Comd 2500 Language, Speech, Hearing (Chapter 6)

Front 1

extendibility (192)

Back 1

-The notion that words label categories of objects, not just the original exemplar

Front 2

fronting (198)

Back 2

-Replacement of sounds normally produced farther back in the mouth (e.g., /k/) with sounds produced farther forward in the mouth (e.g, /t/)
-Place of articulation change that is not context dependent. Example: Cake becomes "take"

Front 3

goal (196)

Back 3

-In an event, the ending point of movement
-See also, agent; location; source; theme

Front 4

location (196)

Back 4

-In an event, the place where an action occurs
-See also, agent; goal; source; theme

Front 5

novel name-nameless category (N3C) (193)

Back 5

-A principle stating that nameless object included in a group of known objects should be the recipient of a novel label
-Supporting the principle of object scope, the principle of N3C is based on the principle of mutual exclusivity but does not presuppose that children avoid attaching more than one label to an object

Front 6

Object scope (193)

Back 6

-A principle stating that words map to whole objects
-See also, whole object assumption

Front 7

Overextension (189)

Back 7

Three types of overgeneralizations children make: categorical, analogical, and relational (e.g., calling all four-legged animals "dog" after learning the word "dog", calling the moon "ball", and calling a watering can "flower"
-See overlap
-Contrast with underextension

Front 8

overlap (190)

Back 8

-Overextension of a word in certain circumstances and underextension of the same word in other circumstances
-Example: Using the word candy to refer to jelly beans and grandmother's pills (overextension) but not to chocolate bars (underextension)

Front 9

phonetically consistent forms (184)

Back 9

-Abbreviated PCFs
-The idiosyncratic wordlike productions that children use consistently and meaningfully but that do not approximate adult forms
-PCFs have consistent sound structure, but children may use them to refer to more than a single referent
-Example: "aaah" to refer to both water and the desire to be picked up

Front 10

phonological processes (197)

Back 10

-The systematic and rule governed speech patterns that characterize speech, including syllable structure changes, assimilation, place-of-articulation changes, and manner-of-articulation changes

Front 11

age of mastery (197)

Back 11

-The age by which most children produce a sound in an adult-like manner
-See also, customary age of production

Front 12

agent (196)

Back 12

-In an event, the entity that performs the action
-See also, goal; location; source; theme

Front 13

assessment (213)

Back 13

-Ongoing procedures used to identify a child's needs, family concerns, and resources
-Less formal than an evaluation and often encourages more parent and caregiver participation than do evaluations

Front 14

assimilation (197)

Back 14

-The process by which children change one sound in a syllable so that it takes on the features of another sound in the same syllable
-A context-dependent change
-Includes velar assimilation

Front 15

categorical scope (193)

Back 15

-A principle that builds on the principle of extendibility by limiting the basis for extension to words that are taxonomically simliar

Front 16

conventionality (193)

Back 16

-A principle stating that for children to communicate successfully, they must adopt the terms people in their language community understand

Front 17

customary age of production (197)

Back 17

-The age by which 50% of all children can produce a given sound in multiple positions in words in an adultlike way
-Contrast with age of mastery

Front 18

ecological validity (214)

Back 18

-The extent to which the data resulting from an assessment or an evaluation can be extended to multiple contexts, including the child's home and day care settings

Front 19

evaluation (213)

Back 19

-A method used to determine a child's initial and continuing eligibility for services under the Individuals with Disabilities Education Act (IDEA)
-Includes a determination of the child's status across developmental areas
-Contrast with assessment

Front 20

event-related potentials (194)

Back 20

-Abbreviated ERPs
-The electrical responses of the brain to particular stimuli, including linguistic stimuli
-Used in neuroimaging