SLP 102 Quiz 2

Lexicon

vocabulary of a person or a language

semantics

the study of language meaning

how are semantics expressed

words, phrases, sentences

prelinguistic development

how children learn to connect with others minds with their actions

phonological development

how children learn the sound system of their language

speech stream segmentation

find the word

how do children find the word

listen to adult speech and know where words start and end

why is speech stream segmentation difficult?

when we speak we don't put pauses between words

strategies used to solve the "find the word" problem

transition probabilities, stress and rhythm, child directed speech

transition probabilities

determine how likely it is that certain syllables follow other syllables

stress and rhythm

pitch and intonation

stressed syllables

longer, louder and higher sound

unstressed syllables

lower, softer sound

what happens to a NOUN when a word can be both a noun and verb?

we stress the first syllable for the noun

what happens to a VERB when a word can be both a noun and verb?

we stress the second syllable for the verb

Child directed speech

speech used when directing to a child

how does child directed speech help "find the word" problem?

short multi-word utterances, small vocabulary, new words are easier to learn

quine's conundrum

find the referent

novel name-nameless category

new words refer to new things

what happens when a child comes across a reference, they don't have a name for and they hear a new word

guess the adult is referring to the new referent

co-occurrence probabilities

noticing which things tend to go together

if a child hears a word they don't know multiple times, what do they do?

pay attention to what is consistent each time they hear the word

joint attention

when a child attends to stimuli at once

how is join attention used to find the referent?

look where the adult is looking, touching and pointing

link the word to the referent

connect the word and the referent

when is the word and the referent connected?

immediately

how is the word and referent connected?

integrating auditory and visuospatial in their working memory

fast mapping

integrating the word and the referent in the moment called

slow mapping

after short-term memory, the linked word moves to long-term memory

hippocampus

structure deep in the middle and center of the brain

another term for hippocampus

the memory center of the brain

what happens to the hippocampus while we sleep?

it refires many of the same neural patterns it fired during the day

strategies used to link the word to the referent

whole object assumption and mutual exclusivity assumption

whole object assumption

words refer to the whole objects rather than a part or property of the object

mutual exclusivity assumption

different words refer to different kinds of things

generalizing appropriately

use the word for all appropriate referents

underextension

using words too restrictively

overextension

using words to generously

babies used "dog" to describe the family's golden retriever, but not for the pug that lives across the street or other dogs at the park

underextension

babies call all things that fly "plane" so planes, but also birds and kites

overextension

steps to learning a word

find the word, find the referent, link the word to the referent, used the word for all appropriate referents

shape

well defined

characteristics of shape

abstract, not well defined

individuation

how easy to identify singular

characteristics of individuation

easy to identify vs hard to identify singular

concreteness

how concrete

characteristic of concreteness

more concrete vs less concrete

imageability

how easy it is to visualize

characteristics of imageability

easy to visualize vs hard to visualize

what do first words NOT sound like

the adult like form

phonetically consistent form

child uses a certain form to refer to the same referent consistently

when do children acquire their first receptive word?

9 months

when do children acquire their first expressive word

12 months

when do children usually have 50 expressive words

18-24 months

speech production

motor ability to produce speech sounds

phonology

domain of language that described the ways in which humans produce sounds of a language

motor ability

muscles

verbal communication 3 subsytems

respiration, phonation, articulation

steps to voicing

vocal folds close, air blows the vocal folds apart, creates a wave motion with the fold creating sound

vocal folds when apart

breathing and voiceless sounds

vocal folds when together

voiced sounds

why do vocal cords open during breathing?

allow air into lungs

why do vocal cords close when speaking?

air from the lungs presses between them to cause vibration that produce sound

phonation

vocal folds vibrate to produce sound

vibration in the throat

voiced

no vibration in the throat

unvoiced

articulation

place in the mouth where the vocal tract is constricted

produced with a relatively unobstructed mouth position

vowels

produced with a more obstructed mouth

consonants

occlusives

air flow is stopped to produce the sound

continuants

air flow is stopped to produce the sound

continuants

continuous air flow

fricatives

constriction of the airstream

glides

articulators must move from one point of contact to another

liquids

slight closure of the mouth resulting in resonant

nasals

activate nasal resonance chambers

africatives

made by rapidly combining a stop and a fricative

characteristics of consonants

place, manner, voicing

characteristics of vowels

tongue height, tongue backness, lip rounding tenseness

language orthographies

do not have a correlation between sound and symbols

sound to symbol

one sound is not always spelled the same way

slashes

indicate phonemes

brackets

actual pronunciation

phonology

rules for the combination of sounds to form words in a language

phoneme

smallest unit of sounds of a language that act to differentiate the meaning of words

allphone

one of two or more variants of the same phoneme that don't differentiate the meaning of words

phonological processes

children's simplification of words

in english [r] is ____ of /t/ phoneme

allophone

in spanish [r] is a

phoneme

coda

end of syllable

onset

beginning of syllable

speech sound development, birth to 3 months

startles at sounds, prefers mother's voice to strangers, produces reflexive vegetative sounds

speech sound development, 4-7 months

responds to household sounds later uses sound with communicative intent

repeats sounds made by others

ssd 10-12 months

final consonant deletion

omit final consonants

syllable omission

syllables deleted

cluster reduction

consonant clusters reduced to single consonants

stopping

a stop substituted for a fricative

reduplication

syllable gets repeated

boot becomes boo

final consonant deletion