CH. 7 Lang aq.

Vocabulary sizes: how each dialect/language has different sizes

• At age 2, vocab size varies by language 

  • Mandarin: 550+ 

  • American/Korean: 300

  • Australian: 260    

• Some languages are easier to say

• CDS is emphasized differently 

  • ex. Mandarin/Korean focus on verbs; verbs are at the end

• Cultural differences

  • Ex. cultures have different types of social interaction; Americans use naming practices the most: “What’s that?” 

• Dialectical differences

Phonemes most likely found in the first words

• simple consonants like /p, b, m, w, t, d, k, g/ (mostly stops and nasals)

• along with basic vowels like /a, i, u/ 

Order of development in terms of verbs/nouns about firsts

• nouns come first, followed by verbs later.

  • Young children first learn mostly nouns (typically their 1st 50 words)

  • Verbs appear later because they are harder to understand and learn.

Early form of processes

• Phonological processes (sound simplification)

  • Kids are simplifying words to make them easier to say

    • Ex. wawa = water 

• Early presupposition (what to say)

  • Todders is deciding what to say based on what’s new/changing

    • Ex. name new things, actions, adding more detail

• Meaning building 

  • Some words are used only in one situation 

  • Others are used across many 

• Transitional combinations (before full sentences)

  • Add extra sounds 

  • Separate words (ex, “Mommy…eat”)

  • Use words/gestures (ex. Bird + flap arms)

What is the criterion for a true word

• it sounds like an adult word

• it’s used consistently

• it’s used to refer to something specific 

General expressive vocabulary signs of a 2-year-old

• A 2-year-old usually says about 150–300 words,

• puts two or three words together

• repeats familiar words 

• uses speech to ask, answer, and make simple requests.

Gestures

They come before and support speech, helping children communicate and even predict later language development

When do children begin to combine multiple intentions into a single utterance?

Age 2

Most frequent phonological process in young children

(under 30 months) is consonant cluster reduction, where they simplify sound clusters (e.g., “spoon” → “poon”).

Things that are confusing/detrimental in learning a language; things that do not help with learning

• Memorizing whole phrases without understanding them

• Limited memory (can only handle short words/phrases)

• Too much background TV/media

• Not enough talking or interaction with adults

• Health issues (like ear infections)

• Avoiding hard-to-pronounce words

• Using words inconsistently

• Bottom line: Kids learn best with clear, frequent interaction and practice.

What’s a Presupposition

the process of assuming which information a listener processes or may need

What happens after the first 100 words

Children will quickly learn many new words (a “vocabulary spurt”) between 18-24 months; the words they learn depend on what matters to them and how meaningful those things are in their environment.

Mutual exclusivity

When each entity has only one unique name 

What are the six pragmatic categories that describe the general purposes of language?

• Control others or a situation

• Discuss entities and gain more information

• Express feelings and attitudes

• Greet and interact

• Practice language

• Direct or control communication

Name and give examples of the three general types of overextensions.

• Overinclusion  

  • Using one word too broadly w/ a related category 

• Analogical Overextensions 

  • Using a word based on similarity (ex. Calling the moon “pizza”)

• Predicate Statements 

  • Using an object name for an action (e.g., saying “key” to open the Overinclusion

Describe deceleration and acceleration as the terms refer to bilingualism.

• Slower development (deceleration): Bilingual infants take longer to focus on specific speech sounds because they process two languages at once.
  

• Cognitive advantages (acceleration-like): Bilingual children often show stronger executive function due to broader brain activation.
  

• Uneven language growth: One language may develop faster than the other, depending on use and environment.

Why might it be the case that although children who were part of a cross-language adoption have comparable language skills at preschool compared to their peers, they begin to demonstrate language difficulties during school age?

• Early vs. later brain growth: Basic language (sounds, simple words) develops early, but complex skills (grammar, syntax) develop later. Weak early foundations can cause problems later.
  

• Harder school demands: Preschool language is simple, but school requires complex sentences, stories, and abstract thinking.
  

• Early deprivation: Limited early experiences can affect brain development and later learning.
  

• Memory & speed: School tasks need strong memory and quick processing, which some children may struggle with.