases or act our phrases they hear an experimenter say.

Front 88

What is the picture selection task?

Back 88

experimenter presents a language target and ask the child to choose the picture that corresponds to the target

Front 89

What is the act-out task?

Back 89

experimenter presents child with series of props and instructs child to act out sentences they hear.

Front 90

What are the 2 judgement tasks the book tells about?

Back 90

truth value judgment tasks, grammaticality judgment tasks

Front 91

What are judgment tasks?

Back 91

children are asked to decide whether certain language constructions are appropriate so their level of grammatical competence can be assessed.

Front 92

What are trust value judgment tasks

Back 92

children are asked to judge certain language construction to be correct or incorrect.

Front 93

What is evaluation?

Back 93

method used to determine a child's initial and continuing eligibility for service under IDEA and includes a determination of the child's status across developmental areas

Front 94

What is assessment?

Back 94

describes ongoing procedures used to identify a child's needs, family concerns and resources.

Front 95

What two things do clinicians have to work with toddlers?

Back 95

evaluation and assessment tools, and informal language screens

Front 96

What is the most important consideration for evaluation and assessment tool?

Back 96

ecological validity

Front 97

What is ecological validity?

Back 97

extent to which the data resulting from these tools can be extended to multiple contexts.

Front 98

what is informal language screens

Back 98

checklists that allow clinicians and parents to determine whether children exhibit each behavior in question.

Front 99

what are categorical overextensions?

Back 99

When toddlers overextend a word they know to other words in the same category.

Front 100

What are mirror neurons?

Back 100

a type of visuomotor neuron

Front 101

When does a mirror neuron activate?

Back 101

when people perform actions and when they observe people that perform actions.

Front 102

Are children more likely to assume that a verb refers to the action of a causal agent in a sentence with a transitive verb or an intransitive verb?

Back 102

Transitive

Front 103

What type of changes are in syllable structure changes?

Back 103

weak-syllable deletion, final-consonant deletion, reduplication, cluster reduction

Front 104

What type of changes are in assimilation?

Back 104

consonant harmony, velar assimilation, nasal assimilation

Front 105

What type of changes are in place-of-articulation changes?

Back 105

fronting, backing

Front 106

What type of changes are in manner-of-articulation changes?

Back 106

stopping, gliding

Front 107

In syllable structure changes, what is weak-syllable deletion?

Back 107

child deletes an unstressed symbol

Front 108

In syllable structure changes, what is final-consonant deletion?

Back 108

Child deletes the last consonant in the syllable

Front 109

In syllable structure changes what is reduplication?

Back 109

child repeats an entire syllable or part of a syllable

Front 110

In syllable structure changes, what is cluster reduction?

Back 110

child reduces a cluster of consonant to include fewer consonant sounds

Front 111

In assimilation, what is consonant harmony?

Back 111

child uses consonants with like features in a word

Front 112

In assimilation, what is velar assimilation?

Back 112

child produces a nonvelar consonant as a velar consonant because of a nearby velar sound

Front 113

In assimilation, what is nasal assimilation?

Back 113

child produces a nonnasal sound as a nasal sound because of a nearby nasal sound

Front 114

In manner-of-articulation changes, what is stopping?

Back 114

child replaces a fricative of an affricate sound with a stop sound

Front 115

In manner-of-articulation changes, what is gliding?

Back 115

child replace a liquid sound with a glide.