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113 Cards in this Set
- Front
- Back
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Lexicon
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a Dictionary
One's meaning system, including words and the underlying incepts of each. |
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word
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a symbol that cab ne used to refer to things
stands for something without being part of that something |
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First words 3 things
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1.phonetic relationship to adult words, often phonetic approximation
2. used consistently 3. used with referent initially restricted but then expands. wawa for water, doggie only family dog at first |
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single word utterances pragmatic aspects
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use of gestures- become coordinated and become multi-gestures,
originally speech used to get attention, |
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6 pragmatic intentions of first words
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control, representational
expressive, social, tutorial, procedural |
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Pragmatic intention of first words Control
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wanting something
cookie, help |
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pragmatic intention of first words representational
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requesting answer - whats that,
labeling, doggie |
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Pragmatic intention of first words expressive
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exclaiming, expressing state - wow, I'm tired
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Pragmatic intention of first words social
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greetings bye bye
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Pragmatic intention of first words tutorial
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practicing mommy mommy mommy
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Pragmatic intention of first words procedural
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calling- mommy
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presupposition
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assumption that listener knows or does not know certain information that child must include or delete from conversation.
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redundant information is omitted
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if object isn't present - child needs to label
because you presuppose listener already knows this |
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holophrastic speach
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early single word utterances that may transmit to an adult the meaning of a whole phrase or sentence
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initial lexicon - first 50 words
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nouns predominate 60-65% of words
objects, perceptually/conceptually distinct unlike verbs. |
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initial lexicon nouns children learn
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names for people, food, and body parts
clothing animals, household items, toddlers discuss objects that are present |
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initial lexicon first 50 words ratio
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60% word nominals - people, objects, in childs immediate environment
20% simple action words 10% modifiers -go up 10% personal social - want please bye hi |
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concept formation and word learning
3 conceptsk |
semantic feature hypothesis
functional core hypothesis associative and prototypic complexes hypothesis |
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semantic feature hypothesis
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All referents can be defined by universal features
children then delete or add features problem - fails to explain holistic nature of meanings or what most relevant features are |
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functional core hypothesis
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meaning is based on salient motion/action features, how things are used, of an object, rather than static perceptual features.
problem - hard to find extensive use of shared functions. meanings change over time |
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Associative and prototypic complexes hypothesis
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each successive use of word shares some features of a core concept - i.e. furniture
childs original concept may only include bed and char - can add other items as vocal expands |
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Underextensions
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under - overly restricted meaning, occurs bothe receptive and expressive language
dog is your pet dog only |
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fast (initial mapping)
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initial link between a particular referent and a new name. use word without real knowledge
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over extensions
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over -
meanings that are too broad compared to adult meaning, usually limited to expressive language all men are daddy |
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under and over extensions
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both assist with categorization development, 60% of errors based on perceptual similarities, usually visual
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Syntax and first word combinations
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- parents don't teach syntax to toddlers, however adults help with intonational clues to facilitate syntactic learning and shorten their utterances
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First word combinations
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longer utterances, move into 3 word undtterances when half utterances are 2 words.
agent, action object agent action location moommy eat cookie mommy sleep chair |
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Early multi word combiantions
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18 months noun verb
also babble, jargon. |
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phonological learning
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influences first words - toddlers have favorite phonemes, avoid those they can't pronounce
first sounds that children acquire, m w b p all bilabial production |
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phonological processess
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linguistic production
rule basesd system used to simplify adult productions to make words pronounceable reduplication, assimiilation, open syllables, cluster reduction |
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reduplication
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child triads to say polysyllabic words but only says one syllable correctly - wawa for water
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assimilation
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changes consonants only, includes fronting and backing, gog for dog
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open syllables
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sound ends in a vowel , ca for cat
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cluster reduction
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consonant cluster blends, become single consonant, poon for spoon
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Pragmatics
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communication skills develop over many years of learning
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pragmatic rules include
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how much to say
what we should say what is relevant how we communicate (manner) |
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pragmatic development : conversation
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2 year old - respond to partner, engage in short dialogues, change and introduce topics,
60 % child attempt to control partners behavior or to relay info |
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Other pragmatic skills
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registrers, conversational repairs, topic introduction, maintenance, and closure, presuppositions
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Register
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situationally influenced language variations such as mothers, includes intonations, vocal, politeness- teenager sleeks differently with grandma and friends by age 4 children do this
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conversational repair
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ability to request for clarification
say what when they don't understand, by 3 child recognizes their need to clarify and modify behavior accordingly by 8, children able to make well informed specific requests for clarification |
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presupposition
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process of assuming with information a listener possesses or may need
by age 3 child is able to determine amount of info the listener needs |
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topic maintenance
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ability to stay on topic
knowing what to include, how to arrange it, reintroduce previous topic, end convo, by 3 child utterances are on an established topic. |
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narratives
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self generated story, such as a familiar tale, retelling of a movie, and personal experience recouting
uninterrupted stream of langue a to hold listeners interest |
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2 strategies for organizeing narratives
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centering and chaining
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centering
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building a story around a central theme, often an event that was disruptive or extraordinary
ie fall down, bobo on leg, me cry common 2 year olds |
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chaining
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builiding a story consisting of a sequence of events that share attributes and lead directly from one to another
3 years begin mastered by 5 years go to jessicas b day party, i have b day party, got leggos, justing doesn't have blocks, justin has cat. may sound like free association temporal organization is still very rudimentary and often abstract, can re sort order |
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Semantic development - preschool period
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rapid concept acquisition, child adds approx 5 words to vocal every day between 1.5 - 6
word meanings are inferred without direct teaching 2 - 200-300 words 5 - 2100-2200 words |
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what happens if child forgets or never learns a word?
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makes one up bsed on previous practices, such as cooker man for chef
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relational terms
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words that refer across entities, include interrogatives, temporal relation, locational prepositions
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interrogatives
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what where
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temporal
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before/after
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physical
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big little
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locational
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in on
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Kinship terms
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first learn mother, father, then sister brother, and later on son daughter etc.
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bilingualism
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20% bilingual
simultatnious acquisiiton, successive acquisition |
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simultaneous acquisistion
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development of two languages prior to age 3
child typically develops both languages at rate comparable to that of monolingual child |
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successive acquisition
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development of second language after the age of 3
most successful when child has a competency in the first language |
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succesive acquisition 5 stages
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stage 1 preproduction
tage 2 early production stae 3 speech emergence stage 4 intermediate fluencey stage 5 proficient stage |
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stage 1 preproduction
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0-6 months in the us schools
student focusses on comprehending the communicative message |
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stage 2 early production -
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6 months - 1 year in us schools
students communication is characterized by one or two word phrases and many grammatical errors sometimes called the silent period |
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stae 3 speech emergence
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1-3 years in us schools
students acquired limited vocabulary and can respond to literal questions and use simple sentences and engage in conversation |
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stage 4 intermediate fluencey
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3-5 years in us schools
students continue to develop excellency comprehension arnd are beginning to function in normal conversion. however they continue to lack the sufficient academic language to compete with native english speakers |
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stage 5 proficient stage
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5-7 years in us schools
students can be themselves, in a variety of situations and settings and using listening, speaking, reading and writing skills with few errors. |
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preschool language development of language form
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by after 5 child has developed all the necessary language foundations,
phonology, syntax, morphology |
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morphemes
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free morphemes
bound morphemes |
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free morphemes
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stand alone,
i.e. run bird, molly, pretty |
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bound morphemes
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added to free morphemes
suffixes, ed ling si and prefixes such as un non pre |
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5 major bound morphemes acquired in preschool years
on TEST |
present progressive ing,
regular plural s possessive s regular past ed regular third person s |
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present progressive ing
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he is running
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refular plural s
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the dogs play
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possessive s
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mom's hat
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regular past ed
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we walked
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regular third person s
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kathy jumps
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morpheme descriptions
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the regular is third person
1st person - I walked 2nd person - you walk 3rd person - he walks |
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Mean length of utterance - MLU
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total number of morphemes divided by total number of utterances
general impression of language production during conversation -external index that reflects internal characteristics, based on representative sample - minimum utterances 50-100 take in to account context only used up to mlu of 4 |
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phrase
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does not contain both subject (noun,pronoun) and the predicate (verb)
noun phrase, verb phrase |
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noun phrase
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noun in sentence.
includes determiner - my, the one adjective - big, blue noun or pronoun modifier in the blue car |
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verb phrase
on test |
3 types
transitive intransitive stative |
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transitive verb phrase
know this |
take a direct object and includes words such as love, give, build
can be changed from active to passive voice by exchanging the positions of noun/noun phrases active - mary hit the baseball passive the baseball was hit by mary |
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intransitive verb phrase
know this |
don't require a direct object such as swim, opened
some verbs can be both transitive and intransitive not changed to passive voice |
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stative verb phrase
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the verb is followed by a complement which set up an equality with the subject
she is a doctor |
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To be
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includes am is are was were can be copula, or auxilary
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copula
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main verb
she is cold, he was hungry |
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auxilary
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helps another verb,
he IS jumping, she WAS running |
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Sentence types
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declarative, imperative, interrogative, negative
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declarative sentence form
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kitty go
kitty is going up eat cookie, i want to eat the cookie |
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imperative sentence form
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comand request with you understood
give it back to me get the farm down please |
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interrogative sentence types
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seeks a specific piece of info
starts with one word level using intonation , Baby? 3 types requires yes no response begins with a WH word agreement is sough using a tag such as , isn't he? |
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negative sentence form
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plenty of ways to negate,
not, nobodu, nothing, no , never, nowhere, prefixes like un, dis, or non 3 periods of syntactic development negation mastered at 5 |
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3 periods of syntactic development of negation
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1. 12-30 months - appears before the verb/noun e.g. no nap no daddy go
2. 30 months - negative structure placed between subject and predicate i not make mess i no sleep 36 month add auxiliary verbs, cannont, does not negation mastered at 5 |
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phrase
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does not include a subject and predicate
used as a noun substitute or verb modifier |
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clasue
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contains subject and predicate
may stand alone = simple sentence she read the book may be combined by a compound sentence of simplex sentence |
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compound sentence
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2 main clauses joined by and because if
mary drowve to work and she had an accident between 25-27 months child uses and |
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complex sentence
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main clause joined by a subordinate clause
a subordinate clue cannot stand alone. whom we met last week she is the girl whom we met last week starts around 3 more sophisticated at 5 |
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Earlyl School age
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dramatic linguistic growth in pragmatics and semantics.
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nonegocentrism
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ability to take others perspective more socialized, better presuppositional skills, and better role - taking
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decentration
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process of moving from one dimensional descriptions of object and events to coordinated muliattribuitional ones
younger children are more personal and centralized as they get older - realize many dimensions of a topic . |
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story grammar
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components and rules of narratives.
typically have protagonist facing challenges setting - characters when where and episode structure what happens begining intro problem to over come resolition |
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3 strategies that a school age child becomes more proficient at
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topic intro and maintenance
indierect request conversational repair |
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growth of vocabulary
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horizontal, vertical
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Horizontal
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child adds additional features to fill out the meaning of the word.
mom - can be child s mom, friends mom, dogs mom etc. |
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vertical
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separate, multiple meaning of words are learned
block - first means toy, then neighborhood, then to block way |
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figurative language 5 types
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idioms, metonyms, metaphors, similie, proverbs
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idioms
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common colorful, short expressions, context bound, clearly non literal meaning, (hit the road)
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metonyms
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figure of speech with one word standing for an entire category (washington is corrupt
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metaphors
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comparison is implied
my love is a rose |
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simile
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comparison with words such as like or as he runs like a deer
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proverbs
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short popular sayings that embody generally accepted truth, useful thought or advise (look before you keep)
not my cup of tea |
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literacy
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the use of visual modes of communication, specifically reading and wrigint
spoken and written language have much in common buut not just the reverse of each other |
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reading writing different from spoken language
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permanent, lacks give and take of conversation, lacks paralinguistic features, stress intonation,
has own vocal and grammar is processed in a different manner |
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Reading is a Language based skill
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decoding the print consists of breaking a word into component sounds and then blending them together to form a recognizable word
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Decoding
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phonological awareness
1. phonemic awareness - individual sounds segmentation - dividing words into parts blending - creating a word from its part |
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Reasons SLPS role in literacy
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training supports involvement
knowledge and skills relate to language spken language provides foundation for reading and writing children with language problems have diffiucly learning to read and write instruction in spoken language can result in growth of reading language |
