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38 Cards in this Set
- Front
- Back
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MLU
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(mean length of utterance)
-the length of the childs utterance based on the average length of a childs utterance in spontaneous speecch |
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calculating MLU
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obtain 50-110 utterances from spontaneous speech
-count morphemes -divide by the number of utterances |
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Do's of MLU
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-count each repetition as a morpheme(no, no, no)
-count irregular past tense forms as 1 -count diminutives as 1 (doggie) -count compound words as 1 (birthday) -count duplications as 1 (night night) |
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Don'ts of MLU
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-count fillers (mmm, uhm)
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14 morphemes
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-present progressive(-ing)
-in -on -regular plurals-s -irregular past(came, went) -possessive ('s) -uncontractible copula (he is/ he's) -articles(a, the) -regular past(-ed) -regular 3rd person(-s) -irregular 3rd person (does, has) -uncontractible auxiliary(he is cant say he's) -contractible copula(can be contracted although can use full form) -contractible auxiliary(boy's jumping/ boy is jumping) |
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brown stage 1
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-MLU 1.0-2.0 morphemes: semantic roles and grammatical relations
-begins when child uses his first meaningful word -ends when the child begins to put two words together |
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browns stage 2
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-MLU 2.0-2.5: grammatical morphemes
-age range 27-30 months -grammatical morphemes emerge and are used to signify the semantic-syntactic relations of the 2 word utterances in sttage 1 -not mastered until stage 5 -overextended use of morphemes (foot-foots |
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II: pronoun development
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-begin to use stage I and II
-order of acquisition -subjective-he did it objective- i see her possessive- it is hers reflexive- he did it himself |
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II verb development
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-auxiliary verbs= helping verbs
-infinitive verb forms-wanna gonna |
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II: negation development
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-no at the beginning of statements
-end of stage II-no before the verb -meanings of negatives (nonexistence, denial, rejection) |
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II question development
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-asks yes/no by adding rising intonationto declaratives
-begins with what and where then adds why forms -responds to most questions as if they aere where forms |
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II: semantic development
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-vocab of about 400 words
-emotionality emerges( can discuss emotions of others/ can discuss cause/effect of emotions) |
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II: pragmatic development
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-adds please depending on audience
-increased output in conversations -begins introducing topics -begins using conversational repairs |
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browns stage 3
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-MLU 2.5-3.0 morphemes: modalities of the simple sentence
-age range 31-34 months -first learns every sentence has a verb then figures out every sentence needs a subject -morphological development continues |
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III: pragmatic development
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-Maintains topic by responding to adult questions
-repairs conversations by changing words -presuppositional skills not developed |
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browns stage IV
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-MLU 3.0-3.75 morphemes: elaboration by embedding
-age: 35-40 months -use of embedding to increase utterance complexity |
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embedding
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-way of combining 2 ideas into 1
-early examples: mommy want to eat cookie |
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IV pragmatic development
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-presuppositional skills begin to develop(child adjusts his speech to age of listener, understands what the listener needs to know)
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Browns stage V
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-MLU 3.75-4.5 morphemes: coordination of simple sentences-polishing the act
-age 41-46 months -morphological developments --9 of browns 14 morphemes are mastered |
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telegraphic speech
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2 word combinations mark the beginning of syntax
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overextension
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process in which a child applies a words meaning to more nouns than an adult would (foot-- foots)
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underextension
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process in which a child applies a word meaning to fewer nouns than an adult would
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narratives
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-speaker/narrorator maintains a social monologue while presupposing information the listener needs
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holophrastic
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child uses one word to represent a sentence or a complete thought
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semantic feature hypothesis
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-words are made up of smaller units of meaning--> semantic features
-male:human adult man -words she features, but each word has its own set of features -children do not acquire the adult meaning all at once |
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prototypic complex hypothesis
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-assumes there is a typical example concept that best represents that concept
-childs prototypes are usually his/her first or most experience with the referent apple=a better prototype for a bird than a penguin |
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locutionary stage
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-the final stage of intentional communication development
-begins with the first meaningful word -occurs at about 12-18 months -also called holophrastic stage |
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primitive speech acts
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-a single gesture or vocalization that conveys intention
-precursors to adult speech acts -pragmatic functions |
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associative complex hypothesis
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-the child associates repeated experiences with a word
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direct request
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-used to get others to do things for the speaker
-i want/ i need |
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indirect request
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used to get others to do things fr=or the speaker
-could i/ may i |
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presupposition
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-child adjusts his speech to age of listener
-understands what the listener needs to know |
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register
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-style of speaking
-evidence of awareness of conversational roles -by age 4, children can assume various roles and do so in their play |
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decontextualized language
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-conversation about referents not in the "here and now"
-emerges around 18-24 months |
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order of mention
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-processing strategy
-interpret main clause as the first event -rely on real life experiences |
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theory of mind
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the ability to put yourself in someone elses shoes
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functional core hypothesis
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the idea that early words are based on the child's assumption that things belong in the same category because they are similar in the way the act or can be acted upon
-motion is the most salient feature -ex:apple-eat it |
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embedding
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-way of combining 2 ideas into 1
ex: -mommy want to eat cookie -show me where i can get one |
