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124 Cards in this Set
- Front
- Back
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Major language development milestones in toddlerhood
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first words and gestures
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First word typically happens around
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12 months
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Lexicon
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mental dictionary
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Lexical entry consists of
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symbols that compose the word, sound of the word, meanign of the word and its part of speech
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Phonetically consistent forms (PCFs)
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idiosyncratic wordlike productions that children use consistently and meaningfully but do not approximate adult forms. They have a consistent sound structure but children may refer to more than a single referent
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Referential gestures
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children who are transitioning from prelinguistic stage to one word stage. Holding fist to ear to indicate telephone.
Indicate a precise referent and have stable meaning across different contexts. Share properties of first true words. |
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Deictic gestures
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pointing and showing
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Gesture word combinations
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Transferring from one word to two word stage. As they use two word combinations, these gestures stop.
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Content
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words and their meanings
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Form
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The way in which sounds, words and sentences are organized to convey content
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Use
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hwo language is used in interactions with other people to express personal and social needs
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Explosive period for learning words
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18 - 24 months
time they can produce 50 words- vocabulary spurt |
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Overextension/overgeneralization
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When children are learnign new words. 3 phases categorical, analogical and relational
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Categorical extensions
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Learning new words
Call all liquids milk |
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Analogical overextension
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Extend a word to other perceptually similarly words. Calling the moon a ball.
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Relational Overextentions
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Semantically or theme relations. Call a watering can a flower
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Toddlers overgeneralize about ___ of all words
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One third
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Which are more common, overextensions or underextensions
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Underextensions
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Underextensions
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Calling their books only books. Not other books
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Overlap
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Overextension and underextension together. Call jellybeans and pills candy but not chocolate
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Reasons for word errors in the toddler years
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Category membership errors
Pragmatic errors Retrieval errors |
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Category membership error
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Call a horse a cow because they think its the same thing
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Pragmatic errror
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Know that two objects are different but do not have the name for the new object to substitute a semantically similar word
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Retrieval error
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Can not retrieve the word although they know it and know the difference between what they are seeing
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Quienan Conundrum
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The uncertainty surrounding mapping a word to its referrent in the face of seemingly endless interpretations
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Lexical Principles Framework
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2 tiers
Principles of reference, extendability and object scoop Principles of concentionality, categorical scope and novel name nameless category |
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First tier of lexical principles framework- Reference
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Reference- Words symbolize actions, objects, events and concepts.
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First tier lexical principles framework- Extedability
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Extendibility- words label categories of objects and not just the original exemplar. Shape is the most common feature that children extend early in language development
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First tier lexical principles framework- Object scope
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Object scope- words map to whole objects.
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Whole Object Assumption
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Words label whole objects and not object parts
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Second tier principles- Conventionality
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Children must adopt the terms that people in their language community understand. Associated with tier principle of reference
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Second tier principles- Categorical Scope
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builds on extendibility by limiting the basis for extension to words that are taxonomically similar.
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Second tier principles- novel name-nameless category (N3C)
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Supports principle of object scopr by helping children select a nameless object as the recipient of a novel label.
Does not presuppose that children will not attach more than one label to an object. |
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Mutual exlusivity
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States that objects only have one label. N3C rests upon this principle.
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Social Pragmatic Framework
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Children do not need domain specific mechanisms they just need to interact with experienced language users
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Imperative statements
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Put the toma down. A child can figure out what the toma is incedentently.
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Fast Mapping
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brief exposure to a novel word and its referent from which children form a lexical representation
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Fast mapping is related to word learning and
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fact learning
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Fast mapping is consistent with evidence that word learning is a _______ learning mechanism
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domain general
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Thematic role
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the part a word plays in an event. Includes agent, theme, source, goal and location
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Agent
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the entity that performs the action
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Theme
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the entity undergoing an action or a movement
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Source
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starting point for movement
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Goal
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ending point for a movement
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Location
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the place where an action occurs
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Understanding of thematic roles and how they correspond to syntactic elements helps
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toddlers narrow the possible interpretations for the new words they hear
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Transitive sentence
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Dad caught the fish. Children are more likely to to assume that the verb refers to the action of the casual agent.
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intransitive sentence
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Dad swam
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Language Form consists of
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Achievements in phonology and morphology
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Phonological processes
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Cute rule-goverened errors that children make when pronuncing certain words
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Customary age of production
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the age by which 50% of children can produce a given sounds in multiple positions in words in an adultlike way
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Age of mastery
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The age by which most children produce a sound in an adultlike manner
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Phonological processes
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The systematic and rule governed speech patterns that characterize toddlers speech
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Characteristics of phonological processes
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Syllable structure changes
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Syllable structure changes
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Changes to syllables in words- water becomes wa wa and daddy becomes da da
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Assimilation
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Children change one sound in a syllable so that it takes on the features of another sound in the same syllable
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Velar assimilation
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in dog. /d/ takes on velar sound (produced at the velum at the back of the neck) of the /g/ and and dog becomes gog
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Assimilation is a context dependent change meaning that
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Children make changes to certain sounds on the basis of influential neighboring sounds.
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Place of articulation changes occur when
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children replace a sounds produced at one location in the mouth with a sound produced at a different location in the mouth.
Not context dependent- Depends on hoe hard the sound is to make |
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Fronting
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A place of articulation change. Occurs when children replace sounds produced farther back in the mouth with sounds produced farther forward in the mouth
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Manner of articualtion changes
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Children replace a sound produced in a particular manner with a sound produced in a different manner.
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Stoppping
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Manner of articulation change
replace an affricate sounds with a stop sound |
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Stop sound
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Airflow is temporarily stopped (dot)
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Weak syllable deletion
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Child deletes an unstressed syllable.
Banana=nana Syllable structure change |
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Fial consonant deletion
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Child deletes the last consonant in a syllable
cat = ca Syllable structure change |
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Weak syllable deletion
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Child deletes an unstressed syllable.
Banana=nana Syllable structure change |
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Fial consonant deletion
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Child deletes the last consonant in a syllable
cat = ca Syllable structure change |
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Reduplication
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Child repeats an entire syllable or part of a syllable
water = wa wa Syllable structure changes |
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Consonant harmony
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Child uses consonants with like features in a word
doggie=doddie Assimilation |
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Reduplication
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Child repeats an entire syllable or part of a syllable
water = wa wa Syllable structure changes |
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Velar assimilation
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Child produces a nonvelar consonant as a velar consonant because of a nearby sound
dog=gog Assimilation |
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Consonant harmony
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Child uses consonants with like features in a word
doggie=doddie Assimilation |
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Nasal assimilation
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Child produces a nonnasal sound as a nasal sound because of a nearby nasal sound
candy = nanny Assimilation |
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Velar assimilation
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Child produces a nonvelar consonant as a velar consonant because of a nearby sound
dog=gog Assimilation |
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Fronting
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Child replaces a sound produced farther back in the mouth with a sound produced farther forward
Place of articulation |
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Nasal assimilation
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Child produces a nonnasal sound as a nasal sound because of a nearby nasal sound
candy = nanny Assimilation |
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Backing
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Child replaces a sound produced farther forward in the mouth with a sound produced farther back
corn = dorn Place of articulation change |
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Fronting
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Child replaces a sound produced farther back in the mouth with a sound produced farther forward
Place of articulation |
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Stopping
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Child replaces a fricative or an affricate sound with a stop sound
jeep = deep Manner of articulation change |
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Backing
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Child replaces a sound produced farther forward in the mouth with a sound produced farther back
corn = dorn Place of articulation change |
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Gliding
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Child replaces a liquid sound with a glide
love = wove Manner of articulation changes |
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Stopping
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Child replaces a fricative or an affricate sound with a stop sound
jeep = deep Manner of articulation change |
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Weak syllable deletion
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Child deletes an unstressed syllable.
Banana=nana Syllable structure change |
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Fial consonant deletion
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Child deletes the last consonant in a syllable
cat = ca Syllable structure change |
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Gliding
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Child replaces a liquid sound with a glide
love = wove Manner of articulation changes |
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Reduplication
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Child repeats an entire syllable or part of a syllable
water = wa wa Syllable structure changes |
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Consonant harmony
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Child uses consonants with like features in a word
doggie=doddie Assimilation |
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Velar assimilation
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Child produces a nonvelar consonant as a velar consonant because of a nearby sound
dog=gog Assimilation |
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Nasal assimilation
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Child produces a nonnasal sound as a nasal sound because of a nearby nasal sound
candy = nanny Assimilation |
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Fronting
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Child replaces a sound produced farther back in the mouth with a sound produced farther forward
Place of articulation |
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Backing
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Child replaces a sound produced farther forward in the mouth with a sound produced farther back
corn = dorn Place of articulation change |
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Stopping
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Child replaces a fricative or an affricate sound with a stop sound
jeep = deep Manner of articulation change |
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Gliding
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Child replaces a liquid sound with a glide
love = wove Manner of articulation changes |
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Affricate sound
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a stop sound followed by a fricative sound
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fricitave sound
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a sound produced by forcing air through a constricted passage (/s/)
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Phonological perception refers to how toddlers
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process the sounds of incoming words
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First position of phonological perception
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1. holistic word recognition
2. vocabulary spurt 3. restructuring of lexical representations |
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Lexical restructuring allows
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more effecient storage of lexical terms and recognition of words at the segmental level rather than the global level. Children can store words in their lexicons on the basis of more granular segments (combinations of particular pronemes) rather than whole units
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Second position that describes how toddlers process and recognize spoken words
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partial phonetic information to recognize words. Prompt.
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Toddlers reach the 50 word mark for productive vocabulary around
coappears with |
18 months to 2 years
childrens first grammatical morphemes |
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Morpheme
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linguistic unit that can not be divided into smaller meaningful parts
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Grammatical morphemes
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inflections added to words to indicate aspects of grammer (-s, -ed, -ing)
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Grammatical morphemes appear in a childs vocab around
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18 - 24 months
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-ing
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morpheme. introduced at 18 months, mastered at 28 months
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Contractions and irregular past tense verbs
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must be memorized
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Syntax
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The rules that govern the order of words in a childs language
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Two word utterances is a form of ____. Toddlers can begin to
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syntax.
comment, negate, request, question |
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instrumental functions
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requests to satisfy needs. discourse function of language use
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Regulatory functions
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imperatives (commands) to control other peoples behavior discourse function of language use
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Personal Interactional functions
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Share information about themselves and their feelings with other individuals
discourse function of language use |
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Heuristic functions
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requesting information from other people to learn about the world
discourse function of language use |
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Imaginative functions
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telling stories to pretend
discourse function of language use |
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Informative functions
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Give information to other people
discourse function of language use |
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Intraindividual differences in toddler language development
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Experience spurts and plateus in language
Comprehension procedes production |
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Interindividial differences
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Gender
Birth order SES |
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Syntatic development
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2 word combinations
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The three categories for assessing childrens language development
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Production tasks
Comprehension tasks Judgement tasks |
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Production tasks
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Produce or say the language targets.
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Elicitated Imitation Tasks
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Use childrens natural ability to imitate other peoples movements and speech sounds. targets vary by grammatical structure under investigation.
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Anaphora
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linguistic units
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Elicited Production tasks
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Produce specific sentence structures
Includes the Wug test |
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Evaluation
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Determine a childs initial and continuing elligibility for services under IDEA and includes a determination of status across developmental areas
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Assessment
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proceudres used to identify a childs needs, family concerns, and resources.
Less formal. Include standardized tests and observations. Encourage more paternal and caregiver participation than evaluations. |
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Ecological validity
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the extent to child the data resulting from these tools can be extended to multiple contexts, inluding the childs home and daycare settings.
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