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45 Cards in this Set
- Front
- Back
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pragmatics |
- "use of language" - how much to say, what we should say, what is relevant, how we should communicate |
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4 areas of pragmatic development in preschool years |
registers, conversational repair, presupposition, and topic maintenance |
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registers |
- situationally influenced language variations - ex: motherese - intonation, vocabulary - changing your language based on your role |
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conversational repair |
ability to request for clarification - by age 3, can recognize need to clarify & modify bx |
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presupposition |
process of assuming which information a listener processes or may need - by age 3, can determine amount of info listener needs |
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topic maintenance |
ability to stay on topic; knowing what to include, how to arrange it, ending convo - by age 3 |
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narratives |
- uninterrupted stream of language to hold interest - 2 types: centering and chaining |
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narrative: centering |
building a story around central theme; common for 2 year olds |
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narrative: chaining |
building a story with a sequence of events that share attributes & lead directly from one to another - mastered by 5 y/o |
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semantic development stats |
- 1.5 to 6 y/o learn 5 words a day, every day - words are inferred w/o direct teaching - 2 y/o knows 200-300 words - 5 y/o knows 2100-2200 words - children invent words when words are forgotten/unknown |
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Semantic Development: Relational Terms |
- type of words - interrogatives (what/where) , temporal (before/after), physical (big/little), and locational (in/on) - all develop around same time |
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Semantic Development: kinship |
1st: mother & father 2nd: brother & sister 3rd: son & daughter |
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Bilingualism Stats |
20% of US population is bilingual - spanish & english |
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simultaneous acquisition |
development of 2 languages at the same time before the age 3 |
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successive acquistion |
- development of 2nd language AFTER age 3 - most successful when child has competency in first language - one after another - 5 stages |
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5 stages of successive acquisition |
1) preproduction (0-6 mths): focus on comprehending message 2) early production (6mths -1yr): 1-2 words and many grammatical errors, silent period 3) speech emergence (1-3yrs): acquired limited vocab, simple sentences, engage in convo 4) intermediate fluency (3-5yrs): begin to develop excellent comprehension, begin to function in normal convo, only "playground" talk 5) proficient stage (5-7yrs): can be themselves in variety of situations, speaking/reading/writing w/ few errors |
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5 major bound morphemes acquired in order |
1) present progressive "-ing" 2) regular plural "-s" 3) possessive - " 's " 4) regular past - "-ed" 5) regular 3rd person |
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mean length utterance |
determine's how complex a child's language is
# morphemes / # utterances |
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phrase |
- doesn't contain both noun & verb - 2 types: noun phrase & verb phrase |
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noun phrase |
- acts as noun in sentence - includes: 1) determiner (my, the) 2) adjective (big, blue) 3) noun/pronoun (car) 4) modifier (IN the car) |
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verb phrase |
3 types: transitive, intransitive, strative |
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transitive verb |
takes a direct object & includes words such as "like" or "give - can be active or passive |
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intransitive verb |
- doesn't require direct object - cannot changed to passive voice |
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strative verb |
- verb is followed by a complement (matching) - she is a doctor (she and doctor complement) |
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verb: "to be" |
- am, is, was , are, were - 2 types: copula and auxiliary |
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copula verb |
main verb, followed by a noun, adj, or some adverbs |
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auxiliary verb |
helps another verb - used to express moods or attitudes in ability - can, must, may |
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sentence types |
declaratives (statement), imperatives (commands), interrogatives (questions), negative (no, never, nobody) |
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3 periods of syntactic development of negation |
1) 12-30 mths: appears before verb/noun (no nap) 2) 30 mths: negative structure placed between subject & predicate (i no sleep) 3) 36 mths: adds auxiliary verbs (cannot, does not) |
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clause |
contains subject & predicate (what the subject does)
may stand alone
may be combined to be a compound/complex sentence |
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compound sentence |
2 main clauses joined by "and", "because"
developed before complex sentences
25-27 months |
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complex sentence |
main clause joined by a subordinate clause
starts around 3 years, but 5 years = more sophisticated |
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2 Processors that make a child more effective communicator |
1) nonegocentrism: ability to take others perspectives; more socialized; better presuppositional skills; better role taking 2) decentration: process of moving from one-dimensional descriptions of objects/events to coordinated multiattributional ones |
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story grammar |
components & rules of narratives |
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narratives must include |
protagonist overcoming challenges, setting, structure (intro, problem, resolution) |
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Conversational Abilities K-5 grade |
1) gain & hold attention 2) use others as resources 3) express affection/hostility 4) direct/follow peers 5) compete in storytelling 6) express pride 7) role play |
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3 Strategies that a school age child becomes more proficient at |
1) topic introduction & maintenance: 3 y/o holds topic only 20% of time, not mastered until adolescence 2) indirect request: "that cake sure looks tasty"; 3 y/o just asks directly 3) conversational repair: can give more info/ask questions; 3 y/o talks louder/repeats |
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Growth of Vocab |
1) horizontal growth: child adds additional features, but same meaning 2) vertical growth: separate, multiple meanings of words |
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figuarative language |
1) idioms: common, colorful, short expression, not literal meaning (raining cats and dogs) 2) metonyms: one word standing for an entire category (portland is weird) 3) metaphors: comparison is implied (my love is a rose) 4) simile: comparison w/ words such as "like" or "as" (he runs like a deer) 5) proverbs: short, popular sayings that embody accepted truth (early bird gets the worm) |
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metalinguistic skills |
greatest increase in this awareness is 5-8 yrs |
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literacy |
use of visual modes to communicate aka reading & writing |
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decoding |
breaking words down into components |
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phonological awareness |
- necessary for decoding words in reading 1) phonemic awareness: individual sounds 2) segmentation: dividing word into its parts 3) blending: creating word from its parts |
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Facts about literacy |
- oral language = best predictor of literacy acquisition - 10-15% of children w/RD = HS dropout - 2% of children w/RD = actually grad college - 65-75% of children designated as RD will continue to read poorly throughout school - 50% of juveniles with record have RD |
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4 types of narratives |
1) reccounts: usually requested by adult; child tells about past experiences/events that he/she was in or observed 2) account: type of personal narrative, but not requested by adult & more spontaneous 3) eventcast: describe what is happening like a sportscast 4) stories: usually made up with main character that has a problem to solve |
