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48 Cards in this Set
- Front
- Back
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Is MLU reliable after 4? |
No |
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How is MLU calculated? |
# of morphemes divided by total utterances |
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Is MLU a measure of linguistic complexity? |
Yes |
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Phonological processing - final consonant deletion |
Ca for cat |
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Phonological processing - Deletion of unstressed syllable |
Nana for banana |
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Phonological processing - Reduction of clusters |
Nake for snake |
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Phonological processing - Stopping |
Tun for sun |
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Phonological processing - fronting |
Doat for goat tat for cat tate for cake |
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Declarative sentence |
Regular sentence; no emphasis, no question, no command or demand I want a coke. |
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Interrogative sentence |
Question What did you say? Who is going? |
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Imperative sentence |
Command Gimme that cookie |
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Epenthesis |
Adding a vowel sound Blue turns to bah-lue |
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Phrase |
Group of words that does not contain a subject or verb |
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Metalinguistic |
Using language to talk about language |
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Metaphoric transparency |
The amount of literal-figurative relationships in a narrative |
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Morphophonemic |
Used to refer to changes in sound production related to meaning changes |
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Story grammar |
Narrative framework that specifies the underlying relationship of the story components |
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Chunking |
Semantically arranging information into categories |
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Decoding |
The ability to break a word into its component sounds and then blending them together to form a recognizable word |
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Blending |
The ability to create a word from individual sounds and to compare initial phonemes in words for likeness and difference |
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Phonemic awareness |
The ability to manipulate sounds to create new words or segmenting words into sounds |
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Phonological awareness |
A metalinguistic skill that includes sound identification, segmentation, blending, rhyming |
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Print awareness |
Knowledge of letters/words; the ability to identify some letters by name, and knowledge of the way in which words progress through a book |
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Coarticulation |
The influence of one phoneme on another during connected or running speech |
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Genderlect |
Style of talking used by the genders |
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Narratives |
Stories |
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Is there variation in the development of sentences and grammar? |
Yes |
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Do we know exactly how sentences and grammar are formed? |
No |
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What is the order of acquisition for the development of sounds? |
Vowels before consonants Nasals, plosives, fricatives, affricates Glottals, bilabials, velars, alveolars Initial position first |
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Is environment important for the development of pragmatics? |
Yes |
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Does the classroom have influence? |
Yes |
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Narrative development - what is the importance of school v. home? |
Home is where the initial development of narratives begin, and then it is refined in school |
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What are the 4 types of narratives? |
Recount Eventcast Accounts Stories |
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What are the steps involved with reading? |
Decoding Knowledge of syntax, etc Phonological awareness Self monitoring Semantic organization Interpretation Summarize Mental image Connect with prior knowledge |
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Component of story grammar |
Introduction Animate or inanimate character a setting character faces some challenge Character makes 1+ attempts to meet challenge Success or fail Ends w/ characters response to outcome |
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Language development thru adulthood - which of these are true: -Continues to grow but at a slower pace -Biggest increase in vocab development and social use of language -Slow decline in both oral and written language |
All are true |
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Phonological awareness tasks - give example Syllabication |
Com-pu-ter Clap it out |
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Phonological awareness tasks - give example Phoneme identification |
B says 'buh' |
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Phonological awareness tasks - give example Alliteration |
Everything starts with the same letter sally sells sea shells |
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Phonological awareness tasks - give example Rhyming |
Cat Bat Hat Sat |
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Phonological awareness tasks - give example Segmentation |
If you take B off of Blend you get Lend |
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Phonological awareness tasks - give example Blending |
If you add B to Lend you get Blend |
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Characteristic of conversations in middle/high school aged children |
Frequent eye contact Nodding Neutral and positive facial expressions Statements made in response MISSING - negative emotions -turning away -requests for clarification -failure to answer questions |
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True or False: Do any of these have an influence on semantic development? -educational level -socioeconomic status -gender -age -cultural background |
True - all have an influence |
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Male vocabulary choices |
Use more swearing and crude language Use less descriptive words Use less polite terms Use less emotional expressions |
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Female vocabulary choices |
Use less swearing and crude language Use more descriptive words Use more polite terms Use more emotional expressions |
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Male conversation styles |
Speak more in public than at home Less likely to face conversation partner Eye contact is fleeting
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Female conversation styles |
Indirect Seek consensus More listening Greater sharing of feelings More focused topics Ask more questions |
