CSD333

phonology

science of sound like how they are formed and acquired

morphology

smallest part of a word that carries meaning

syntax

how words can be combined to form phrases and sentences

semantics

knowing one word helps you to know many more words

pragmatics

rules for language in different conversations

expressive language

ability to communicate

receptive language

ability to understand language

nature approach

biological and genetic, babbling emerges naturally, no explicit teaching

nurture approach

language input and social interaction, learn then language patterns vocab they are exposed to, severe deprivation did harm

Combination approach

Childs brain is developing while simultaneously receiving language experience

Intentional communication signs

goal, communication partner, persistence

concept

meaning

referent

specific thing in the real world

symbol

word

learning theory

repeated experience and association

developmental theory

build concepts, form categories, generalize

fast mapping theory

forming guesses about a new words meaning and refining it until you are correct

overextension

child uses one word for too many things because they are still understanding how words work

under extension

child uses word for a very specific thing

1 Pre Intentional

not deliberately communicating, but behavior tells us something

2 Intentional

I can control what I do, but do not yet know I can send you a message

3 Unconventional communication

Do something to get what I want, not socially acceptable

4 Conventional communication

intentionally communicate in ways other people recognize

5 Concrete symbols

This thing looks like or represents something

6 Abstract symbols

I understand that something can represent something else

7 Language

I can combine symbols and the order changes meaning

MLU

total number of morphemes/ total number of utterances

MLU for a 5 year old

5.0

variegated babbling

ma gi bu

reduplicated canonical babbling

ba ba ba

stopping

fricative substituted with a stop

cluster reduction

consonant cluster reduced to single consonant

gliding

r becomes w, l becomes w or y

fronting

velar(k,n,ng) or palatal(ch,j) substituted with aveloar (t, d, n)

phonological patterns

typical for young children and should go away (fronting, cluster reduction)

speech sound disorders

not typical for age and do not go away (lisp)