Language Development In Children Test 2-Last Year

Front 1

Define: word

Back 1

arbitrary symbol that refers to objects/events

Front 2

define: mental lexicon

Back 2

consists of all words that you know

Front 3

true/ false: comprehension starts earlier than production

Back 3

true

Front 4

what age does early comprehension start?

Back 4

5 months

Front 5

what is the evidence for early comprehension?

Back 5

children respond to their own names

Front 6

whats there to know: early comprehension at 10 months

Back 6

children understand individual words (11-54 word range)

Front 7

what age do children typically produce their first words?

Back 7

12 months

Front 8

when children start to produce words they must have the following (2)

Back 8

1-must have consistent meaning

2-must be adult like

Front 9

define:context-bound word

Back 9

when a child produces a word only in a limited and specific context

EX) only referring to a specific dog not all dogs

Front 10

define: context-flexible word

Back 10

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

Front 11

what age do children reach the 50 word mark?

Back 11

18 months

Front 12

what is a noun?

Back 12

refers to things/entities (apple, dog)

Front 13

what is a verb?

Back 13

code dynamic events and express relationships among things (hug, give)

Front 14

ture/false: parent-child interaction tends to be highly object oriented

Back 14

true- nouns are the basis for interaction

Front 15

define: word spurt

Back 15

the increase in the rate at which children acquire new words after children reach the 50 word mark

Front 16

causes of word spurt (3)

Back 16

1-achieve a naming insight

2-develop better phonological abilities

3-undergo changes in word learning mechanisms

Front 17

true/false: all kids show word spurt

Back 17

false- not all kids show word spurt

Front 18

extrinsic factors in growth rate (4)

Back 18

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

Front 19

intrinsic factors in growth rate (3)

Back 19

1-gender/rate of maturation

2-joint attention skills

3-working memory capacity (processing speed & phonological memory span)

Front 20

true/false: faster processing speed = greater vocabulary skills

Back 20

true

Front 21

define: referential language style learning

Back 21

a lot of labeling, mostly nouns

**referential is better for the child

Front 22

define: expressive language style learning

Back 22

children learn whole sentences, including

articles and other words.

Front 23

what is the word segmentation problem?

Back 23

spontaneous speech is connected without clear boundaries (iamacatiplayinthegrass)

Front 24

what age do children start to show some capacities for segmenting words from speech stream

Back 24

7.5 months of age

Front 25

define: referent

Back 25

the object, event, or concept that is designated by a word (rabbit, run)

* a thing that a word stands for

Front 26

define: mapping

Back 26

the process os associating a word with its referent meaning

Front 27

define: fast mapping

Back 27

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

Front 28

define: lexical constraint account

Back 28

assumption that children are born knowing assumptions of how words work

Front 29

define: whole objective constraint

Back 29

the assumption that words refer to the whole objects (not parts of it)

Front 30

define: mutual exclusivity constraint

Back 30

the assumption that different words refer to

different kinds of things

Front 31

define: social pragmatic account

Back 31

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

Front 32

define: associative learning account

Back 32

the assumption that people use general cognitive processes to help them to infer which of possible entities a word is paired with

Front 33

true/false: associative learning account=behaviorism

Back 33

false-they do not equal each other

Front 34

define: syntactic bootstrapping account

Back 34

the assumption that once children have learned enough language they can use linguistic cues to learn language

Front 35

what learning styles go with each month?

(associative style, social pragmatic, syntactic bootstrapping)

10m:

12-18m:

24m:

after 24m:

Back 35

10m: associative learning

12-18m: associative learning & social pragmatic

24m: social pragmatic

after 24m: syntactic bootstrapping (linguistic mechanisms)

Front 36

what is the word extension problem?

Back 36

children need to figure out whether a new word refers to an individual or other things, after fast mapping

Front 37

word extension problem solution:

define: taxonomic constraint

Back 37

the assumption that words refer to things that are of the same kind (category)

Front 38

word extension problem solution: (1)

Back 38

kids will group things together based on the same function (associative learning account)

Front 39

define: shape-bias

Back 39

children group things together based on their shape rather than their color, functionality, etc.

Front 40

true/false: shape-bias develops over time and is not inborn

Back 40

true

Front 41

define: underextension (2)

Back 41

1-word meaning is too narrow

2-exclude members of same category

EX) "dog" for poodles not collies

Front 42

define: overextension (2)

Back 42

1-word meaning is too broad

2-includes non-members of the category

EX) "dog" for all four legged animals

Front 43

YES there is innate knowledge that guides word learning (1)

Back 43

children are born with innate lexical assumptions that guides mapping and extension in word learning.

*nativism--> domain-specific approach

Front 44

NO there is not innate knowledge that guides word learning (1)

Back 44

the mapping and extension problems in word learning can be solved through social/cognitive processing

*domain-general approach

Front 45

define: sentence

Back 45

a syntactic unit that consists of a least a subject and a predicate

Front 46

define: utterance

Back 46

a speech unit that consists of single words or word sequences superimposed by a complete intonation contour

Front 47

true/false: a sentence is typically an utterance, but an utterance is not always a sentence

Back 47

true

Front 48

what age do one-word utterances start

Back 48

12 months of age

Front 49

define:holophrase

Back 49

one word utterance that has meaning booing single-word meaning

Front 50

define: complementary gesture

Back 50

gesture and speech encode the same meaning ("come here")

Front 51

define: supplementary gesture

Back 51

gesture and speech encode different meanings

Front 52

true/false:ONLY supplementary gestures predict the onset of two-word combinations

Back 52

true

Front 53

what age do two-word utterances start?

Back 53

18 months of age

-must have 50 word production

Front 54

define: pivot grammar

Back 54

the assumption that children's two-word

utterances are produced via a set of pivot and open words

Front 55

define: relational grammar

Back 55

the assumption that children's two-word

utterances are expressions of the semantic relations between the referents (action, entity)

Front 56

true/false: relations are defined syntactically rather than semantically

Back 56

false: relations are defined semantically rather than syntactically

Front 57

true/false: open-class words are more likely to be included in early utterance than closed-class words

Back 57

true

Front 58

define: morphology

Back 58

the knowledge of internal structures of words

Front 59

define: morpheme

Back 59

smallest unit that carries meaning in a language

Front 60

open class (content) words examples: (3)

Back 60

toy, walk, happy

Front 61

closed class word examples: (2)

Back 61

the, in

Front 62

derivational morpheme examples (3)

Back 62

un, ly, ish

*changes meaning of a word

Front 63

inflectional morpheme examples (2)

Back 63

ed, s

Front 64

free morpheme consists of (2)

Back 64

open class words and closed class words

Front 65

bound morpheme consists of (2)

Back 65

inflectional and derivational

Front 66

define: stems

Back 66

stems are word forms to which a morpheme can be attached

EX)dogS, walkED

Front 67

define: affixes

Back 67

affixes are the morphemes that attach to the stems

Front 68

define: copula

Back 68

a main verb, and it occurs with nouns, adjectives, adverbs, or prepositional phrases

EX) the girl is a student

Front 69

define: auxiliary

Back 69

a helping verb, and it occurs with verb phrases

EX) the girl is kissed by the boy

Front 70

are, is, were, am = copula or auxiliary

Back 70

copula

Front 71

was, am, are = copula or auxiliary

Back 71

auxiliary

Front 72

True/ False: both copula and auxiliary be can be contractible or uncontractible to the sentence subjects

Back 72

true

Front 73

Examples of uncontractible contexts (3)

Back 73

1-yes or no questions

2-past tense forms

3-contracted with a negative

Front 74

what are the three irregular third person singular verbs?

Back 74

1-does

2-has

3-says

Front 75

What influences acquisition order of

morphemes? (2)

Back 75

1-cognitive complexity

2-linguistic factors

Front 76

True/False: segmental variants is acquired earlier than syllabic variant b/c it is more frequent

Back 76

true

Front 77

True/False: Brown divided language development into stages based on MLU (mean length of utterance) NOT age

Back 77

true

Front 78

Characteristics of Brown's stages 1 and 2 (2)

Back 78

1-linear semantic rules

2-morphological development

Front 79

Define: MLU

Back 79

average length of a child's utterances computed from spontaneous speech

Front 80

True/False: MLU is a gross index of early

syntactic development

Back 80

true

Front 81

How many utterances do we need to MLU step 1?

Back 81

50-100 utterances

Front 82

What utterances do we include in MLU step 1?

Back 82

1-intelligable

2-complete

3-spontaneous

Front 83

What utterances do we NOT include in MLU step 1?

Back 83

1-unitelligable utterances

2-incomplete utterances

3-songs, nursery rhymes, text directly from a book

Front 84

True/False: { } brackets around words mean you don't count as an utterance

Back 84

true

Front 85

MLU step 2: general rules (2)

Back 85

1-count free and bound morphemes

2-for bound morphemes only count inflectional morphemes (ed, s) not derivational (un, its, al, ly)

Front 86

True/ False: do NOT count derivational morphemes in MLU analysis

Back 86

true

Front 87

Count the following as two morphemes: (4)

Back 87

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)

Front 88

Count the following as one morpheme: (7)

Back 88

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)

Front 89

Count the following as one morpheme (continued): (3)

Back 89

1-gonna, wanna, haft, gotta, needa

2-daddie, doggie, sweetie

3-let's, don't, won't, can't, ain't

Front 90

True/ False: we don't count "um" and "uh" as morphemes but we do count "oh", "mhm" and "uhhhh" as morphemes

Back 90

true

Front 91

Define: MLU equation

Back 91

MLU= total number of morphemes

_____________________________

total number of utterances

Front 92

Three examples of a NP?

Back 92

1-fiona

2-the boy

3-the cute girl

Front 93

a NP is composed up of what two things?

Back 93

1-determiner

2-adjective

Front 94

Three examples of a verb phrase (VP)?

Back 94

1-smile

2-jump

3-eat a cake

Front 95

a VP is composed of what?

Back 95

verb and a NP which is optional

Front 96

True/False: the subject typically consists of a verb phrase

Back 96

false- a subject typically consists of a noun phrase

Front 97

True/False: the predicate typically consists of a verb phrase

Back 97

true

Front 98

Ture/ False: a clause must have at least a

(subject) noun phrase and a verb

Back 98

true

Front 99

True/False: the number of required NP in a clause depends on the meaning of the verb

Back 99

true

Front 100

Give an example of a independent clause?

Back 100

shrek loves fiona

Front 101

Give an example of a dependent clause?

Back 101

shrek loves fiona because she is cute

Front 102

True/False: a sentence is composed of at least one independent clause (simple sentence)

Back 102

true

Front 103

True/False: a sentence can be composed of an independent and dependent clause (compound sentences)

Back 103

true

Front 104

True/False: a sentence can be composed of an independent + independent clause (complex sentences)

Back 104

true

Front 105

Function of an imperative

Back 105

command, request

Front 106

Function of a declarative

Back 106

make a statement

Front 107

Function of interrogatives

Back 107

ask a question

Front 108

Example of imperative (2)

Back 108

1-stop it

2-go there

Front 109

Example of declaratives (2)

Back 109

1-shrek loves fiona

2-i have a dog

Front 110

Example of interrogatives (2)

Back 110

1-does fiona like shrek?

2-whats that?

Front 111

True/False: before 30 months of age children are using declarative styles

Back 111

false- before 30 months of age children are using imperative styles

*after 30 months they use declarative styles

Front 112

development of imperatives: what's there to know? (1)

Back 112

early form may contain subjects

Front 113

development of declaratives: what's there to know? (2)

Back 113

subject-vert-object (SVO)

-word order codes who does what to whom information

Front 114

development of interrogatives: what's there to know? (types:3)

Back 114

1-yes/no questions

2-WH questions (who, what,when,how)

3-tag questions (questions added after a statement)

Front 115

primary auxiliaries: what's there to know? (1)

Back 115

form can change with tense

Front 116

module auxiliaires: what's there to know? (2)

Back 116

used to express speakers certainty or attitude

toward an event

-do not change with tense