Language Dev Exam 2

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semantic development

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children's strategies for learning word meanings and relating them to one another change as their internal representation of language constantly grows and becomes reorganized

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semantic feature

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view is that children learn a set of distinguishing features for each categorical concept

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classical concepts

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like a triangle, all triangles must have 3 angles

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probabilistic concept

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like a bird- there are other types of birds and not every bird has the same features

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ontological categories

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concepts about how the world is organized

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ostension

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children ages 2 and older may learn sounds effectively through incidental learning

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vocabulary spurt

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rapid increase in the number of words learned that occurs around age 18 months

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syntax

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the child combines words in a systematic way to create sentences that appear to follow rules rather than combining words in random fashion

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d structure

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captures the underlying relationships between object and object in a sentence (basic unit of grammar)

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S structure

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captures the surface linear arrangements of words in a sentence.

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phonetic form

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the actual sound structure of a sentence

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logical form

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captures the meaning of sentences (connects grammar to other aspects of cognition)

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phase structure rules

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lexicons- specifies a number of important features

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transformational rules

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rules that specify how one sentence can be transformed to create a closely related sentence

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MLU mean length utterance

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measure the length of a child's utterance. Units of morphemes

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Index of productive syntax (IPSyn)

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other measures of syntactic dev that needs a transcript of 100 speech utterances from a child.

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open-class words

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dominate children's language
composed of nouns, verbs and adjectives

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closed-class words

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usually missing at this stage of language dev.
prepositions, conjnctions, articles, pronouns, auxiliaries, and inflections)
much smaller and do not change their composition a lot

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telegraphic speech

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omission of closed-class words makes speech resemble telegrams

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semantic relations

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children from around the world in stage one, using two word utterances have shown that one universal feature of this stage is that only a small group of meanings

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limited scope formula

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early two-word combinations had more limited, lexical-specific scope

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preferential looking paradigm

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assessing language comprehension in infants as young as 12 mo

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optional infinitive stage

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because tenseless verbs are also called infinitive verbs, and because the pattern involves aparently optionally choosing to use either a tensed verb or an infinitive verb

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over-regularization errors

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excellent source of evidence for the productivity and creativity of the child's morphology

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long-distance question

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"what did mary tell jane that we could get"

"What do you think mary told jane that we should get?"

using "WH" phrases and questions

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action-al verbs

psychological verbs

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kiss and pat

see and like

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anaphora

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how different pronoun forms link up with their referents in a sentence.

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subject-gap relative clauses

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those that have a gap in the position of the subject

"the walrus that is tickling the zebra"

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EEG or electroencephalography

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technologies that measure rapid responses that are not under a child's conscious control, such as eye movements and patterns of electrical activity in the brain.

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routines

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"please" "Thank you"

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communicative competence

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how to make language work in interactions with their families, peers, teachers, and others

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Locutionary act

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the act of saying a sentence that makes sense and refers to something

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illocutionary act

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the speaker's purpose in saying that sentence

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perlocutionary act

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the effect of that sentence on a listener

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egocentrism

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the inability to take another person's point of view, the inability to recognize that others have different knowledge, feelings, thoughts, and perceptions or to know what the different knowledge, feelings, thoughts, and perceptions might be.

i.e. when a child waves at the telephone rahter than saying "hello" to grandma or talks about "the dog" he saw on the way to school without explaining which dog it was.

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referential communication

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the ability to describe an item from a set of similar items so that a listener can identify it.

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semantic aggravators

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words or phrases that intensify the request
i.e. "or else" or "right now"

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semantic mitigators

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words or phrases that soften the request

i.e. "please" or giving reasons

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cohesive devices

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provide ways to link talk to earlier parts of a conversation

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ellipsis

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a speaker omits part of what was said before

i.e. "did that dinosaur fall into the volcano"

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Back-channel feedback

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inserting "uhhuuhs" or "rights" "I sees" and head nods at appropriate moments

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signifying

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sounding, capping, and playing the dozens...it is a type of sarcastic or whitty language play that allows users to initiate a verbal "war" or make indirect comments on socially significant topics.

i.e. "he is so cool that he even stops for green lights"

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Registers-varied according to 3 things

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participants, settings, topics

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Classical conditioning

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explaining changes in behavior is through the connection or association of stimuli in the environment and certain responses of the organism

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phonetic form

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at the interface with the articulatory-perceptual system, the cognitive system of the language faculty connects to the pronunciation system.

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logical form

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with the conceptual-intentional system, the cognitive system of the language faculty connects with the conceptual system.

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serial processing

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operations are performed one at a time,sequentially

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parallel processing

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multiple operations occur simultaneously

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epigenetic

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complex cognitive processes arise from simpler functions

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transformational syntax

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a new and coherent way of accounting for structural principles of adult linguistic competence that cut across inter and intralinguistic diversity

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code oriented

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concerned with representing things in the environment

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message oriented

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more often using language to manipulate the social situation

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pronominal strategy

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combines content words

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nominal strategy

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children started using pronouns in their utterances