Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
19 Cards in this Set
- Front
- Back
|
monlogues
|
preschool child engages in these; they are self conversations with no desire to involve others and account for 20 to 30 percent of utterances among three and four year olds.
|
|
|
Theory of Mind
|
realizing that others have their own perspective.
|
|
|
Elliptical
|
Responses take out information the child deems as unnecessary.
|
|
|
Register
|
use these for different "roles" in speaking. Pitch and loudness levels are the first variations used to denote different roles.
One aspect of this is politeness. Softer tone of voice, and more indirect requests. |
|
|
Contingent Queries
|
Requests for clarifications. "What?"
and "Huh?" |
|
|
Stalls
|
Pauses or interruptions including:
Long silent pauses. Pauses filled with um or uh. Repititions of known information. |
|
|
Directives and Requests
|
The purpose of these is to get others to do things for the speaker.
"Stop that." - Direct "Could you get the phone?" - Indirect, Conventional "Phew it's hot in here." - Indirect, nonconventional. |
|
|
Deicitic Terms
|
May be used to direct attention, to make spatial contrasts, and to denote times or participants in a conversation from the speakers point of view.
|
|
|
Deicitic Terms
|
this, that, here, there.
at least one is present in the first 50 word lexicon of most children. Proximal terms (this, here) are easier to learn than distal (that, there). |
|
|
Narrative
|
An uninterrupted stream of language modified by the speaker to capture and hold interest.
|
|
|
Narrative Level
|
The overall organization of a narrative.
|
|
|
Centering
|
a narrative that links entities to form a story nucleus:
X happened to the ball, then Y happened to the ball, then Z happened to the ball. |
|
|
Chaining
|
consists of a sequence of events that share attributes and lead directly from one to another.
Ball in water, water took ball away, child cried, mom hugged. |
|
|
Protonarratives
|
children as young as age 2 to 3 1/2 talk about things that have happened to them in the past.
these have as much as five times as much evaluative information as a child's regular conversation. |
|
|
Interrogatives
|
Early acquisition forms are what and where, followed by who, whose, and which, and finally by when how and why.
Children must understand the concept of time in order to comprehend "when" questions. |
|
|
Temporal Relations
|
First words of order (after/before),then duration (since/until).
|
|
|
Prepositions
|
in, on, to learned by 2 years of age.
|
|
|
Pronouns
|
Fill semantic and syntactic roles.
Make semantic distinctions based on gender, person, and number. provide cohesion between old and new information. |
|
|
Anaphoric Reference
|
refer to what has come before.
|
