lang devl exam 3

fast mapping

a process whereby children hear and understand words in the absense of direct teaching and is associated with the large vocabulary spurt that children achieve at about 2 years of age

contingent responding

parents prompt response to a child’s behavior or verbalization

joint attention/reference

shared focus of 2 individuals on each or on an object or event

phases of contingency/joint attention

1. starts with gaze-following at 2 months

2. shifting gaze to follow adult’s sift in eye direction at 3 months

3. coordinated attention, point following and means end at 5-10 months

motherese

infant-direct speech that is a critical component in development of joint attention

turn taking

pausing after you speak to give the infant time to react

expansions

caregiver models the expanded form of the child’s utterance

extensions

caregiver does more than expand child’s utterance

6 perceptual abilities

1. ability to attend specifically to speech

2. ability to discriminate speech sounds

3. ability to remember sequence of speech sounds in correct order

4. ability to discriminate between sequences of speech sounds

5. ability to compare sequence of speech sounds to model stored in memory

6. ability to make discriminations among intonations patterns

semantic feature hypothesis

each word has its own set of semantic features that distinguishes it from other words

functional core hypothesis

early word meanings are learned primarily on the basis of the function of objects

prototype hypothesis

early word meanings are based on experiences with the object the word represents

prelinguistic vocalizations

1. reflexive crying (0-1 month)

2. vegetative sounds (0-1 month)

3. cooing (1-4 month): vowel like sounds

4. differentiated crying (1-4 month)

5. laughing (4 months)

6. transitional/marginal babbling (5 months): single-syllable productions of vowel and consonant-like sounds

7. reduplicated babbling (6-8 months): repeated productions of the same syllable

8. echolalia (8-12+ months): imitation of sounds and syllables

9. variegated babbling (8-12 months): productions with changes in consonant-vowel combinations

10. jargon-babbling (8-12 months): intonational changes added to syllable productions to give impression of sentence-like behavior

11. vocables phonetically consistent forms, performatives or protowords (8-12 months): productions unique to each child

substantive forms

objects or events that have perceptual or functional features in common

functional/relational forms

reflect child’s understanding of object permanence and causality, as they refer to actions or states of being that can affect a variety of categories

primitive speech acts

1. labeling

2. answering

3. requesting an action

4. requesting an answer

5. calling

6. greeting

7. protesting

8. repeating/imitating

9. practicing

MLU

calculation of the average number of morphemes a child produces in a representative sample of utterance

morpheme

smallest unit of language

free morpheme

can stand alone and be meaningful

bound morpheme

a unit of meaning that must be attached to a free morpheme to be meaningful

derivational

will change class or category of word (can be prefix or suffix)

inflectional

changes meaning of word by adding plurality, possession, and verb tense (only a suffix)

the environment

according to the behaviorist view, what is the most important factor in language acquisition

language and thought across a continuum

language development studies primarily examine the relationship between what?

assimilation

what is the cognitive process whereby a person places a new stimulus into an existing “file” or category known as?

sensory input and motor responses

an infant’s schemes are organized according to what?