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40 Cards in this Set
- Front
- Back
Morphology |
The study of word structure |
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Morphemes |
Smallest meaningful unit of language |
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Syntax |
The study of sentence structure 1. Passive- The subj receives the action 2. Active- The subj performs the action 3. Interrogatives - Questions 4. Declaratives- make statements 5. Imperatives- state commands 6. exclamatory- express strong feeling |
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Semantics |
The study of meaning in a language. Include a person's vocabulary. Antonyms/opposites synonyms multiple meanings humor figurative language metaphors idioms |
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Overextension |
all round items are balls all tall men with glasses are daddy |
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underextension |
only an oreo is a cookie only the family poodle is a dog |
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Pragmatics |
The study of rules that govern the use of language in social situations. |
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Discourse |
refers to how utterances are related to one another. Can involve a monologue, dialogue, or conversational exchange in a small group. |
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Birth to 3 months |
startle response to loud sound, visually tracks to sound, smiles reflexively, attends toward voice, cries for assistance, quiets when picked up and produces vowels. |
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4-6 months |
raises arms to be picked up, moves/looks toward named family members, makes raspberries, growls, adult-like vowels, marginal babbling and responds to name (5 months) |
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7-9 months |
recognizes names of common objects, comprehends "no", plays peek-a-boo, uses a wide variety of sound combinations, variegated babbling (9 months). |
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10-12 months |
Understands 10+ words, first words, obeys some commands, object permanence, recognizes own name, jabbers loudly |
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perlocutionary stage |
signals have an effect on the listener or observer but lack communicative intent. For ex, if a child smiles, an observer might smile back or laugh even though the child didn't intend to express pleasure or joy. |
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illocutionary stage |
Child uses this stage at 9-10 months. signals to carry out some socially organized action such as pointing and laughing; uses intentional communication. |
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locutionary stage |
Child enters at 12 months. Begins to use words |
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Joint reference |
focuses attention or event or object as directed by another person. |
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1-2 years old |
holistic single word phrase, begins putting 2-words together, overextensions. Use Halliday's 7 functions of communicative intent. Syntax: Avg MLU is 1.0-2.0 Semantics: understands no, most frequent lexical categories are nominals and verbs Pragmatics: uses expressions that are shared meanings. |
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Halliday's 7 functions of communicative intent |
1. Imaginative: use language to create environment 2. Heuristic: explain environment 3. Regulatory: control behaviors of others 4. Personal: expresses feelings and attitudes 5. Informative: Tell someone something 6. Instrumental: attempt to get assistance/material things from others. 7. Interactional: initiate interactions with others. |
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2-3 years old |
1. Syntax- average mlu of 2.0-4.0, combines 3-4 word sentences, express negation, wh-questions 2. Semantics- comprehens 2,400 words meanings are learned in sequence, first pronoun used as self-referents such as I and me. 3. Morphology- present progressive-ing, irregular past tense, prepositions in, on, possessive-s, uncontractivle copula (Here I am) 4. Pragmatics: generally have communicative intent, demonstrates rapid topic shifts. |
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3-4 years old |
1. Syntax: average mlu of 3.0-5.0, begins using complex verb phrases, uses modal verbs (could, should, would) begins using embedded forms, 2. Semantics: Comprehends 4,200 words, uses 3-4 word sentences, express negation, wh-questions, knows nursery rhymes, labels most things in environment 3. Morphology: Articles, past-tense regular -ed, regular third-person -s, irregular third person (does, has) contractible copula and auxilary. 4. Pragmatics: Can maintain conversation without loosing topic, begins to modify speech to age of listener, uses requesting, uses communicative functions. |
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4-5 years old |
1. Syntax: avg MLU is (4.5-7), speaks in complete sentences, uses complex sentences, uses future tense, uses if, so in sentences. 2. Semantics: has an expressive range of 1500-2000 words, can name items in a category, uses more pronouns, tell long stories accurately. 3. Morphology: Uses comparatives, uses could, would, in sentence, Uses irregular plurals. 4. Pragmatics: modifies speech as a function of listener, begins to judge grammatical correctness, begins to tell jokes and riddles. |
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5-6 years old |
1. Syntax: has an avg MLU of (6.0-8.0), uses present, past, and future tense correctly, asks how questions,uses a lang form that approximates adult model. 2. Semantics: distinguishes right and left in self, knows most common opposites, knows spatial relations and prepositions. 3. Morphology: Knows passive forms of main verb, uses irregular plurals, uses all pronouns consistently. 4. Pragmatics: Understands humor, can recognize offensive message, uses thank you and i'm sorry, contributes to adult conversation. |
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6-7 years old |
uses "if" and "so", apt to use profanity and slang |
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7-8 years old |
anticipates story endings, tells stories, uses superlatives, able to take listener's view point. |
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Cognitive Skills |
most strongly influence the child's responses in early development |
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Language disorders are typically identified? |
In grades 4-6, because there is a shift between "learning to read and write", and "reading and writing" to learn. |
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Intensive phonemic-awareness treatment for children who have difficulty reading |
may have no direct relationship to improved reading |
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Phonological processes that should be eliminated by age 3 |
Reduplication weak syllable/final consonant deletion consonant assimilation Fronting of velars Diminutization |
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Phonological processes that may persist past age 3: |
Final consonant devoicing Consonant cluster reduction Stopping Epenthesis Gliding Depalatization Vocalization |
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Assimilation |
children apply new info to an existing cognitive scheme |
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Accommodation |
Children modify an existing cognitive scheme to include new information |
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Mediated learning experience |
children learn through interaction with more experienced adults or peers who interpret the environment for them. |
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Scaffolding |
a clinician models the strategy or task to be learned, then gradually shifts or removes instructional support for the child |
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Stimulus control |
stimulus sets the occasion for performing a behavior |
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Response generalization |
teaching or modifying a behavior results in changes in other similar behaviors. |
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Extinction |
withdraw a reinforcer when an undesirable behavior occurs, causes a quick increase in the undesirable behavior but realization that the behavior is not reinforced will cause a gradual decrease. |
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Behavioral Theory |
B.F. Skinner states that children learn only the language they are exposed to. uses: Mands: involves requests Tacts: involves motivators like physical objects Echoics: imitative verbal responses Autoclitics: comment on tacts and mands Intraverbals: continuous, fluent speech |
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Nativist Theory |
Chomsky states that humans learn language due to innate biological ability to learn, hardwired, that's why syntax is very difficult to teach. Children are born with a language acquisition device that is present at birth. |
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Cognitive Theory |
Piaget states that language acquisition is made possible by cognition and general intellectual processes. 4 stages that children pass through 1. sensorimotor (0-2) 2. preoperational (2-7) Egocentric 3. Concrete operations (7-11) Ability to sequence numbers, develops ability to emphathise 4. Formal Operations (11+) Abilty to draw conclusions based on hypotheses, logical |
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Social Interactionism Theory |
Vygotsky states children increasingly use language internally to structure their actions and direct their thoughts, cultural tools play a critical role. Zone of Proximal development: difference between what a child can do with/without assistance. |