Toddlerhood Ch 6 Language Development

Front 1

Age of Mastery

Back 1

The age by which most children produce a sound in an adultlike manner.

Front 2

Agent

Back 2

In an event, the entity that performs the action.

Front 3

Assessment

Back 3

Ongoing procedures used to identify a child’s needs, family concerns, and resources. Less formal than an evaluation and often encourages more parent and caregiver participation than do evaluations.

Front 4

Assimilation

Back 4

The process by which children change one sound in a syllable so that it takes on the features of another sound in the same syllable. A context-dependent change. Includes velar ________.

Front 5

Categorical scope

Back 5

This builds on the principle of extendibility by limiting the basis for extension to words that are taxonomically similar. Cat and Dog belong to the same category but not dog and dog food.

Front 6

Conventionality

Back 6

A principle stating that for children to communicate successfully, they must adopt the terms people in their language community understand.

Front 7

Customary Age of Production

Back 7

The age by which 50% of all children can produce a given sound in multiple positions in words in an adultlike way.

Front 8

Ecological validity

Back 8

The extent to which the data resulting from an assessment or an evaluation can be extended to multiple contexts, including the child’s home and day care settings.

Front 9

Evaluation

Back 9

A method used to determine a child’s initial and continuing eligibility for services under the Individuals with Disabilities Education Act. Includes a determination of the child’s status across developmental areas.

Front 10

Event-related potentials (ERPs)

Back 10

The electrical responses of the brain to particular stimuli, including linguistic stimuli. Used in neuroimaging.

Front 11

Extendibility

Back 11

The notion that words label categories of objects, not just the original exemplar.

Front 12

Fronting

Back 12

Replacement of sounds normally produced farther back in the mouth (e.g., /k/) with sounds produced farther forward in the mouth (e.g., /t/). A place-of-articulation change that is not context dependent. Example: Cake becomes “take”.

Front 13

Goal

Back 13

In an event, the ending point for movement.

Front 14

Location

Back 14

In an event, the place where an action occurs.

Front 15

Novel name – nameless category (N3C)

Back 15

A principle stating that a nameless object included in a group of known objects should be the recipient of a novel label. Supporting the principle of object scope, the principle of this is based on the principle of mutual exclusivity but does not presuppose that children avoid attaching more than one label to an object.

Front 16

Object scope

Back 16

A principle stating that words map to whole objects.

Front 17

Overextension

Back 17

Three types of overgeneralizations children make: categorical, analogical, and relational (e.g., calling all four-legged animals “dog” after learning the word dog, calling the moon “ball, “ and calling a watering can “flower,” respectively).

Front 18

Overlap

Back 18

Overextension of a word in certain circumstances and underextension of the same word in other circumstances. Example: Using the word candy to refer to jelly beans and grandmother’s pills (overextension) but not to chocolate bars (underextension).

Front 19

Phonetically Consistent Form (PCFs)

Back 19

The idiosyncratic wordlike productions that children use consistently and meaningfully but that do not approximate adult forms. ___ have a consistent sound structure, but children may use them to refer to more than a single referent. Example: “aaah” to refer to both water and the desire to be picked up.

Front 20

Phonological Processes

Back 20

The systematic and rule-governed speech patterns that characterize speech, including syllable structure changes, assimilation, place-of-articulation changes, and manner-of-articulation changes.

Front 21

Reference

Back 21

A principle stating that words symbolize objects, actions, events, and concepts. Example: the word Daddy stands for or symbolizes someone’s father.

Front 22

Referential Gestures

Back 22

_____ such as holding a fist to an ear to indicate telephone or waving a hand to indicate bye-bye. Used by children beginning to transition from the prelinguistic stage to the one-word stage.

Front 23

Source

Back 23

In an event, the starting point for movement.

Front 24

Theme

Back 24

In an event, the entity undergoing an action or a movement.

Front 25

Underextension

Back 25

Using words to refer to only a subset of possible referents. Example: Using the word bottle only in reference to baby bottles (and not glass bottles or plastic water bottles).

Front 26

Whole Object Assumption

Back 26

The assumption that words label whole objects and not object parts.

Front 27

Wug Test

Back 27

Elicited production task used to investigate children’s acquisition of English morphemes, including the plural marker. Developed by Jean Berko (now Berko Gleason).

Front 28

What is a lexical entry made up of?

Back 28

The sound, meaning and part of speech of the word.

Front 29

3 criteria to be a true word:

Back 29

1) Produce word with clear purpose
2) Recognizable pronunciation similar to adults
3) Child uses consistently & beyond original context

Front 30

Naming Explosion
or
Vocabulary/Word Spurt

Back 30

Occurs between 18-24 months when the toddler can produce 50 words.They are learning up to 5-7 new words per day.

Front 31

Diectic Gestures

Back 31

Pointing and showing.

Front 32

Mirror Neurons

Back 32

These activate when people perform & observe other people performing actions.

Front 33

3 types of overextension (or overgeneralization)

Back 33

1) categorical
2) analogical
3) relational

Front 34

Categorical Overextension

Back 34

When toddlers extend words they know to other words in the same category.

Front 35

Analogical Overextension

Back 35

When toddlers extend words that they know to other words that are perceptually similar.

Front 36

Relational Overextension

Back 36

When toddlers extend a word they know to other words that are semantically or thematically related.

Front 37

3 Reasons for word-use error

Back 37

1) Category membership errors (cow/horse same kind of animal)
2) Pragmatic error (don't have name yet for object so they sub semantically relevant word)
3) Retrieval error (can't retrieve word & unintentionally select different word)

Front 38

Quinean Conundrum

Back 38

The uncertainty surrounding mapping a word to its referent in the face of seemingly endless interpretations.

Front 39

Lexical Principles Framework

Back 39

A two tier series of word-learning biases proposed by researchers.

Front 40

1st Tier Lexical Principles Framework

Back 40

1)Reference
2)Extendability
3)Object Scope

Front 41

2nd Tier Lexical Principles Framework

Back 41

1)Conventionality
2)Categorical Scope
3)N3C

Front 42

Mutual Exclusivity

Back 42

Objects only have one label.

Front 43

Thematic Role

Back 43

The part a word plays in an event which included agent, theme, source, goal and location.

Front 44

Children do not generally master all grammatical morphemes until about __ age.

Back 44

Preschool.

Front 45

What marks the true beginnings of syntax?

Back 45

When toddlers begin to combine words to make utterances (2-word stage).

Front 46

2 Forms of Truth Judgement Tasks

Back 46

Yes/No Questions (show child action and ask questions about it)
Reward/Punishment (have a puppet and child "feeds" when what is said is correct)