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59 Cards in this Set
- Front
- Back
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formal operations
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12-adulthood
understands abstract ideas mental operations on abstract concetps scientific method hypothetical thinking |
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concrete operations
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7-12 years
mental operations decentration perspective taking logical thought seriation hierarchical thought |
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preoperational
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2-7 years
egocentric thinking illogical limited mental operations symbolic/pretend play language as symbolic behavior |
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sensorimotor
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0-2
adaptation of reflexes intentionality trial and error learning object permanence means/end (illocutionary communication) |
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goal of equilibrium in
cognition |
balance between existing cognitive structures and the environment
(cognitive peace) |
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accomodation
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modification of existing cognitive structures in accordance with new information
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assimilation
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the process by which new information and new experiences are incorporated into an organism's existing cognitive schemata
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backchanneling
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pragmatics
comments that reinforce what speakers just said encouraging responses to keep conversation going |
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Dialects
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regional or cultural group variations of a language
content (vocab, slang) form (grammatical, phonological) Use(pragmatics) |
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Dialects 2
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rule goverened
challenges are similar to ESL speakers elicit strong emotional reactions & prejudices from others goal: ability to "code-switch" |
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presupposition
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pragmatics
understanding of shared knowledge assumptions about what the listener already knows or needs to know |
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contextual contingency
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pragmatics
response is dependent upon context of what was said |
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linguistic contingency
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response depends on what someone said based on language used
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turn taking
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pragmatics
waiting/pausing to wait for each other's turn to speak |
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topic maintenance
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pragmatics
staying on topic maintaining topic |
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topic extension
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pragmatics
maintaining topic, then advancing it to more detail |
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CALP
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Cummins
Cognitive/Academic Language Proficiency 5-7 years to acquire involves higher level congitive skills of analysis(breaking down wholes into parts) synthesis(putting elements into a whole) evaluation(judging adequacy of ideas |
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BICS
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Cummins
Basic Interspersonal Communication Skills functional day to day communication skills 2-3 years to acquire context-embedded language (language supported with cues) |
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Natural Language Approach
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Krashen
deliver instruction in meaningful way many similarities in first and second language acquisition may experience silent period language learning proceeds from experiencing comprehensible input |
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comprehensible input
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simple structure
cognitively simple contextual cues slower pacing motivating content |
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Bilingual education
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content instruction in native language
immersion programs 3 types transitional maintenance enrichment |
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language
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a code that represents ideas about the world for the purposes of commuincation
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adaptation
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piagetian theory
adjusting to demands of the environment includes assimilation and accomodation |
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organization
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piagetian theory
combining, refining, creating more complex schemes |
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schemes
(schemata) plural |
mental structures used to represent, organize and interpret experience
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3 dimensions of language
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content-semantic(meaning), Lexicon(vocabulary), relationship to cognition
Use-(function) social basis of language Hallidays categories of communicative function pragmatics Form-(structure) phonology grammar syntax, morphology, grammatical morphemes |
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pragmatics
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the effectiveness of language in achieving desired functions in social situations
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morphology
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includes the rules governing how words are formed
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free morphemes
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have meaning standing alone
cat, danger, toy |
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bound morphemes
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cannot function alone
they are always afixed to free morphemes as prefixes or suffixes s, er, re, un, ing, ed |
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syntax
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contains rules for how to string words together to form phrases and sentences, what sentences are acceptable and how to transform sentences into other sentences
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semantics
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rules that speakers use to create and understand the meaning associated with words and word combinations
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Hallidays functions of language
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Instrumental
regulatory Informative interactional personal heuristic imaginative |
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Instrumental
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getting needs met
"I want" |
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regulatory
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controlling other's behavior
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informative
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communicate information
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interactional
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establishing social relationships
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personal
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expressing feelings and opinions
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heuristic
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requesting information
acquiring knowledge |
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imaginative
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expressing fantasy
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motherese
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higher pitch; exaggerated intonation
pauses at sentence or phrase boundaries labeling and concrete turn taking use of dialogue maintenance increased fluency shorter simpler sentences repetition of key words and phrases key words and phrases are "recast" via syntactic expansion & semantic extension |
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phonology
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includes the sounds that are characteristic of that language, the rules governing the distribution and sequencing
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MLU
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mean length of utterance
(syntactic development) # morphemes divided by # of utterances |
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importance of contingent responsivity
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depends on the parent responding to child's utterances
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Vygotsky's Zone of proximal development
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the distance between actual and potential development.
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scaffolding
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parent temporarily supports the infant's emerging skills and abilities. They regulate presentation of both linguistic and nonlinguistic stimuli
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Content
first words |
substantive(objects and actions)
relational(there, more, allgone, no) |
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Content
First-word combinations |
relational and substantive(more juice)
actions locations states(attributes); possession cold, pretty, mine |
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Structure:
development of grammar/sentence structure Holophrastic |
single word expressing whole phrase
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Structure:
two-word combinations |
linear structure
hierarchical syntactic structure |
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Structure:
phrase expansion |
constituents(key words) expanded by modifiers and grammatical morphemes
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Pragmatics
conversation strategies/skills |
contextual contingency, linguistic contingency, turn taking, topic maintenance, topic extension, backchanneling, presupposition, grammatical ellipsis, repair
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sheltered content instruction
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strategies that are used with students are much like "motherese". repetition, shorter sentences, emphasis on joint attention, focus on comprehension
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Impacts of disabilities on language:
mental retardation |
impacts all three dimensions of content, use and form. language skills potentially commensurate with cognitive level
challenges with severe to profound disabilities |
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impact of disabilities on language and cognition:
specific language impairment |
e.g. developmental aphasia
auditory processing difficulties affects phonology, morphology, syntax, semantics and pragmatics (content, form) |
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impact of disabilities on language and cognition
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social communication characteristics
disproportionate impact on Use and Pragmatics |
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impact of disabilities on language and cognition:
Hearing loss |
primary impact on form
characteristics that impact degree of language impairment communication modalities, manual vs. oral |
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impact of disabilities on language and cognition:
visual disability |
impact on pragmatics and content
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impact of disabilities on language and cognition:
severe motor disability |
impact on speech
AAC |
