Psych Exam 3, pt 2 - Chapter 6 pt II

Grammar

the rules that are used to build acceptable sentences-evidence that kids are using ‘rules’

overregularization

errors in which rules are applied to exception (ex: runned, foots, goed")

pragmatic cues

contextual, social, and nonverbal information that helps listeners understand the intended meaning of a speaker's message

gaze direction

the use of a speaker's eyes to understand their communicative intentions, mental states, and focus of attention within a social context

emotional reactions

the varied, often immediate, and sometimes involuntary, psychological and physiological changes (e.g., blushing, trembling, frowning) that occur in response to social stimuli, which serve to interact with or influence the environment

syntactic bootstrapping

a language acquisition theory proposing that children use the grammatical structure (syntax) of sentences to infer the meaning of new words, particularly verbs

Telegraphic speech

a, typically two-word, stage of language development in children (around 18–24 months) where they create concise phrases comprising mainly nouns and verbs, omitting articles, prepositions, and function words

collective monologue

a form of egocentric, noncommunicative speech observed in young children (typically ages 2–7) where they talk in a group, taking turns vocalizing, but without genuinely interacting or addressing each other

Dual Representation Hypothesis

Judy DeLoahce

Dual representation hypothesis

explains young children's difficulties in understanding and using non-linguistic symbols, such as scale models, maps, and pictures

linguistic context

the surrounding words, phrases, and discourse that define the meaning of a specific utterance or word, acting as cognitive cues for interpretation

syntax

the set of rules, principles, and processes that govern the structure of sentences in a given language, specifically the order and arrangement of word