Speech And Language Development In Children Sphr372

Front 1

lexicon

Back 1

-compared to a dictionary

-vocabulary too limited a term

-one's meaning system, including words and the underlying concepts of each

-it is dynamic and changing with experience

Front 2

3 components of a first word:

Back 2

-have a phonetic relationship to adult words, often a phonetic approximation

-used consistently

-used with referent: initially restricted but then expands

Front 3

6 pragmatic (intentions) of first words

Back 3

1) control-e.g. wanting something--cookie, help

2) representational-e.g. requesting answer--Wassat?, labeling-doggie

3) expressive-e.g. exclaiming-Wow! expressing state-tired

4) social-e.g. greetings-bye bye

5) tutorial-e.g. practicing-Mommy, mommy, mommy

6) procedural-e.g. calling-Mommy

Front 4

presupposition

Back 4

assumption that listener knows or does not know certain information that the child must include or delete from conversation

-redundant info is omitted

-does not mean child can adopt listener's perspective yet

Front 5

holophrastic speech

Back 5

used to describe early, largely single word utterances that may transmit to an adult the meaning of a whole phrase or sentence

Front 6

nouns predominate

Back 6

60-65% of first 50 words are nouns
nouns (objects) are perceptually/conceptually distinct
you can see them!

adults use nouns more frequently

Front 7

initial lexicon: 50 first words %'s

Back 7

-60% early word nominals in child's immediate environment
-20% simple action words
-10% modifiers (go, up)
-10% personal/social (want, please, bye, hi

Front 8

semantic-feature hypothesis

Back 8

all referents can be defined by universal features, then children add or delete features (e.g. doggie-4 legs, furry, etc.)

problem with hypothesis:
fails to explain holistic nature of meanings or what the most relevant features are (3 legged furless dog still a dog)
poor explanation of non-object concepts (all gone)

Front 9

functional core hypothesis

Back 9

meaning is based on salient motion/action features (how things are used) of an object, rather than static/perceptual features, early experiences provide meaning

Problems:
hard to find extensive use of shared functions (e.g. lots of animals may run)
meanings change over time (e.g. initial concept of ball may include rolling-then move to football/baseball, etc.

Front 10

prototypic complexes hypothesis:

Back 10

each successive use of a word shares some features of a core concept (e.g. furniture--child's original concept may only include bed and chair-can add other items as vocabulary expands)

Front 11

fast (initial) mapping

Back 11

initial link between a particular referent and a new name (e.g. child may use word without real knowledge)

gradually semantic range of referent widens and extends meaning to include new examples

Front 12

underextension/undergeneralization

Back 12

overly restricted meaning

occurs in both receptive and expressive language (e.g. dog is pet dog only)

Front 13

overextension/overgeneralization

Back 13

meanings that are too broad compared to adult meaning
usually limited to expressive language
e.g. all men are daddy

Front 14

under and over extension

Back 14

both assist with categorization development

60% of under and over errors are based on perceptual similarities (usually visual)

Front 15

early multiword combinations

Back 15

children combine words into multi-word utterances at about 18 months

follows universal predictable pattern ( noun+verb)
also continue to produce single word babble and jargon

before first "true" 2 word combinations child produces sequence of words and sounds in 'adult-like' combination

Front 16

syntax and first word combination

Back 16

there is little evidence that parents 'teach' syntax to their toddlers

there is evidence that adults help by using intonational clues to facilitate syntactic learning and shorten their utterances

Front 17

longer utterances

Back 17

move into 3 word utterances when about half utterances are 2 words
most common:
agent+action+object
agent+action+location
either recombines or expands information

Front 18

phonological learning

Back 18

influences first words
--avoid words they can't produce
--toddlers have favorite phonemes

first sounds that children acquire
--/m/, /w/, /b/, /p/ all bilabial production

Front 19

phonological processes: linguistic production

Back 19

rule based system used to simplify adult productions to make words pronounceable

Front 20

4 rules of linguistic production:

Back 20

1) reduplication (CVCV)--child tries to say polysyllabic words but only says one syllable correctly (wawa for water)

2) assimilation--changes consonants only, includes fronting and backing (gog for dog)

3) open syllables--sound ends in a vowel (ca for cat)

4) cluster reduction--consonant cluster blends become single consonant (poon spoon)