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116 Cards in this Set
- Front
- Back
Define: word |
arbitrary symbol that refers to objects/events |
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define: mental lexicon |
consists of all words that you know |
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true/ false: comprehension starts earlier than production |
true |
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what age does early comprehension start? |
5 months |
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what is the evidence for early comprehension? |
children respond to their own names |
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whats there to know: early comprehension at 10 months |
children understand individual words (11-54 word range) |
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what age do children typically produce their first words? |
12 months |
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when children start to produce words they must have the following (2) |
1-must have consistent meaning 2-must be adult like |
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define:context-bound word |
when a child produces a word only in a limited and specific context EX) only referring to a specific dog not all dogs |
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define: context-flexible word |
child uses the word in all contexts such as calling ALL dogs "dogs", the recognize dog when they see it in a movie/real life |
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what age do children reach the 50 word mark? |
18 months |
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what is a noun? |
refers to things/entities (apple, dog) |
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what is a verb? |
code dynamic events and express relationships among things (hug, give) |
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ture/false: parent-child interaction tends to be highly object oriented |
true- nouns are the basis for interaction |
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define: word spurt |
the increase in the rate at which children acquire new words after children reach the 50 word mark |
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causes of word spurt (3) |
1-achieve a naming insight 2-develop better phonological abilities 3-undergo changes in word learning mechanisms |
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true/false: all kids show word spurt |
false- not all kids show word spurt |
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extrinsic factors in growth rate (4) |
1-birth order 2-socio-economic state/maternal education 3-amount/quality of talk 4-responsiveness of parents (commenting vs directive style) ** children learn better with commenting style |
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intrinsic factors in growth rate (3) |
1-gender/rate of maturation 2-joint attention skills 3-working memory capacity (processing speed & phonological memory span) |
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true/false: faster processing speed = greater vocabulary skills |
true |
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define: referential language style learning |
a lot of labeling, mostly nouns **referential is better for the child |
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define: expressive language style learning |
children learn whole sentences, including articles and other words. |
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what is the word segmentation problem? |
spontaneous speech is connected without clear boundaries (iamacatiplayinthegrass) |
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what age do children start to show some capacities for segmenting words from speech stream |
7.5 months of age |
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define: referent |
the object, event, or concept that is designated by a word (rabbit, run) * a thing that a word stands for |
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define: mapping |
the process os associating a word with its referent meaning |
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define: fast mapping |
a process in which children hypothesize a meaning for a newly heard word on the basis of hearing the word once or at most a few times *child learns new word after only hearing it once or a few times |
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define: lexical constraint account |
assumption that children are born knowing assumptions of how words work |
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define: whole objective constraint |
the assumption that words refer to the whole objects (not parts of it) |
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define: mutual exclusivity constraint |
the assumption that different words refer to different kinds of things |
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define: social pragmatic account |
the assumption that children read social cues(eye gazing, pointing) to understand a speakers intentions and use those inferred intentions as a basis for word learning |
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define: associative learning account |
the assumption that people use general cognitive processes to help them to infer which of possible entities a word is paired with |
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true/false: associative learning account=behaviorism |
false-they do not equal each other |
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define: syntactic bootstrapping account |
the assumption that once children have learned enough language they can use linguistic cues to learn language |
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what learning styles go with each month? (associative style, social pragmatic, syntactic bootstrapping) 10m: 12-18m: 24m: after 24m: |
10m: associative learning 12-18m: associative learning & social pragmatic 24m: social pragmatic after 24m: syntactic bootstrapping (linguistic mechanisms) |
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what is the word extension problem? |
children need to figure out whether a new word refers to an individual or other things, after fast mapping |
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word extension problem solution: define: taxonomic constraint |
the assumption that words refer to things that are of the same kind (category) |
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word extension problem solution: (1) |
kids will group things together based on the same function (associative learning account) |
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define: shape-bias |
children group things together based on their shape rather than their color, functionality, etc. |
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true/false: shape-bias develops over time and is not inborn |
true |
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define: underextension (2) |
1-word meaning is too narrow 2-exclude members of same category EX) "dog" for poodles not collies |
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define: overextension (2) |
1-word meaning is too broad 2-includes non-members of the category EX) "dog" for all four legged animals |
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YES there is innate knowledge that guides word learning (1) |
children are born with innate lexical assumptions that guides mapping and extension in word learning. *nativism--> domain-specific approach |
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NO there is not innate knowledge that guides word learning (1) |
the mapping and extension problems in word learning can be solved through social/cognitive processing *domain-general approach |
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define: sentence |
a syntactic unit that consists of a least a subject and a predicate |
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define: utterance |
a speech unit that consists of single words or word sequences superimposed by a complete intonation contour |
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true/false: a sentence is typically an utterance, but an utterance is not always a sentence |
true |
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what age do one-word utterances start |
12 months of age |
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define:holophrase |
one word utterance that has meaning booing single-word meaning |
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define: complementary gesture |
gesture and speech encode the same meaning ("come here") |
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define: supplementary gesture |
gesture and speech encode different meanings |
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true/false:ONLY supplementary gestures predict the onset of two-word combinations |
true |
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what age do two-word utterances start? |
18 months of age -must have 50 word production |
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define: pivot grammar |
the assumption that children's two-word utterances are produced via a set of pivot and open words |
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define: relational grammar |
the assumption that children's two-word utterances are expressions of the semantic relations between the referents (action, entity) |
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true/false: relations are defined syntactically rather than semantically |
false: relations are defined semantically rather than syntactically |
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true/false: open-class words are more likely to be included in early utterance than closed-class words |
true |
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define: morphology |
the knowledge of internal structures of words |
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define: morpheme |
smallest unit that carries meaning in a language |
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open class (content) words examples: (3) |
toy, walk, happy |
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closed class word examples: (2) |
the, in |
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derivational morpheme examples (3) |
un, ly, ish *changes meaning of a word |
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inflectional morpheme examples (2) |
ed, s |
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free morpheme consists of (2) |
open class words and closed class words |
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bound morpheme consists of (2) |
inflectional and derivational |
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define: stems |
stems are word forms to which a morpheme can be attached EX)dogS, walkED |
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define: affixes |
affixes are the morphemes that attach to the stems |
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define: copula |
a main verb, and it occurs with nouns, adjectives, adverbs, or prepositional phrases EX) the girl is a student |
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define: auxiliary |
a helping verb, and it occurs with verb phrases EX) the girl is kissed by the boy |
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are, is, were, am = copula or auxiliary |
copula |
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was, am, are = copula or auxiliary |
auxiliary |
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True/ False: both copula and auxiliary be can be contractible or uncontractible to the sentence subjects |
true |
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Examples of uncontractible contexts (3) |
1-yes or no questions 2-past tense forms 3-contracted with a negative |
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what are the three irregular third person singular verbs? |
1-does 2-has 3-says |
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What influences acquisition order of morphemes? (2) |
1-cognitive complexity 2-linguistic factors |
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True/False: segmental variants is acquired earlier than syllabic variant b/c it is more frequent |
true |
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True/False: Brown divided language development into stages based on MLU (mean length of utterance) NOT age |
true |
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Characteristics of Brown's stages 1 and 2 (2) |
1-linear semantic rules 2-morphological development |
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Define: MLU |
average length of a child's utterances computed from spontaneous speech |
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True/False: MLU is a gross index of early syntactic development |
true |
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How many utterances do we need to MLU step 1? |
50-100 utterances |
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What utterances do we include in MLU step 1? |
1-intelligable 2-complete 3-spontaneous |
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What utterances do we NOT include in MLU step 1? |
1-unitelligable utterances 2-incomplete utterances 3-songs, nursery rhymes, text directly from a book |
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True/False: { } brackets around words mean you don't count as an utterance |
true |
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MLU step 2: general rules (2) |
1-count free and bound morphemes 2-for bound morphemes only count inflectional morphemes (ed, s) not derivational (un, its, al, ly) |
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True/ False: do NOT count derivational morphemes in MLU analysis |
true |
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Count the following as two morphemes: (4) |
1-possessive nouns (tom's, daddy's) 2-third person singular present tense (walks, eats) 3-regular past tense (walked, jumped) 4-verbs with present participle (walking, eating) |
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Count the following as one morpheme: (7) |
1-compound vowels (sunshine, ice cream) 2-reoccurences of a word for emphasis (no no no) 3-proper names (big bird, macaroni and cheese) 4-ritulalized duplications (bye bye, night night) 5-irregular plurals (men, mice, feet) 6-irregular third person singular present tense (has, does, says) 7-irregular past tense (went, ate, got) |
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Count the following as one morpheme (continued): (3) |
1-gonna, wanna, haft, gotta, needa 2-daddie, doggie, sweetie 3-let's, don't, won't, can't, ain't |
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True/ False: we don't count "um" and "uh" as morphemes but we do count "oh", "mhm" and "uhhhh" as morphemes |
true |
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Define: MLU equation |
MLU= total number of morphemes _____________________________ total number of utterances |
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Three examples of a NP? |
1-fiona 2-the boy 3-the cute girl |
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a NP is composed up of what two things? |
1-determiner 2-adjective |
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Three examples of a verb phrase (VP)? |
1-smile 2-jump 3-eat a cake |
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a VP is composed of what? |
verb and a NP which is optional |
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True/False: the subject typically consists of a verb phrase |
false- a subject typically consists of a noun phrase |
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True/False: the predicate typically consists of a verb phrase |
true |
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Ture/ False: a clause must have at least a (subject) noun phrase and a verb |
true |
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True/False: the number of required NP in a clause depends on the meaning of the verb |
true |
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Give an example of a independent clause? |
shrek loves fiona |
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Give an example of a dependent clause? |
shrek loves fiona because she is cute |
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True/False: a sentence is composed of at least one independent clause (simple sentence) |
true |
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True/False: a sentence can be composed of an independent and dependent clause (compound sentences) |
true |
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True/False: a sentence can be composed of an independent + independent clause (complex sentences) |
true |
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Function of an imperative |
command, request |
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Function of a declarative |
make a statement |
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Function of interrogatives |
ask a question |
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Example of imperative (2) |
1-stop it 2-go there |
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Example of declaratives (2) |
1-shrek loves fiona 2-i have a dog |
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Example of interrogatives (2) |
1-does fiona like shrek? 2-whats that? |
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True/False: before 30 months of age children are using declarative styles |
false- before 30 months of age children are using imperative styles *after 30 months they use declarative styles |
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development of imperatives: what's there to know? (1) |
early form may contain subjects |
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development of declaratives: what's there to know? (2) |
subject-vert-object (SVO) -word order codes who does what to whom information |
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development of interrogatives: what's there to know? (types:3) |
1-yes/no questions 2-WH questions (who, what,when,how) 3-tag questions (questions added after a statement) |
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primary auxiliaries: what's there to know? (1) |
form can change with tense |
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module auxiliaires: what's there to know? (2) |
used to express speakers certainty or attitude toward an event -do not change with tense |