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74 Cards in this Set
- Front
- Back
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Speech |
A verbal means of communication. Actual production of sounds. |
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Language |
Socially shared code or system for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols. |
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Grammar |
Rules for using symbols that a language's users agree on. Different from 'school grammar.' |
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Dialects |
Varieties of 'language;' Texan dialect, NYC dialect, ect. Use similar but not identical rules. |
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Communication |
The process participants use to exchange information and ideas, needs, and desires. |
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Communication, language, speech--order of inclusiveness |
Communication is made up of language and speech, with speech being the smallest part. Comm--lang--speech |
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3 extralinguistic elements |
1. Paralinguistic mechanisms (loudness, pitch, convey different emotions) 2. Nonlinguistic cues (gesture, facial expressions, body posture). 3. Metalinguistic skills (the ability to think about language itself) |
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The relationship between meaning and the symbols employed is a(n) _________ one. The rules, however, are ____ __________. |
Arbitrary/NOT arbitrary |
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Grammar |
Underlying rules or patterns that occur repeatedly. May not be 'grammatically correct,' only what people use the most and agree to use. |
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Linguistic competence |
A language user's underlying knowledge about the system. Is difficult to measure. |
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Linguistic performance |
Linguistic knowledge in actual use. Much of what mature speakers say is ungrammatical. Easier to measure than linguistic competence. |
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Language is ________. |
Generative; creative. |
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With a ________ number of words and rules, speakers can create an almost _________ number of sentences. |
Finite/infinite. |
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3 components of language |
Form, content, and use. |
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Form is... |
Syntax, morphology, and phonology. |
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Content is... |
Semantics. |
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Use is... |
Pragmatics. |
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Syntax |
Specifies word, phrase, and clause order, sentence organization, relationships between words, word classes, and other sentence elements. What we think of for 'grammar.' SENTENCE STRUCTURE. |
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All sentences must contain a ________ phrase and a ______ phrase. |
Noun/verb. Ex: 'she walked' is a sentence. |
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Morphology |
The internal organization of words; what makes up one word. |
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Morpheme |
The smallest meaningful grammatical unit. Ex: 'cat' is a morpheme, '-s' is a morpheme, so 'cats' has 2 morphemes. |
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2 kinds of morphemes |
Free (can stand on its own) and bound (must be attached to a free morpheme). |
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2 kinds of bound morphemes |
Derivational and inflectional. |
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Derivational morphemes |
Changes the part of speech of a word. Ex: 'mad' is a free morpheme, adding an '-ly' for 'madly' changes the kind of word it is. '-ly' is derivational. |
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Inflectional morphemes |
Change the state or increase the precision of the free morpheme, but don't change the part of speech. Ex: 'walk' is a free morpheme, but adding an '-s' for 'walks' is just an inflectional change. Stays a verb but changes the tense. |
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Prefix vs. suffix |
Prefixes come before a word, suffixes come after. |
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Can be both a prefix or a suffix (derivational or inflectional) |
Derivational. |
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Can only be a suffix (derivational or inflectional) |
Inflectional. |
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Phonology |
The aspect of language concerned with the rules governing the structure, distribution, and sequencing of speech sounds and the shape of syllables; actual sounds of speech. |
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Phoneme |
The smallest linguistic unit of sound that can signal a difference in meaning. Ex: /d3/ is a phoneme because it means nothing on its own but can change /far/ to /d3ar/, which have different meanings. |
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Difference between phonemes and morphemes. |
Phonemes are sounds, morphemes are parts of words (/i/ vs. cat) |
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Semantics |
A system of rules governing the meaning or content of words. Psychological concepts of words. |
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Semantic features |
Aspects of the meaning that characterizes the word. Ex: boy-girl, man-boy, mother-girl, ect. |
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__________s share many semantic features. |
Synonyms. |
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Antonyms |
Words that differ only in the opposite value. Ex: up/down, good/bad |
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Pragmatics |
The way language is used to communicate; how much, when, to whom. Social/appropriate use of language. |
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Turn taking is considered to be an aspect of... |
Pragmatics. |
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Reflexive sounds |
Fussing, crying, ect. Seen in newborns. |
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Quasi-resonant nuclei (QRN) |
Vowel-like sounds with brief consonantal elements, but not full consonants of vowels. Seen in newborns. |
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1-6 month development |
Infants can distinguish different speech sounds (perception). Cooing , laughter, velar and glottal sounds. Around 5-6 months, FRN are used and labial sounds appear. |
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Fully resonant nuclei (FRN) |
Fully resonated, vowel-like sounds similar to /a/. |
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7-12 month development |
Babbling, reduplicated babbling, variegated babbling, first words appear close to first birthday. Echolalia also appears towards 12 month mark. |
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Babbling |
Strings of sound infants produce; single syllable units (CV) or longer (CVCV, CVCVCV, ect.) |
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Reduplicated babbling |
CV syllable repetition (ma-ma-ma-ma-ma) |
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Variegated babbling |
Long strings of non-identical syllables (ba-wa-ma-ma-ma-ba) |
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Common early phonemes |
Stops, nasals, and glides. |
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Echolalia |
Immediate imitation of some other speaker. Ex: 'Do you want to go outside?' 'Want to go outside.' No real meaning. |
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'Language' begins around what landmark? |
The first birthday with the appearance of the first word. |
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Jargon |
Long strings of unintelligible sounds with adult-like prosodic and intonation patterns. Meaningless but different from babbling. Serves as a kind of segway from babbling to talking. |
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Phonetically consistent forms (PCF) |
Functions as words for a baby, but not based on adult forms. Ex: 'baki-baki' for being rocked in the rocking chair. |
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First words require _________________ to be considered true words with real meaning. |
Some resemblance to a target word. Ex: 'wa-wa' for water is considered a word because it has similar features and is based on adult forms. |
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Babbling, jargon, and PCFs cease to be produced after the appearance of the first words (true/false). |
FALSE. No clear boundaries.
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First words must... |
Bear some phonemic relationship to the target adult word and be used consistently. Must also occur in the presence of a referent (context). |
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Lexicon |
Personal internal dictionary. |
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Single words vs. single word approximations of adult phrases |
'Ball,' 'mama,' ect. vs. 'thank-you,' 'bye-bye,' and 'wassat.' Don't count as word combinations because they are essentially learned as one word.
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By 18 months, children have a lexicon of about.... |
50 words (production). Receptive lexicon will be much bigger. |
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Most single words are nouns or verbs? |
Nouns (60%). |
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Word learning is... |
Mapping sounds onto meanings. |
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____________ vocabulary precedes _____________ vocabulary. |
Receptive precedes expressive. |
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Underextension |
The use of words with a restricted meaning.
Ex: Cup for a sippie cup only, 'mom' for only their mother and not all mothers. |
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Overextension |
The use of words with an overly broad meaning. Ex: 'Dog' for all four legged creatures. |
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Meaning is __________! |
Arbitrary! The rules are not though. |
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Word combinations begin around what age? |
18-20 months. |
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Transitions are... |
Gesture-speech combinations, 'beda baby,' 'uh baby,' ect., reduplications ('doggie doggie'), and two words learned as a single unit ('tank-oo'). Come before word combinations. |
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Pivot schema |
One 'pivot' word and a 'slot.' Ex: 'No bed,' 'more cookie,' 'want mama.' Can use one functioning word with one changing word to alter meaning. |
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Item-based constructions |
Seem to follow word-order rules. May contain morphological markers. Ex: May begin to add '-s' to nouns ('baby's bed'). |
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What are the 3 most common vowels in early speech? |
/a/, /i/, /u/. 3 most extreme. |
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3 phonological patterns |
Phonological processes, epenthesis, and consonant cluster reduction. |
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Phonological processes |
Reduplication ('dada' for daddy), fronting, backing, gliding, stopping, omissions, ect. |
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Epenthesis |
An addition of a sound to a word. Usually /i/ to the end of typically consonant-final words. Ex: 'doggie' for 'dog' CVC to CVCV |
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Consonant cluster reduction |
Consonant clusters are reduced to a single consonant. Ex: 'spoon' is /pun/ and 'tree' is /ti/. |
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Open vs. closed syllables |
Open end in a vowel, closed end in a consonant. Ex: 'dada' vs. 'cat' |
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Is 'rice' an open or closed syllable? |
Closed. |
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Is 'dough' an open or closed syllable? |
Open. |
