Language Development

Front 1

Mands (behaviorism)

Back 1

some sort of need prompts different kinds of requests, commands, and demands. (e.g.do you have something to eat?)

Front 2

Tacts (behaviorism)

Back 2

group of verbal responses that describe and comment on the things and events around us. (e.g. child saying: this car is big and red.)

Front 3

Echoics (behaviorism)

Back 3

imitative verbal responses whose stimuli are the speech of another person; clinician only reinforces when child’s productions approximate those of clinician.

Front 4

Autoclitics (behaviorism)

Back 4

secondary verbal behaviors that comment upon, or clarify the causes of, such primary verbal behaviors such as tacts and mands. (e.g. I saw it in the newspaper.)

Front 5

Intraverbals (behaviorism)

Back 5

class of verbal behaviors that are determined by the speaker’s own prior verbal behaviors – what one says may be stimulus for more to be said. (accounts for fluent speech).

Front 6

Piaget was a supporter of the _________ cognition hypothesis (language development is dependent on cognitive development).

Back 6

strong

Front 7

The cognitive theory of language development was majorly supported by __________.

Back 7

Piaget

Front 8

Piaget: Sensorimotor stage age

Back 8

0-2 years

Front 9

Piaget: Pre-operational stage age

Back 9

2-7 years

Front 10

Piaget: Concrete operations stage age

Back 10

7-11 years

Front 11

Piaget: formal operations stage age

Back 11

11+ years

Front 12

Piaget - 8-12 months:

Back 12

searching for objects based on memory of where she last saw them; recognize he has theability to make objects move.

Front 13

Piaget - 12-18 months:

Back 13

object permanence; imitating another person’s behavior; experimenting with properties and functions of objects.

Front 14

Piaget - 18-24 months:

Back 14

uses words when referents are not present; basic cause-effect relations acquired; symbolic play.

Front 15

Piaget - preoperational -

Preconceptual:

Back 15

egocentric, overextends and underextends word meanings.

Front 16

Piaget - preoperational

Intuitive:

Back 16

continued egocentrism, concreteness of thought (e.g. in Monopoly, having a hard time understanding that 5 $100 = $500 bill; deals with only one variable at a time; lack of conservation (e.g. piece of clay rolled into a different shape = same amount of clay).

Front 17

Piaget - Concrete operations

Back 17

Less egocentric, acquires seriation and conservation skills; employs logical causality; uses effective classification skills.

Front 18

Piaget - Formal operations

Back 18

Lack of egocentricity; can think and speak in abstract; can use inductive and deductive reasoning; can use verbal reasoning and make if/then statements; able to use hypothetical reasoning.

Front 19

The Information Processing Theory is also known as __________________ and considers the mind to be like a _________.

Back 19

cognitive connectivism

computer

Front 20

According to information processing theory, what are the two different types of processing?

Back 20

phonological

temporal auditory

Front 21

Social interactionism theory of language development emphasizes language ____________ over language ___________.

Back 21

function

structure

Front 22

Deictic words

Back 22

words whose referents change depending on who is speaking (e.g. this here that come go)

Front 23

Halliday (1975) looked at 7 functions of communicative intent that develop between _____ and ____ months of age.

Back 23

9

18

Front 24

Halliday - imaginative:

Back 24

Pretending, play-acting; use language to create an environment; there is communicative function (let’s pretend; child vocalizing while playing with dolls)

Front 25

Halliday - heuristic:

Back 25

Children attempt to have their environment and events in their environment explained to them; they organize and investigate the environment (tell me why. what’s that?)

Front 26

Halliday - regulatory:

Back 26

Children attempt to control behavior of others. (Do as I tell you to do.)

Front 27

Halliday - personal:

Back 27

Children express own feelings and attitudes (e.g. child says, yummy, as she licks a lollipop; self-awareness.)

Front 28

Halliday - informative:

Back 28

Children can tell someone something; communicate experiences (I have something to tell you.)

Front 29

Halliday - instrumental:

Back 29

Children attempt to get assistance or material things from others (I want ball.)

Front 30

Halliday - interactional:

Back 30

Children initiate interactions with others. (Hi Daddy.)