Exam 2

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45 Terms

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Schemas

Mental file folders for categorizing information.

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Piaget's Theory

Cognition precedes language learning.

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Vygotsky's Theory

Language develops through social interaction.

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Self-Talk

Child's private speech guiding behavior.

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Egocentric Speech

Child labels environment without communicative intent.

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Zone of Proximal Development (ZPD)

Distance between independent and assisted learning.

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Assimilation

Integrating new information into existing schemas.

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Accommodation

Creating new schemas for new information.

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Equilibrium

Cognitive balance between assimilation and accommodation.

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Deixis

Reference based on speaker's perspective.

Ex: Those are yours, these are mine

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Anaphoric Reference

Pronoun referring to previous utterance.

Ex: Ryan is a boy. "He" is my friend

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Deixis & Anaphoric reference to pronoun development. Why is it a difficult concept?

Language-disordered kids have difficulty tracking meaning and perspective.

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Piaget's Sensorimotor Period

Cognitive growth from pre-linguistic to speech.

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Vocalization

Early speech sounds like crying and cooing.

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Verbalization

Use of linguistic words in speech.

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Searle's Speech Acts

Stages of intention: perlocution, illocution, locution.

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Perlocution

Caregiver's intention through sounds (1-8 months).

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Illocution

Child shows intent (8-12 months).

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Locution

Child uses words (12 months onward).

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Owen's Perceptual Abilities needed for speech and language development. HINT: there are 5

  • Pay attention to the speech

  • Discriminate "mother tongue" phonemes

  • Discriminate speech sound sequences correct order for processing

  • Compare a sound sequence to a stored model

  • Discriminate intonational patterns ( mommy vs.MAHMEEE)

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Semantic Feature (Clark, 1975)

First words based on perceptual categories. the "feel of it"

Ex: the size and texture of a red playground ball is different than a yellow, fuzzy tennis ball

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Functional Core (Nelson, 1974)

Categorizing based on object functions.

EX: Is it animate alive like a baby or inanimate like a doll?

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Prototype Hypothesis (Bowerman 1978)

Best model represents a new concept.

THINK: assimilation and accommodation

EX: Jon has toy cars... Jon knows mommy car. Jon understands car. Now, Jon gets a toy train. At first, it matches it as a car..., but later accommodates it as a train.

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Order of Negatives (Klima & Bellugi-Klima, 1971)

  1. Negative no at beginning sentence E.g: "No Juice"

  2. No placed before the verb. E.g: "no eat that!"

  3. Negative to the proper form. E.g: "I don't like that"

  4. adult forms of negatives - these occur later and later with development. E.g: contractive, negative adverbs, negative prefixes

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Bloom's Agent-Action-Object-Location

most are a combination of agent and object, e.g. Mommy cake

The child intends agent-action- object-location, but the child hasn't "baked" or the action word yet

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Brown's Stages

Categorization of grammatical development by age.

MLU= Total number of morphemes/ total number of utterances- this tells us what the child's language skill is, if in accordance with their age range

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MLU

Mean Length of Utterance calculation.

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Auxiliary Verbs

Helper verbs that can't stand alone.

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Copula Verbs

Verbs that can stand alone.

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Morphemes

Smallest units of meaning in language.

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Bound Morphemes

Cannot stand alone; includes derivational and inflectional.

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Free Morphemes

Can stand alone as words.

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Bruner's Joint Attention

Caregiver-child engagement with objects.

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Importance of Play

Enhances conflict management and community role understanding.

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Babbling Types + what is the significance

Includes reduplicated, echolalia, variegated, and jargon.

Significance: Signals Start of real communication, reciprocal, pragmatic—a two-way street—you do it together

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Dialogue (Kaye, 1979)

Caregiver-infant exchange with mutual participation.

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Four reasons for child pre-linguistic expression

  1. relief from discomfort

  1. attainment of/reach desired goals

  1. Establish proximity

  2. To initiate, maintain & terminate interaction

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Child's First 50 Words- types and examples

  • Nominals- Nouns (50%) EX: Doggie, cup, boy

  • Action- Verbs (50%) EX: Go, look, Run

  • Modifiers- adjectives/possessives (10%) EX: hot, mine, little

  • Social- Pragmatics (10%) EX: No, please, hi

  • Functional- Syntax (5%) EX: that, this

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Underextension

Schema too narrow; specific to one instance.

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Overextension

Schema too broad; applies to multiple instances.

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Preschool Language Expectations

  1. rapid change in use, form and content

  2. Use language to create context

  3. Socialize outside of family members

  4. Topic maintenance- successive utterances related to the same topic

  5. Turn taking skills improve

  6. Conversational repair- revision/repair to allow for increased understanding and clarification

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Reduplicated babbling type Definition

(6 mo): CVCV same sequence EX: baba

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Echolalia babbling type Definiton

(8-12 mo): immediate imitation of the caregiver

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Variegated babbling type Definiton

(9-18 mo): more advanced EX: BA DE DO

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Jargon babbling type Definiton

final phase, mimics real speech, sound patterns w/ gestures functioning as words