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75 Cards in this Set
- Front
- Back
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Form
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Syntax, morphology, phonology
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Content
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Meaning or semantics
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Use
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Pragmatics
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Three major components of Language
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Form, Content, Use
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Syntax
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Rules that govern structure of a sentence
Ex: word order, noun and verb phrase |
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Morphology
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internal organization of words
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Morphemes
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smallest gramatical units
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Free morphemes
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independent and can stand alone
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Bound morphemes
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gramatical tags that can't function independently, must be attached to free morpheme
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Phonology
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rules governing structure of speech sounds
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Allophones
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individual phonemes that differ slightly but not enough to be considered an alternate phoneme
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Semantics
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meaning of words
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Pragmatics
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rules to use words to create communication
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Speech act
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every speech utterance
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Linguists
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determine language rules from patterns or regularities
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psycholinguistics
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study of ways language is acquired
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sociolinguistics
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study of cultural and situational influences on language
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speech
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verbal means of communication
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language
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socially shared code of symbols
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dialect
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a variation of a symbol system (language) used by a group that reflects shared social or cultural factors. ruled governed, not a disorder
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communication
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active process of exchanging information and ideas between participants
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communicative competence
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degree to which speaker is succesful in communicating, measured by appropriatenss and effectiveness of message
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paralinguistic codes
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intonation, stress or emphasis, speed, and pause to signal attitude or emotion
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nonlinguistic cues
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gestures, posture, facial expressions, eye contact
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metalinguistic cues
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ability to talk about language, analyze it, think about it as an entity separate from its content and judge its correctness
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properties of language
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social tool, rule governed, generative
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behavioral theory
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language learned through modeling, imitation, and reinforcement. shaped by the environment
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behavioral theory
successive approximation |
any response which vaguely resembles the standard behavior is reinforced initially. closer approximation is required when responses appear frequently
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behavioral theory
limitations |
-parents can reinforce only small portion of utterances
-emphasis on production not comprehension -only learn new words, not syntax |
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psycholinguistic theory
syntactic model |
humans have genetically determined language capacity
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psycholinguistc theory
syntactic model linguistic processing |
emphasized units in a sentence such as noun and verb phrases and how they are organized, sytax
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psycholinguistic theory-syntactic model
Language Aquisition Device (LAD) |
similarities acorss children point to a innate language acquisiton mechanism
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psycholinguistic theory - cognitive/semantic model
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to understand language must include meanings or semantics
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psycholinguistic theory - semantic model
case grammar |
structure to word use understood by semantics
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sociolinguistic theory
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language used to communicate, serves as a means to an end, meaning of words is inherent in context of coversation, process of socialization
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sociolinguistic theory
speech act theory |
two functions of language
-intrapersonal: memory, problem solving, concept development -interpersonal: communication |
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sociolinguistic theory
language acquisition |
degree of parental responsiveness positively correlated with later language abilities. children evolve from using reflexive, nonintentional communication to expressing conventional verbal intentions (2yrs)
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sociolinguistic theory
language acquisition 3 developmental stages |
-perlocutionary: behaviors are undifferentiated
-illocutionary: children use conventional gestures and vocalization to express intent -locutionary: words convey children's intentions |
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sociolinguistic theory
limitations |
-doesnt explain how child associates symbol with referent
-how language structure is acquired |
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emergentism
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language is a structure arising from existing interacting patterns in the brain rather than from a LAD
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linguistic processing
attention |
awareness of a learning situation and active cognitive processing
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linguistic processing
attention orientation |
ability to sustain interest over time
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linguistic processing
attention reaction |
amount of time required to respond to a stimulus
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linguistic processing
discrimination |
ability to indentify stimuli differing along some dimension
requires working memory |
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working memory
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memory that holds the message during processing
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linguistic processing
organization |
incoming info is categorized for later retrieval. poor organization is difficult to recall because everything is unrelated
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linguistic processing
memory (recall) |
ability to recall info that has been stored and learned. short term memory can hold about 10 items. must be rehearsed to move to long term memory
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linguistic processing
problem-solving and transfer |
ability to apply previously learned material in solving similar but new problems
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Executive function
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allocates and coordinates mental resources. allows you to attempt to do two things at once
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Cognitive Development
sensation |
ability to register sensory info (touch, sounds)
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cognitive development
perception |
ability to make sense of stimuli registered by the senses
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Aspects of the cognitive bases for language
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motor skills
cognition learning |
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Piaget: stage 1
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birth - 1 month
-almost totally reflexive -doesnt understand causality -no differentiation of self from objects |
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Piaget: stage 2
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1-4 months
-continues practicing sucking, looking -visually follows moving object -localizes sound |
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Piaget: stage 3
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4 - 8 months
-repeats own actions (mouthing, banging, shaking objects) -increased orientation towards objects |
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Piaget: stage 4
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8 - 12 months
-clear evidence of thought (means to an end behavior, understands causality) -immitates others behaviors -learns objects can cause action |
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Piaget: stage 5
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12 - 18 months
-experiments with objects / explores - immitates new behaviors -searches for objects through multiple displacements |
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Piaget: stage 6
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18-24 months
-representational thought (solves problem through thought) -understands and produces words when referents not present |
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Social Commuicative Bases of Early Language
"normal" language developmetn |
between 8-10 months can be as late as 14 months
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Social Commuicative Bases of Early Language
-startles to loud sounds -quiets/smiles when spoken to -increases/decreases sucking in response to sound -communicates using crying, uses different tones -cooing, gooing, squeeling, gurgling -vocal play -vowel-like sounds vary in loudness and pitch |
birth - 3 months
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Social Commuicative Bases of Early Language
-moves eyes in direction of sound -responds to changes in tone of voice -notices toys that make sounds -increased control of articulatory mechanism -playful noises -vocalizes excitement and displeasure -adult-like vowels -vocal play with speech sounds that use lips -practices other speech sounds |
3 - 6 months
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Social Commuicative Bases of Early Language
-increased attention span -repeats and combines sounds (babbling) -reduplicated babbling (syllables with a consanant and vowel chained) mamamama |
6 - 9 months
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Social Commuicative Bases of Early Language
-comprehension (receptive language) increases -names or requests objects with phonetically consistant forms (PCFs) ada for ball -variegated babbling -first word |
9 - 12 months
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True first word
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-occurs consistently
-resembles conventional adult word |
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Social Commuicative Bases of Early Language
Development of Intentionality |
7-12 moths
-communicates intentions with gestures and vocally -responds differentially to communication partners -distressed if mother/father leaves -listens to familiar words, follows simple requests |
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Social Commuicative Bases of Early Language
3 stages of communicative functions |
-perlocutionary (birth - 8 mo)
-illocutionary (8/9 - 12 mo) -locutionary (12+ mo) |
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Social Commuicative Bases of Early Language
Perlocutionary Stage |
-caregiver interprets childs crying, infant becomes increasingly more interpretable
-contingency interactions: cries or coos in order to initiate or sustain interaction -more interest in objects and understands purpose of object |
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Social Commuicative Bases of Early Language
Illocutionary Stage |
8/9 - 12 months
-gestures and eye contatct with communication partner -consistent sounds and intonation patterns to express desires -phonetically consistent forms (PCFs) |
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Social Commuicative Bases of Early Language
Stages in emergence of gestures substage 1 |
prelocutionary stage
-infant shows self (hides face, raises arms to be picked up) |
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Social Commuicative Bases of Early Language
Stages in emergence of gestures substage 2 |
illocutionary stage
-conventional showing, giving, pointing requesting -nonconventional tantrums |
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Social Commuicative Bases of Early Language
Stages in emergence of gestures substage 3 |
illocutionary stage
-full range of gestures -functional gestures for specific meanings (touch mouth to eat) |
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Social Commuicative Bases of Early Language
Gestures Protoimperatives |
requests
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Social Commuicative Bases of Early Language
Gestures Protodeclaratives |
giving, showing, pointing (using an object)
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Social Commuicative Bases of Early Language
Locutionary Stage |
12+ months
-first meaningful word -words accompany or replace gestures |
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Social Commuicative Bases of Early Language
Maternal Communication Behaviors |
-baby talk
-gaze -facial expressions -head movement -proxemics |
