Nicole Lambert Praxis 5331 Lang Development In Children

Front 1

Morphology

Back 1

The study of word structure

Front 2

Morphemes

Back 2

Smallest meaningful unit of language

Front 3

Syntax

Back 3

The study of sentence structure

1. Passive- The subj receives the action

2. Active- The subj performs the action

3. Interrogatives - Questions

4. Declaratives- make statements

5. Imperatives- state commands

6. exclamatory- express strong feeling

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Semantics

Back 4

The study of meaning in a language. Include a person's vocabulary.

Antonyms/opposites

synonyms

multiple meanings

humor

figurative language

metaphors

idioms

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Overextension

Back 5

all round items are balls

all tall men with glasses are daddy

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underextension

Back 6

only an oreo is a cookie

only the family poodle is a dog

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Pragmatics

Back 7

The study of rules that govern the use of language in social situations.

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Discourse

Back 8

refers to how utterances are related to one another. Can involve a monologue, dialogue, or conversational exchange in a small group.

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Birth to 3 months

Back 9

startle response to loud sound, visually tracks to sound, smiles reflexively, attends toward voice, cries for assistance, quiets when picked up and produces vowels.

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4-6 months

Back 10

raises arms to be picked up, moves/looks toward named family members, makes raspberries, growls, adult-like vowels, marginal babbling and responds to name (5 months)

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7-9 months

Back 11

recognizes names of common objects, comprehends "no", plays peek-a-boo, uses a wide variety of sound combinations, variegated babbling (9 months).

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10-12 months

Back 12

Understands 10+ words, first words, obeys some commands, object permanence, recognizes own name, jabbers loudly

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perlocutionary stage

Back 13

signals have an effect on the listener or observer but lack communicative intent.

For ex, if a child smiles, an observer might smile back or laugh even though the child didn't intend to express pleasure or joy.

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illocutionary stage

Back 14

Child uses this stage at 9-10 months.

signals to carry out some socially organized action such as pointing and laughing; uses intentional communication.

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locutionary stage

Back 15

Child enters at 12 months.

Begins to use words

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Joint reference

Back 16

focuses attention or event or object as directed by another person.

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1-2 years old

Back 17

holistic single word phrase, begins putting 2-words together, overextensions. Use Halliday's 7 functions of communicative intent.

Syntax: Avg MLU is 1.0-2.0

Semantics: understands no, most frequent lexical categories are nominals and verbs

Pragmatics: uses expressions that are shared meanings.

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Halliday's 7 functions of communicative intent

Back 18

1. Imaginative: use language to create environment

2. Heuristic: explain environment

3. Regulatory: control behaviors of others

4. Personal: expresses feelings and attitudes

5. Informative: Tell someone something

6. Instrumental: attempt to get assistance/material things from others.

7. Interactional: initiate interactions with others.

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2-3 years old

Back 19

1. Syntax- average mlu of 2.0-4.0, combines 3-4 word sentences, express negation, wh-questions

2. Semantics- comprehens 2,400 words meanings are learned in sequence, first pronoun used as self-referents such as I and me.

3. Morphology- present progressive-ing, irregular past tense, prepositions in, on, possessive-s, uncontractivle copula (Here I am)

4. Pragmatics: generally have communicative intent, demonstrates rapid topic shifts.

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3-4 years old

Back 20

1. Syntax: average mlu of 3.0-5.0, begins using complex verb phrases, uses modal verbs (could, should, would) begins using embedded forms,

2. Semantics: Comprehends 4,200 words, uses 3-4 word sentences, express negation, wh-questions, knows nursery rhymes, labels most things in environment

3. Morphology: Articles, past-tense regular -ed, regular third-person -s, irregular third person (does, has) contractible copula and auxilary.

4. Pragmatics: Can maintain conversation without loosing topic, begins to modify speech to age of listener, uses requesting, uses communicative functions.

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4-5 years old

Back 21

1. Syntax: avg MLU is (4.5-7), speaks in complete sentences, uses complex sentences, uses future tense, uses if, so in sentences.

2. Semantics: has an expressive range of 1500-2000 words, can name items in a category, uses more pronouns, tell long stories accurately.

3. Morphology: Uses comparatives, uses could, would, in sentence, Uses irregular plurals.

4. Pragmatics: modifies speech as a function of listener, begins to judge grammatical correctness, begins to tell jokes and riddles.

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5-6 years old

Back 22

1. Syntax: has an avg MLU of (6.0-8.0), uses present, past, and future tense correctly, asks how questions,uses a lang form that approximates adult model.

2. Semantics: distinguishes right and left in self, knows most common opposites, knows spatial relations and prepositions.

3. Morphology: Knows passive forms of main verb, uses irregular plurals, uses all pronouns consistently.

4. Pragmatics: Understands humor, can recognize offensive message, uses thank you and i'm sorry, contributes to adult conversation.

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6-7 years old

Back 23

uses "if" and "so", apt to use profanity and slang

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7-8 years old

Back 24

anticipates story endings, tells stories, uses superlatives, able to take listener's view point.

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Cognitive Skills

Back 25

most strongly influence the child's responses in early development

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Language disorders are typically identified?

Back 26

In grades 4-6, because there is a shift between "learning to read and write", and "reading and writing" to learn.

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Intensive phonemic-awareness treatment for children who have difficulty reading

Back 27

may have no direct relationship to improved reading

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Phonological processes that should be eliminated by age 3

Back 28

Reduplication

weak syllable/final consonant deletion

consonant assimilation

Fronting of velars

Diminutization

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Phonological processes that may persist past age 3:

Back 29

Final consonant devoicing

Consonant cluster reduction

Stopping

Epenthesis

Gliding

Depalatization

Vocalization

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Assimilation

Back 30

children apply new info to an existing cognitive scheme

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Accommodation

Back 31

Children modify an existing cognitive scheme to include new information

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Mediated learning experience

Back 32

children learn through interaction with more experienced adults or peers who interpret the environment for them.

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Scaffolding

Back 33

a clinician models the strategy or task to be learned, then gradually shifts or removes instructional support for the child

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Stimulus control

Back 34

stimulus sets the occasion for performing a behavior

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Response generalization

Back 35

teaching or modifying a behavior results in changes in other similar behaviors.

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Extinction

Back 36

withdraw a reinforcer when an undesirable behavior occurs, causes a quick increase in the undesirable behavior but realization that the behavior is not reinforced will cause a gradual decrease.

Front 37

Behavioral Theory

Back 37

B.F. Skinner states that children learn only the language they are exposed to.

uses:

Mands: involves requests

Tacts: involves motivators like physical objects

Echoics: imitative verbal responses

Autoclitics: comment on tacts and mands

Intraverbals: continuous, fluent speech

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Nativist Theory

Back 38

Chomsky states that humans learn language due to innate biological ability to learn, hardwired, that's why syntax is very difficult to teach.

Children are born with a language acquisition device that is present at birth.

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Cognitive Theory

Back 39

Piaget states that language acquisition is made possible by cognition and general intellectual processes.

4 stages that children pass through

1. sensorimotor (0-2)

2. preoperational (2-7) Egocentric

3. Concrete operations (7-11) Ability to sequence numbers, develops ability to emphathise

4. Formal Operations (11+) Abilty to draw conclusions based on hypotheses, logical

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Social Interactionism Theory

Back 40

Vygotsky states children increasingly use language internally to structure their actions and direct their thoughts, cultural tools play a critical role.

Zone of Proximal development: difference between what a child can do with/without assistance.