Communication Development Quiz 1

pragmatics

how to use language socially and appropriately

semantics

creating meaning through words and sounds

syntax

grammar rules - sentence structure

morphology

parts of words that come together to make bigger words

phonology

rules on how sounds come together to make words (sound rules and patterns)

phonetics

the articulation, perception, and acoustic byproduct of speech sounds

Vocal Auditory Channel

shared with other species- production of sound that is heard by listeners ear

broadcast transmission and directional reception

shared with other species- vocalizations heard through sound waves

rapid fading

shared with other species- vocalizations bound by time

total feedback

shared with other species- producer, and receiver recognize the message

specialization

shared with other species- vocalizations designed for communication

arbitrariness

shared with other species- no relationship between sound and meaning

discreetness

shared with other species- variations in sounds but limited in numbers and distinctiveness

traditional transmission

shared with other species- instinctive and biologically acquired

interchangeability

limited or rare shared with other species- using language for a specific group of individuals (age group, honorific, teachers)

semanticity and indexicality

limited or rare shared with other species- specific messages that convey variety of meanings using background knowledge, situational contexts, and dialect

productivity

limited or rare shared with other species- communication through creative combinations of symbols

displacement

limited or rare shared with other species- communicating about things remote from time and space

Duality of patterning

Restricted to humans - combining sounds in an infinite number of arrangements to produce words and sentences

recursion

Restricted to humans- creating and using words in complex and embedded arrangements and to store expressions that do not follow standard rules

prevarication

Restricted to humans- using language to deceive and to invent forms for artistic expression

reflexivity

Restricted to humans- using language to reflect on and talk about language

learnability

Restricted to humans- learning language from the environment, cognitive abilities, and social contexts

echoic

imitation of a model when objects or ideas are present , ex. parent holds up a cookie and says, “cookie.” Child responds, “Cookie.”

Tact

verbal behavior that associates the name with an object, action, or event, ex. Parent holds up cookie. Child responds, “cookie.”

mand

verbal behavior used to request or demand ,ex. child says, “me want drink.”

intraverbal

social talk freely associated in situational contexts , ex. parent says. “daddy went to work.” Child says, “go outside.”

Autoclitic

linking words into sentences based on observations and experiences, ex. child comments, “Billy hitting the ball.”

morpheme

smallest unit of language tht has meaning

suprasegmental

stress, pitch, and tone of a certain word or part

feedback loop

results from speaking used to inform and adjust future speaking

Nativists theory of language acquisition

believe in the importance of biology and that children are genetically predisposed to talk

wernicke’s area

language comprehension

Brocas area

production of speech

arcuate fasciculus

bundle in brain that connects the frontal, temporal, and parietal lobes (vital part of language processing)

motor cortex

planning, controlling, executing voluntary movement

primary motor strip

controls voluntary movement

mirror neurons

ex. mirroring someone’s speech or facial expressions

naming deficit

difficulty retrieving names of familiar objects

age of acquisition effect

words/concepts learned earlier in life are processed and stored more quickly and accurately than those acquired later

language acquisition device

innate language resovoir filled with info and rules on language structure - it’s how humans learn language so quickly

universal grammar

in our minds we have the capabilities to understand and use language rules and structure (grammar)

deep structure

underlying meaning of a sentence

surface structure

actual spoken or written sentence

generative rules

set of rules for language that allow you to generate an infinite # of sentences

behaviorist theory

believe that the environment is the most important factor in language acquisition

operant conditioning

any behavior who’s frequency is affected by a stimuli (learn through consequence)

Skinner’s (1957) basic principles of operant conditioning

neutral stimulus + consequence = result

classical conditioning

learning through associations between stimuli

interactionist view

combination of biology and environment

interactionist semantic view

language acquisition must be based on generative process (similar to nativists)

interactionist cognitive view

related to piagets 4 stages of cognitive development, also language isn’t innate but we have the capacity to learn it

information processing theory

we process info like a computer does

parallel processing

multiple pieces of information being processed at once

social interactionist view

importance of biology, environment, and interaction

language acquisition support structure

supports language acquisition

child child-directed speech/ parentese/motherese

how caregivers talk to infants

speech act theory

explains how language is used to support actions in communication (speech)

locutionary

the act of producing an utterance

illocutionary

force behind an utterance (question, request, warning)

perlocutionary

effect of an utterance on the listener

schema

cognitive structure that helps children process, identify, and store information

assimilation

cognitive process where a new stimulus is fitted into existing schema

accommodation

process where new schema is created for info that doesn’t fit into current schema

equilibrium

process to maintain a balance between existing schema and new schema

distancing

ability to use an abstract symbol or word to represent the real object

representations

words and sentences used for specific ideas, thoughts, and intentions

Sensorimotor stage

birth - 2 years

Vygotsky believed culture was significant to development while piaget believed it

wasn’t

private speech

child talking to themselves/ directing themselves through thoughts, problems and tasks

zone of proximal development

assesses a task and categorizes it as able to, need help, or can’t

intersubjectivity

when individuals work together to complete a common task and develop a shared understanding (teacher teaching a class)

scaffolding

guidance given to meet a learners gap in knowlege

McGurk Effect

illusion where lip movements of a person speaking influences what the listener hears

executive functions

set of mental skills that help people plan, make decisions, and carry out goals