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62 Cards in this Set
- Front
- Back
Psycholinguists |
Those who study the structure and development of children's language |
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What five kinds of knowledge underlie the growth of linguistic proficiency? |
1)Phonology 2)Morphology 3)Semantics 4)Syntax 5)Pragmatics |
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Phonology |
The sound system of a language and the rules for combining these sounds to produce meaningful units of speech
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Phonemes |
The basic units of sound that are used in a spoken language |
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Morphology |
The rules governing the formation of meaningful words from sounds. |
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Semantics |
The expressed meaning of words and sentences |
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Morphemes |
Smallest meaningful language units |
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Bound Morphemes |
Morphemes that cannot stand alone but modify the meaning of free morphemes |
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Syntax |
The structure of a language;the rules specifying how words and grammatical markers are to be combined to produce meaningful sentences. |
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Pragmatics |
Principles that underlie the effective and appropriate use of language in social contexts |
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Socio-linguistic knowledge |
Culturally specific rules specifying how language should be structured and used in particular social contexts |
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Linguistic universal |
An aspect of language development that all children share |
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Learning (Empirist) Perspective of Language Development |
The idea that children imitate what they hear, are reinforced when they use proper grammar and are corrected when they say things wrong |
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The Nativist Perspective of Language Development |
The idea that humans are biologically programmed to acquire language through Language Acquisition Device(LAD)- an inborn linguistic processor that is activated by verbal input |
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Language-Making Capacity (LMC) |
Hypothesized set of specialized linguistic processing skills that enable children to analyze speech and to detect phonological, semantic and syntactical relationships |
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Broca's Area |
Located in the frontal lobe of the left hemisphere of the cerebral cortex that controls language production; damage results in problems with speech production |
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Wernicke's Area |
Located in the temporal lobe the the left hemisphere of the cerebral cortex that is responsible for interpretation of language; damage results in difficulty understanding speech and fluent but nonsensical speaking |
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Pidgins |
Structurally simple communication systems that arise when people who share no common language come into constant contact |
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Creoles |
Languages that develop when pidgins are transformed into grammatically complex 'true' languages |
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Interactionist Perspective on Language Development |
The theory that both learning theorists and nativists are partially correct:language development results from a complex interplay among biological maturation, cognitive development and an everchanging linguistic environment influenced by the child's desire to communicate. |
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Expansions |
Responding to a child's ungrammatical utterance with a grammatically improved form of that statement |
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Recasts |
Responding to a child's utterance with a non-repetitive statement that is grammatically correct |
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Declarative gestures |
Gestures where the infant directs others' attention to an object by pointing at or touching it |
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Imperative Gestures |
Gestures in which the infant tries to convince others to grant his requests through such actions as pointing, raising his hands etc |
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Receptive Language |
That which the individual comprehends when listening to other's speech |
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Productive Language |
That which the individual is capable of producing in his/her own speech |
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Holophrastic period |
The period when the child's speech consists of one-word utterances, some of which are thought to be holophrases |
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Holophrases |
A single word utterance that represents an entire sentence's worth of meaning |
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Multimodal Motherese |
An older companion's use of info that is exaggerated and synchronized across two or more senses to call infants' attention to the referent of a spoken word. |
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Referential Style |
An early linguistic style in which toddlers use language mainly to label objects |
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Expressive Style |
An early linguistic style in which toddlers use language mainly to call attention to their own and others' feelings to regulate social interractions |
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Fast Mapping |
Process of linking a word with its referent after hearing the word once or twice |
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Overextension |
The young child's tendency to use relatively specific words to refer to a broader set of objects, actions or events than adults do |
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Underextension |
The young child's tendency to use general words to refer to a smaller set of objects, actions or events than adults do |
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What are the different types of constraints in language development? |
1)Processing constraints 2)object-scope constraints 3)Mutual Exclusivity constraints 4)Lexical Contrast constraint
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Processing Constraints |
Cognitive biases or tendencies that lead infants and toddlers to favor certain interpretations of the meanings of new words over other interpretations |
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Object-Scope Constraint |
The notion that young children assume that a new word applied to an object refers to the whole object rather than to parts of the object or to object attributes |
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Mutual Exclusivity Constraint |
The notion that young children assume that each object has only one label and that different words refer to separate and not overlapping categories |
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Lexical Contrast Constraint |
The notion that young children make inferences about word meanings by contrasting new words with words they already know |
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Syntactical Bootstrapping |
The notion that young children make inferences about the meaning of words by analyzing the way words are used in sentences and inferring whether they refer to objects, actions or attributes |
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Telegraphic speech |
Early sentences that consist of content words and omit the less meaningful parts of speech, such as articles, prepositions pronouns and auxilliary verbs |
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Overregularization |
The over-generalization of grammatical rules to irregular cases where the rules do not apply |
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Transformational Grammar |
Rules of syntax that allow us to transform declarative statements into questions, negatives, imperatives, and other kinds of sentences. |
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Referential Communication Skills |
Abilities to generate clear verbal messages, recognize when others' messages are unclear, and clarify any unclear messages one transmits or receives |
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Metalinguistic Awareness |
Knowledge of language and its properties; an understanding that language can be used for purposes other than communication |
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What are the different periods of language development? |
1)Pre-linguistic period 2)Holophrastic period 3)Telegraphic period |
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Taxonomic Constraint |
The assumption that words label categories of similar objects that share common perceptual features. |
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Ages of development in language |
~Cooing:2 months ~Babbling: 4-6 months ~Holophrase: 1-2years ~Naming explosion: 1.5 -2 years ~Fast-mapping: 13-15 months ~Telegraphic Speech: 1.5 - 2 years |
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Socialization |
The process by which children acquire beliefs, values, and behaviors considered desirable or appropriate by their culture or subculture |
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[Parental] Acceptance/Responsiveness |
A dimension of parenting that describes the amount of affection that a parent displays toward a child |
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[Parental] Demandingness/Control |
A dimension of parenting that describes how restrictive and demanding parents are |
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What are the four patterns of parenting? |
1)Authoritarian 2)Authoritative 3)Uninvolved 4)Permissive |
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Authoritarian Parenting |
Restrictive pattern of parenting in which adults may set rules for their children, expect strict obedience, and rely on power rather than reason to elicit compliance |
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Authoritative Parenting |
Flexible, democratic style of parenting in which warm, accepting parents provide guidance and control while allowing the child some say on deciding how best to meet challenges and obligations |
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Permissive Parenting |
Parenting in which otherwise accepting parents make few demands of their children and rarely attempt to control their behavior |
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Uninvolved parenting |
Parenting that is both aloof (or even hostile) and over permissive, as if parents do not care about their children. |
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Behavioral Control |
Attempts to regulate a child's or adolescent's conduct through firm discipline and monitoring of their conduct |
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Psychological Control |
Attempts to influence a child's or adolescent's behavior by such psychological tactics as withholding affection and/or inducing shame or guilt |
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Parent-Effects Model |
Model of family influence in which parents (particularly mothers) are believed to influence their children rather than vice versa |
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Child-Effects Model |
Model of family influence in which children are believed to influence their parents rather than vice versa |
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Acculturation Stress |
Anxiety or uneasiness that new residents may feel on attempting to assimilate a new culture and its traditions |
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Ownness Effect |
Tendency of parents in complex stepparent homes to favor and be more involved with their own biological children than their stepchildren |