USU COMD 3200 Exam 1
pdf
keyboard_arrow_up
School
Utah State University *
*We aren’t endorsed by this school
Course
3200
Subject
Linguistics
Date
Jan 9, 2024
Type
Pages
28
Uploaded by MateFlowerCoyote12
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
1.
Language (ASHA)
"a complex and dynamic system of con-
ventional symbols that is used in various
modes for thought and communication"
2.
Morpheme
smallest units of language that carry
meaning; combined to form words
3.
Phoneme
the smallest unit of sound that can signal a
difference in meaning
4.
4 Characteristics of Language
1) Language is a system of symbols
2) Shared by members of a community or
culture
3) Dynamic
4) A tool for human communication
5.
Language is a system of sym-
bols
code utilizing a set of symbols, specifically
morphemes
6.
Language is conventional
shared by members of a community or cul-
ture
language community shares a common
language
7.
Language is dynamic
in a state of activity and change for individ-
uals and within communities
8.
Communication
the process of sharing information
9.
Theory of Modularity
theory of cognitive science that considers
how the human mind is organized within
the structures of the brain/ whether the
brain has highly specific modules (regions)
developed to process specific information
or whether the brain is a generalized mod-
ule in which all parts work together to
process information
10.
domain specific
process only specific types of information
1 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
11.
domain-general
carry out very general tasks like memory
and reasoning
12.
Specific Language Impairment
(SLI)
exhibit problems in very precise aspects of
grammar (usually verbs; such as marking
verb tense)
The most common type of communication
impairment in children
Also called Heritable Language Impair-
ment
13.
inner language
thoughts and ideas a person keeps to him-
self or herself
14.
written language
written thoughts and ideas
15.
speech
the neuromuscular process by which hu-
mans turn language into a sound signal
and transmit it through the air (or another
medium, such as a telephone) to a receiver
16.
hearing
the sensory system that allows speech to
enter into and be processed by the human
brain
17.
4 systems of speech
respiration, phonation, resonation, articu-
lation
18.
phonetic alphabet
an international set of symbols that repre-
sents all of the phonemes of the world's
languages
19.
motor schema
neurological brain systems produce a
rough plan of the abstract representation;
general instructions are fed forward in syl-
lable chunks to muscle groups involved
with speech /ma/ /ma/
20.
perceptual target
abstract representation of speech sound
stream is produced /m/ /a/ /m/ /a/
2 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
21.
speech output
Air pressure is modulated as respiratory
flow is sent forward. Articulators and oral
cavity are manipulated to produce /mama/
22.
feedback
(ongoing) relays information about speech
output back to the origination of the per-
ceptual target and motor schema
23.
locked-in syndrome
Individual is aware and capable of thinking
but is paralyzed and cannot communicate
24.
Hearing/Audition
the perception of sound
25.
acoustics
the study of sound
26.
What are the four acoustic
events?
1. creation of a sound source
2. vibration of air particles
3. reception by the ear
4. comprehension by the brain
27.
speech perception
how the brain processes speech and lan-
guage
28.
auditory perception
how the brain processes any type of audi-
tory information
29.
sound frequency
pitch
30.
intensity
loudness of the sound
31.
statistical learning
a domain-general learning mechanism
whereby infants computer the statistical
properties of the language they hear
32.
coarticulation
the overlapping of the phonemes during
human speech
33.
What are the four basic
processes of communication?
formulation, transmission, reception, and
comprehension
3 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
34.
symbolic communication (ref-
erential communication)
arbitrary relationship between the entity
and its referent
ex: bottle only means bottle because we
say it does
35.
preintentional communication
communication in which other people as-
sume the relationship between a commu-
nicative behavior and its referent
ex: we must infer the meaning of a cat's
purr or a baby's cry
36.
intentional communication
precise in its intent and the relationship
between the communicative behavior and
its referent is not arbitrary
37.
iconic communication
transparent relationship between the mes-
sage and its referent
ex: pointing or gesturing towards some-
thing
38.
oral communcation
combination of speaking and listening
39.
formulation
put thoughts and ideas into words to share
with others
involves language
40.
transmission
fluently express thoughts and ideas to oth-
ers
involves speech
41.
reception
receive the communication sent by anoth-
er person
involves hearing
42.
comprehension
interpret the communication sent by anoth-
er person
involves language
43.
formulation and transmission
4 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
What processes of communi-
cation are the sender respon-
sible for?
44.
What processes of communi-
cation are the receiver respon-
sible for?
reception and comprehension
45.
linguistic feedback
speaking
ex: "I know what you mean"
46.
nonlinguistic feedback / ex-
tralinguistic feedback
include the use of eye contact, facial ex-
pressions, posture, and proximity.
47.
paralinguistic feedback
use of pitch, loudness, and pausing
48.
communication breakdown
occurs when one communication partner
does not recognize another's message
49.
conversational repair
When a communication breakdown occurs
and the sender or receiver adjusts the ex-
change to mend the breakdown. It requires
the receiver to provide ongoing feedback
and the sender to monitor the receiver's
feedback closely.
50.
What is the primary focus of
communication?
to provide and solicit information
51.
What are the 3 major domains
of language?
Form
Content
Use
52.
content
the meaning of language
53.
lexicon
vocabulary system
54.
contextualized language
grounded in our immediate context- the
here and now
5 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
55.
What are the 3 basic purposes
of communication?
request, reject, comment
56.
What are the 3 essential com-
ponents of communication?
A sender to formulate and transmit a mes-
sage.
A receiver to receive and comprehend the
message.
A shared symbolic system.
57.
What are the 7 purposes for
communication?
Instrumental
Regulatory
Interactional
Personal
Heuristic
Imaginative
Informative
58.
instrumental purpose
used to ask for something
59.
regulatory purpose
used to give directions and to direct others
60.
interactional purpose
used to interact and converse with others
in a social way
61.
personal purpose
used to express a state of mind or feelings
about something
62.
heuristic purpose
used to find out information and to inquire
63.
imaginative purpose
used to tell stories and to role-play
64.
informative purpose
used to provide an organized description
of an event or object
65.
Form
how words, sentences, and sounds are
organized and arranged to convey content
Sentence structure, clause and phrase us-
age, parts of speech, verb and noun struc-
tures, word prefixes and suffixes, and the
organization of sounds into words
6 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
66.
What are the 3 components of
Form?
phonology, morphology, syntax
67.
Phonology
(form) refers to the rules of language gov-
erning the sounds that make syllables and
words
68.
allophones
the subtle variations of phonemes that oc-
cur as a result of contextual influences on
how phonemes are produced in different
words
69.
phonotactics
rules governing how sounds are organized
in words
70.
Morphology
(form) pertains to the rules of language
governing the internal organization of
words
71.
Syntax
(form) refers to the rules of language gov-
erning the internal organization of sen-
tences
72.
Semantics
(content) refers to rules of language gov-
erning the meaning of individual words and
word combinations
73.
Pragmatics
(use) pertains to the rules governing lan-
guage use for social purposes
synonym social communication
Using language for different functions or
intentions
Knowing what to say and how to say it
74.
decontextualized language
little reliance on the content for conveying
meaning
75.
Use
draw upon language functionally for meet-
ing personal and social needs
Intention behind the utterance and how
7 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
well it is achieved
Requires understanding the content to an-
alyze
76.
How many phonemes are there
in General American English?
39 phonemes in GAE
15 vowels and 24 consonants
77.
What are the 4 remarkable fea-
tures of language?
Rate of Acquisition
Universality
Species-specificity
Semanticity
Productivity
78.
Acquisition Rate
how fast language is learned
79.
critical period
birth through puberty
sensitive period for language development
80.
Universality
all persons across the world apply the
same cognitive infrastructure to the task of
learning language
Ways in which children learn language and
the time points of achieving certain mile-
stones is fairly invariant across the world's
language communities
81.
Semanticity
allows people to represent events that are
decontextualized or removed from the pre-
sent
82.
Productivity
combination of a small number of discrete
units into seeming infinite novel creations
83.
Language Difference
the variability among language users
84.
Dialect
the natural variations of language that
evolve within specific cultural or geograph-
ic boundaries
85.
Bilingualism
8 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
The ability to speak two languages
About 1/5 of Americans speak another lan-
guage at home
86.
Code Switching
When speakers who have more than one
language in common alternate between
the languages
Bilingual children may code switch to fill in
lexical or grammatical gaps, for pragmatic
effect, or to follow the social norms of their
community
87.
Simultaneous Bilingualism
children acquire two languages concur-
rently
88.
Sequential Bilingualism
children develop one language initially,
then acquire a second language later
89.
Gender Roles in Language
Girls usually begin talking earlier than boys
do and develop their vocabulary at a faster
rate than boys do in the early years of life
Boys are more likely to have significant
difficulties with language development or
language impairment
Ratio of about 2 to 3 boys to 1 girl
Gender differences in language develop-
ment are relatively minor, particularly as
children move beyond toddlerhood into the
preschool years
90.
Twin Studies
a method researchers use to estimate the
contribution of genetics to language
If one monozygomatic twin has a language
impairment, the other twin has an 85%
chance of also having the impairment
91.
Language Disorder
a significant difficulty with the development
of language
Children with a language disorder typi-
cally achieve language milestones more
9 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
slowly than other children do and exhibit
long-standing difficulties with various as-
pects of language form, content, and use
92.
What are the influences on lan-
guage differences?
Dialect
Bilingualism
Gender
Genetic predisposition
Language learning environment
93.
Quantity of language experi-
ence
sheer amount of language a child experi-
ences
94.
Quality of language experience
characteristics of the language spoken in
the child's caregiving environment
95.
Heritable Language Impair-
ment
exhibit depressed language abilities, typi-
cally with no other concomitant impairment
of intellect
Often called Specific Language Impair-
ment (SLI)
Affects about 7-10% of children
96.
Caregiver Responsiveness
the promptness, contingency, and appro-
priateness of caregiver responses to chil-
dren's bids for communication through
words or other means
Higher caregiver responsiveness is asso-
ciated with accelerated rates of language
development
97.
Developmental Disability
Language disorder comes second
Common causes are intellectual disability
(ID) and autism spectrum disorder (ASD)
98.
Autism Spectrum Disorder
Children with ASD usually exhibit mild to
profound language impairment; some nev-
er develop productive language
1 in 68 children have ASD
10 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
99.
Social Communication Disor-
der
(SCD) or pragmatic communication disor-
der is related to ASD
Historically, people with SCD have been
referred to as high functioning ASD but is
now considered separate from autism
100.
Acquired Brain Injury
Brain injury occurring in utero (before birth)
and perinatally (during birth), as well as
after birth
Acquired brain injuries are the leading
cause of death and disability among young
children
101.
Traumatic Brain Injury
(TBI) Damage or insult to an individual's
brain tissue sometime after birth. Ranges
from mild (concussion with loss of con-
sciousness for 30 minutes or less) to se-
vere (accompanied by a coma that lasts for
6 hours or more)
Causes include infection, disease, and
physical trauma
102.
Nurture Inspired/ Empiricist
Theories
humans gain all knowledge through expe-
rience, infants arrive as a blank slate
103.
Phonology
the study of speech sounds in language
104.
Phonological Development
acquiring the rules of language that govern
the sound structure of syllables and words
105.
Nature Inspired/ Nativist Theo-
ries
much knowledge is innate and genetically
transmitted rather than learned by experi-
ence, language system is in place at birth
106.
Phonemes
smallest unit of sound that signal a contrast
in meaning
107.
Interactionist Theories
language develops through interaction be-
tween nature-related and nurture related
factors
11 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
108.
Phonological Representation
neurological imprint of a phoneme that dif-
ferentiates it from other phonemes
109.
Behaviorist Theory
nurture based
B.F. Skinner
all learning is the result of operant condi-
tioning, behaviors that are reinforced be-
come strengthened, behaviors that are
punished becomes suppressed
Children arrive at the task of language
learning with no innate knowledge
ABA Therapy (Applied Behavior Analysis)
- Children with Autism
110.
Minimal Pairs
words that differ by only one phoneme
Ex: low, row
111.
What are the 3 nature based
theories?
universal grammar, Fodor's modularity the-
ory, bootstrapping theories
112.
Phonotactic Rules
specify "legal" orders of sounds in syllables
and words and the places where specific
phonemes can and cannot occur
113.
Chomsky's Universal Gram-
mar Theory
system of grammatical rules and con-
straints
language acquisition depends on an in-
nate species-specific module
born with linguistic competence
114.
Fodor's Modularity Theory
language is an innate capacity
organization of the brain's cognitive infra-
structure as comprising a series of high-
ly-specified modules
innate capacity that is localized to do-
main-specific processors
the processors operate independently of
one another (encapsulization)
12 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
115.
What are the 3 building blocks
of phonological development?
1) using cues to segment streams of
speech
2) developing a phonemic inventory
3) becoming phonologically aware
116.
Prosodic Cues
word and syllable intonation and stress
patterns in a language that allow infants to
break into the speech stream
117.
What are the 3 Bootstrapping
Theories?
syntactic, semantic, prosodic
118.
Phonological Knowledge
internal representations of the phonemes
comprising one's native language
119.
Syntactic Bootstrapping
children use the syntactic frames sur-
rounding unknown verbs to successfully
constrain or omit the possible meanings of
verbs
make inferences of the word's meaning
based on the syntax of the sentence
children arrive at the task of learning lan-
guage with knowledge of syntactic cate-
gories and use this knowledge to under-
stand the meaning of words that fill various
positions in sentences
120.
Phonological Production
expression of phonemes to produce sylla-
bles and words
vowels develop before consonants
121.
Semantic Bootstrapping
children deduce grammatical structures
using word meanings that they acquire by
observing events around them
innately known semantic categories (ie:
proper nouns, etc.)
122.
What are the 3 factors that in-
fluence the timing of phoneme
development?
1) frequency (how often a child hears it)
2) number of words a child uses that con-
tain the phoneme
13 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
3) articulatory complexity (how hard it is to
pronounce)
123.
Prosodic Bootstrapping
infants are sensitive to the acoustic pat-
terns of their native language
rhythm, pitch, pauses, and stress
124.
When should children develop
intelligible speech?
Phonological knowledge and production
allow for intelligible speech by age 3-4
years old
125.
What are the 6 interactionist
theories?
social-interactionist (vygotsky)
cognitive theory (Piaget)
intentionality model
competition model
connectionist theories
usage-based theory
126.
Vygotsky's Social-Interaction-
ist Theory
stressed importance of social interaction
in language development, argued the all
concepts are introduced first in a social
context
language exists independently of general
cognition starting at two years old; prior
to two cognition and language were inter-
twined
key terms: social plane; psychological
plane; zone of proximal development
127.
Phonological Awareness
the ability to tend to the phonological units
of speech/do listening tasks
128.
Piaget's Cognitive Theory
emphasis on states of learning and devel-
opment, achievements of one stage must
occur before the next stage
language was a domain-general ability
cognition hypothesis- language reflects
development in other areas of growth
children are egocentric; true dialogue does
not occur until children can see other's per-
14 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
spectives
cognitive development gives way to lan-
guage achievements
129.
What are the 5 types of phono-
logical awareness tasks?
1) syllable counting
2) rhyme detection
3) initial sound identification
4) initial sound elision/deletion
5) phoneme counting
130.
Phonics
teaches the relationship between letters
and sounds
131.
Intentionality Model
children's abilities to develop one after the
other, child is responsible for driving lan-
guage learning forward
to acquire language children must be in-
tentional
children learn language when they must
express themselves to share information
132.
Why is phonological aware-
ness important?
It is a bridge between language and read-
ing
Underdeveloped phonological awareness
contributes to those who struggle to devel-
op basic word reading skills
133.
Competition Model
children acquire language forms that they
hear frequently and reliable early in life
multiple language forms compete with one
another until the input strengthens the cor-
rect representation
key term: overgeneralization; this occurs
when a child over-generalizes a rule of
language like the past tense form adding
-ed (ex: goed); this eventually is corrected
as the child hears the correct form
134.
What are 2 influences on
phonological development?
1) phonemic composition of the language
the child is learning (functional load)
15 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
2) variability in the child's language expo-
sure
(low income v high income) (chronic ear
infections)
135.
Connectionist Theories
attempt to visually approximate the in-
ner-workings of the brain
focus on modeling how language is orga-
nized across the brain and how connec-
tions are forged among words in the lexi-
con
key terms: models, nodes, connections
136.
Functional Load
importance of a phoneme in the phonemic
inventory of a language
Ex: English /z/ is used to make plurals like
"dogs" so it it develops at age 4; /z/ has low
functional load in Arabic so it develops at
age 6 in Arabic
137.
Models
simulations that are composed of 2 im-
portant elements within a larger network:
nodes and connections
138.
Nodes
simple processing units that are likened to
neurons in the brain, receive input from
external sources through connections
139.
Morphological Development
internalization of the rules of language that
govern the structure of words
140.
Connections
Nodes receive input from external forces
through ____________.
141.
Morphemes
the smallest meaningful units of language
Ex: bird and s are both morphemes
142.
Usage-Based Theory
children learn language because they
have reason to talk
key term: intention reading
16 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
143.
Grammatical Morphemes
inflectional morphemes; plurals, posses-
sives, past tense, present progressive
1st to develop is -ing
144.
Derivational Morphemes
change syntactic class and semantic
meaning; prefixes and suffixes
145.
Intention Reading
child's ability to recognize the intentions
and mental states of others
146.
Bound Morpheme
must be attached to a root word to have
meaning (suffixes and prefixes) Ex: -ing or
-ed
147.
Practices language theories
may inform
prevention, remediation/intervention, en-
richment
148.
Free Morpheme
a morpheme that can stand alone as a
word Ex: the, an
149.
Prevention
inhibits language difficulties from emerging
and reduces the need to resolve such dif-
ficulties later in life
ex: fostering phonological awareness in
children; Headstart
150.
Brown's Morphemes
List of morphemes acquired in early child-
hood
151.
Intervention and Remediation
programs/strategies used to help individ-
uals who exhibit difficulties with some as-
pects of language development
must show significant impairment com-
pared to peers
Ex. speech-language therapy
152.
What is the first grammatical
morpheme to appear?
present progressive -ing; around age 2
17 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
153.
Enrichment
process through which teachers, clini-
cians, and other adults provide children
with an enhanced language learning en-
vironment that builds upon existing skills
and promotes the development of new and
more advanced language abilities
Ex: Learning Language and Loving It
154.
Evidence-based Practice
involves integrating theoretical knowledge
with scientific inquiry to inform decision
making
US Dept of Education's IES considers ev-
idence to be strong when it is from two or
more well designed and well-implemented
randomized controlled trials conducted in
school settings
155.
obligatory contexts
instances in which a mature grammar
specifies the use of a grammatical marker
Ex: the girl's house
156.
morpheme mastery
children include a grammatical morpheme
in 75% or more of obligatory contexts
157.
What are the 3 questions to ask
of each theory?
1) What do infants bring to the task of
learning?
(nature vs. nurture)
2) What mechanisms drive language ac-
quisition?
(domain specific or domain general)
3) What types of input support the lan-
guage-learning system?
(social interaction?)
158.
What enables a child's move-
ment from speaking with tele-
graphic quality to a more
adult-like quality?
grammatical morphology
159.
Modularity
18 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
how the brain is organized for various cog-
nitive processes
160.
Derived words
Roots with bound morphemes attached at
the beginning or the end (e.g. deformed,
de-form-ed).
161.
strict modularity
domain specific
162.
What adds precision to one's
lexical base?
development of derivational morphology
163.
non modularity
domain general
164.
What are 3 influences on mor-
phological development?
1) 2nd language acquisition
2) Dialect
3) Language Impairment
165.
language acquisition device
Chomsky's concept of an innate, prewired
mechanism in the brain that allows children
to acquire language naturally
166.
Second Language Acquisition
A person learning a second language that
differs considerably in its grammatical mor-
phology from their native language may
never master the grammatical morphology
of the 2nd language
167.
linguistic competence
(Chomsky) implicit knowledge children
have about language
168.
Longitudinal Study of Chinese
children learning English plur-
al /s/
3 of 10 children even after 5 years' immer-
sion in English never mastered the plural
morpheme; of those who did, they were
usually younger
169.
social plane
Vygotsky; social interaction introduces
concepts
170.
Dialect
19 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
the variants of a single language
morphology varies amongst dialects of a
single language
there may be benefits to helping chil-
dren switch between languages (ex: AAE
speaking students who have more knowl-
edge of GAE perform better in reading)
171.
psychological plane
Vygotsky; internalized concepts
172.
SLI
Specific Language Impairment
Hallmark characteristic - difficulty in gram-
matical morphology (verb markings such
as past tense inflection and the third per-
son singular inflection)
Children with SLI use the present progres-
sive -ing with 25% accuracy (typical devel-
oping = 80% accuracy)
173.
Zone of Proximal Development
(ZPD)
Vygotsky's concept of the difference be-
tween what a child can do alone and what
that child can do with the help of a teacher
174.
Syntactic Development
children's internalization of the rules of lan-
guage that govern how words are orga-
nized into sentences
developed through gradual internalization
of the grammatical system of one's lan-
guage
175.
ASHA's EBP
Using EBP in clinical decision making by
integrating:-
- High quality research evidence
- client preferences and values
- experience as practitioners
176.
discrete combinatorial system
a finite number of discrete elements that al-
low the child to produce an infinite number
of sentences
20 / 28
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
177.
What are 3 building blocks of
syntactic development?
1) increase in utterance length
2) use of different sentence modalities
3) development of a complex syntax
178.
Utterance Length
Gradually increases from ages 1-6
by age 6, children can produce sentences
nearly as long as adults
179.
MLU
mean length of utterance
calculating the MLU provides a simple
proxy for estimating syntactic complexity
up to 5 years
180.
Sentence Modalities
declaratives, negatives, interrogatives
181.
Declarative Sentences
a sentence that makes a statement
182.
Simple declarative sentences
organizational schemes:
1. subject + verb (She cried)
2. subject + verb + object (They want
marshmallows)
3. subject + verb + complement (She looks
nice)
4. subject + verb + adverbial phrase (He
played well yesterday)
5. subject + verb + indirect object + direct
object (She told me the story)
6. subject + verb + direct object + indirect
object (He took the toy from me)
183.
Negatives
express negation; rely on words such as
"no, not, can't, don't, won't"
involves learning where to insert negatives
in a sentence
1. No at beginning, "No go bed"
2. No by main verb "I not go bed".
By age 4, auxilary verbs, "I don't want to go
to bed"
184.
Interrogatives
2 Major Question types:
"Wh Questions" - specific information
21 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
about time, place, manner, reason, and
quantity
Placing the WH word in the initial noun
phrase slot and "emptying" the object slot
"Who is he?"
Yes/No Questions - yes/no response
Auxiliary verb "is" moves from its place fol-
lowing the subject and preceding its main
verb to go before the subject "Is she going
to go?"
185.
Phrase
cluster of words organized around a head
186.
Phrasal Coordination
allows children to connect phrases
187.
Clause
a syntactic structure containing a verb or
verb phrase
188.
Complex Syntax
use of phrase and clause structures as
well as conjunctive devices for organizing
internal structure of sentences
Age 3+ children conjoin and embed claus-
es
Brown's 5 stages of grammatical develop-
ment: 3.5 morphemes in length, complex
sentences emerge that feature embedded
subordinate clauses, embedded wh ques-
tions, and relative clauses
189.
What are 2 influences on Syn-
tactic Development?
1. Child directed speech
2. Language impairment
Relatively invariant across children com-
pared to other domains of language, espe-
cially as toddlers or preschoolers
190.
Child Directed Speech
the talk directed to children by others, in-
cluding parents and other caregivers
22 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
Children who hear complex syntax more
often in their learning environment pro-
duce greater amounts of complex syntax
at an earlier age than do children who hear
complex syntax more frequently
191.
Hoff's Learning Form Input Hy-
pothesis:
emphasized the grammatical properties of
children's language use depend on ex-
posure to the properties in child directed
speech
192.
Specific Language Impairment
SLI; affect only the language faculty
often most difficulty with verbs/verb tenses
193.
Secondary Language Impair-
ment
resulting from other causes
Cognitive Impairment: Down's Syndrome
adolescents with Down Syndrome pro-
duce sentences that are on average only 4
morphemes in length; this is shorter than
the typically developing 5 or 6 year old
194.
Acquired Language Disorders
injury or illness damaging the language
centers of the brain
study of 4 adults with acquired language
impairment (stroke) = utterances of 4 mor-
phemes; complex sent = only 5%; less than
1/3 sentences grammatically correct
195.
Semantic Development
an individual's learning and storage of the
meaning of words
to develop an internal representation of a
new word: phonological form, grammatical
form, conceptual meaning
196.
3 Semantic Building Blocks
1. Acquire a mental lexicon of roughly
60,000 words between infancy and adult-
hood
2. Acquire new words rapidly
3. Organize the mental lexicon in an effi-
cient semantic network
23 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
197.
Mental Lexicon
the volume of words one understands and
uses
198.
Receptive Lexicon
the volume of words a person understands
typically, larger than expressive lexicon
199.
Expressive Lexicon
the volume of words a person uses
200.
Vocabulary Spurt
begins near the end of the second year and
continues for several years after (popular
belief)
some researchers say this only happens
in a small group (25%) of children and the
majority have linear growth
201.
Semantic Taxonomy
differentiates words on the basis of their
semantic roles
202.
Nelson's Semantic Taxonomy
specific nominals, general nominals, ac-
tion words, modifiers, personal-social
words
203.
Specific Nominals
Specific object (ex. daddy, Fluffy)
204.
General Nominals
All members of a category (ex.
truck, cat)
205.
action words
specific actions, social-action games, ac-
tion inhibitors
206.
modifiers
properties and qualities (big, mine)
207.
personal-social words
affective states and relationships (ex: yes,
bye-bye)
208.
Early Lexicons
first 50 or so words, typically at least one
word in each of the semantic categories
209.
24 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
Nelson's Longitudinal Study of
Semantic Taxonomy
General Nominals 51%
Specific Nominals 14%
Action Words 13%
Modifiers 9%
Personal Social Words 8%
210.
"Fragile" state of semantic de-
velopment
errors in understanding and use of the
word are likely to occur
211.
3 influences on semantic de-
velopment
1. Gender
2. Language impairment
3. Language exposure
212.
3 factors that influence how
quickly children learn a word
1. concept represented by the word
2. phonological form of the word
3. contextual conditions at the initial expo-
sure to the word
213.
"Hard" words
words referring to abstractions (think,
know)
214.
Phonological form of words
onomatopoeic words easier for children
common sound sequences learned more
readily than words containing rare sound
sequences
215.
Contextual Conditions
linguistic content (grammar)
extent to which semantic features of the
word are described
extralinguistic content (pointing, etc.)
216.
Building a Semantic Network
New words are stored in the semantic net-
work
entries organized based on connective
tiles
weak or strong connections based on the
extent to which words share syntactic,
phonological, or semantic features
entries themselves do not carry meaning,
rather the connection between entries
25 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
217.
Spreading Activation
Occurs when one item brought into work-
ing memory triggers an activation of re-
lated memory based on the strength of
connections among entries
218.
Gender roles in Semantic De-
velopment
Early in language acquisition, girls tend to
have larger vocabularies and learn words
more easily than boys
differences tend to disappear by six or sev-
en years old
219.
Language Impairment and Se-
mantic Development
Children who exhibit neurologically-based
language impairment typically have signif-
icantly smaller vocabularies than non-im-
paired peers
difficulty learning new words
poorly-organized semantic network
word finding errors and slower retrieval
Gray's study: 11.6 trials with new words for
typically developing children to learn; 14
trials for children with SLI
220.
Language Exposure
Significant relationship between the num-
ber and types of words children hear in
their environment and the size of their vo-
cabulary
Orphanages: depressed vocabularies
Low socioeconomic status (SES) house-
holds
Parents' emotional resources- compromis-
es the quality and frequency of parents'
conversational interactions with their chil-
dren
221.
Lead In
Adult labels an object or event that is out-
side of child's attentional focus
222.
Follow in
Adult labels an object or event that is cur-
rently the child's attentional focus.
26 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
usually greater success than lead in, but
that can be successful too if the adult is
able to shift attention to object
223.
ostensive word learning con-
texts
great deal of contextual info is provided
about a word either linguistically or ex-
tralinguistically
224.
Nonostensive Word Learning
contexts
inferential contexts; little contextual info is
provided to help derive the meaning of the
new word
225.
Pragmatic Development
acquiring the rules of language that govern
how language is used as a social tool
226.
Aspects of pragmatics that de-
velop in early childhood:
1. using language for social functions
2. developing conversational skills
3. developing sensitivity to extra-linguistic
cues
227.
communication function
intention behind every utterance. Reflect
mental states, beliefs, desires, and feel-
ings
228.
Intentionality Hypothesis
children's development of form and con-
tent is fostered, in part, by their experi-
ences with others as they use language to
engage with others
229.
Conversations
exchanges with others
230.
Schemas
building blocks of cognition; internal-
ized representations of the organizational
structures of various events
231.
Conversational Schema
initiation and establishment of a topic, a
series of contingent turns that maintain the
topic, and resolution and closure
232.
joint attention
27 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
USU COMD 3200 Exam 1 - Chapters 1, 2, and 4
Study online at https://quizlet.com/_73b2b2
infants and their social partners intention-
ally focus on a common referent in the
external environment
provide the child with early schematic rep-
resentations of conversational organiza-
tion
233.
proto-conversations
treating babies as people who can under-
stand, share and have intentions in sensi-
tive inter-changes
highly scripted
"filling in the gaps" for babies
234.
Sensitivity to Extra-linguistic
Cues
posture, gesture, facial expression, eye
contact, proximity, pitch, loudness, paus-
ing
235.
Register
stylistic variations in language that occur in
different situational contexts
Dramatic Play: children change voices to
match different roles
236.
3 influences on pragmatics
1. temperament
2. social and cultural context
3. language impairment
237.
Temperament
the way in which an individual approaches
a situation, particularly one that is unfamil-
iar; behavioral style or personality type
238.
Language impairments influ-
ences on pragmatics
both acquired and biological impairments
autism = most difficulty in pragmatics
28 / 28
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help