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Language Development
Language Development Exam 1
| Question | Answer |
|---|---|
| Linguistic modes | Speaking and listening-Expressive and receptive.. Writing and reading- expressive and receptive.. Signing |
| Language | Part Of Communication |
| Term we use to describe how a group exchanges information, ideas, needs and wants.... and Linguistic and Extra linguistic components (BIG PICTURE) | Communication |
| Speaking and Listening | Expressive and receptive |
| Writing and Reading | Expressive and Receptive |
| Signing | Linguistic mode |
| Extralinguistic | Paralinguistic, Metalinguistic, Nonlinguistic |
| Paralinguistic | Intonation, stress, rate, emotion |
| Metalinguistic | ability to think and talk about language ability to judge language correctness and appropriateness |
| Nonlinguistic | gestures, facial expression, proximity |
| multifaceted and highly complex phenomenon utilizing several systems and modalities | Language |
| Basic systems that underlie language | biological, cognitive, social |
| Three components of language with five parameters | form, content, use |
| Form | Phonology, morphology, syntax |
| Content | semantic |
| Use | pragmatic |
| Phonology | Study of speech sounds of languages |
| Phoneme | smallest linguistic unit of sound that signals a difference in meaning |
| English has how many phonemes | 43 |
| Allophones | Same phoneme that differs slightly |
| Phonological Rules | Determine what sounds are used and in what sequence |
| Morphology | Internal organization of words.. Words consist of one ore more morphemes |
| Morpheme | smallest grammatical unit which cannot be separated from the word without changing the meaning of the word |
| Free Morpheme | can stand alone with meaning |
| Bound Morpheme | Must be attached to a free morpheme or other bound morphemes |
| Derivational | Prefixes and suffixes |
| Inflectional | Plural s, possessive 's, ing, ed |
| Syntax | Organizational rules that determine word order, sentence organization and word relationships... how we sequence words in sentences |
| Semantics | System of language with rules governing the meaning or content of words or grammatical units.. Vocabulary |
| World Knowledge | Individual's autobiographical and experiential understanding and memory of particular events which includes the cultural interpretation of this knowledge |
| Word Knowledge | Word and symbol definitions based on an individual's world knowledge |
| Pragmatics | How we use language, register, social interaction rules |
| Code used in communication | Language |
| Nature | Biological |
| Nurture | Enviorment |
| Behavior Theory | Mowrer, Skinner, Osgood... Behaviorist Theory-nuture.... Language is a subset of learned behaviors... operant conditioning |
| Language is based on | Modeling, imitation, practice, reinforcement |
| Emphasis on the form of language | Grammatical structures |
| Psycholinguistic Theory | Generative or Nativist-nature. Emphasis on language form. Innate capacity for language. Biological basis for language. |
| Linguistic Universalas (features) | Linguistic processing occurs on 2 levels |
| Phrase Structure Rules | Universal |
| Transformational Rules | Not Universal |
| Constituents | Noun and verb phrases |
| Languages have a finites set of | rules |
| Two-Tier mental model: | Deep and surface structure |
| Language acquisition device | LAD... Contains universal underlying linguistic principles or phrase structure rules.... Enables each child to process incoming language |
| Child language is not a... | mirror of adult language |
| Deep structure | The idea/meaning |
| Surface Structure | Syntactic structure that represents that meaning |
| Semantic approach assumes that | content or meaning precedes language form |
| Semanticists | assume that the common rules represent a general pattern of cognitive development, not innate structure.. that thought precedes language. |
| Referential context | Underlying semantics and relationships, influences if not determines the word which can be used in any given position in an utterance/sentence |
| Case Grammar | a generative system that can explain the influence of semantics on the syntactic structure and specifies the semantic relationships that determine that structure |
| CASE | specific semantic function for certain noun phrases. only a limited number of nouns would be appropriate in a given structure |
| Case Function | Marked by word order. form structure that provides a basis for syntax. |
| 7 Major universal cases | Agentive,Dative, Experiencer, Factitive, Instrumental, Locative, Objective |
| Sociolinguistic concentrate on | Underlying reasons or social communicative functions of language |
| Psycholinguistic Theory: A semantic/cognitive model | Modularity theory-nature. Only theory of language processing and semantics holds a strong impact in the structure of syntax and LD development |
| Sociolinguistic Theory | Vygotsky-nurture. Does not focus on the structural aspects of language. centers on the communication unit required to convey meaning. |
| Language USE | (Pragmatics) in communication is central to the linguistic process and to development of language |
| Effective Communication | Motivation for language acquisition |
| Speech-act theory | The speech act is a unit of communication that conveys the speakers conceptual representations and intentions. |
| Intrapersonal function | Internal language is used for memory, problem solving and concept development. |
| Interpersonal | function of langue is communication |
| Speech Act | Linguistic unit that can be divided into two elements. |
| Propositional Force | Conceptual content, meaning |
| Illocutionary force | attitude or intention |
| Dore (1974) | Primitive speech act. An utterance consisting formally of a single act or single prosodic sound. |
| Nine Categories primitive speech act | labeling, repeating, answering, requesting, repeating, answering, requesting action, requesting answer, calling, greeting, pretesting and practicing |
| Language acquisition is | Process of socialization |
| Role of the child's communication partners is | Crucial |
| adult operates as a provider | an expander and idealizer of utterances while interacting with the child |
| Joint or shared reference is the achievement | Common referent |
| Attention on a common object or event , with a sequence of behaviors such as eye contact, calling child's name, pointing, naming | social interaction |
| the speech act or lack of greatly promotes or hinders language development | Attention |
| Three Developmental stages of early communication | Perlocutionary, Illocutionary, Locutionary |
| Perlocutionary | behaviors are undifferentiated |
| Illocutionary | use of conventional gestures and vocalization |
| locutionary | words convey intentions |
| Two toddler generative systems | Segmentation and Topic-comment. Can occur at the same time |
| Segmentation | utterances are generated regarding the situation activity |
| Topic-Comment structure | the child establishes the topic, object or event and then provides information |
| Emergentist Theory | Asserts that language is a function of the brains solution to exchanging a complicated set of meaning between people . Grammar is brains solution. |
| Linguistic representations(cognitive processes) | Physical components of the brain, active in language processing. The manner in which its process information. and partners engage. |
| EO: | overgeneralization errors He falled|fall[EO:fell] down. |
| EW | Other word-level errors.That boy were[EW:was] jump/ing. |
| EU | Utterance-level errors. Why this thing not work [EU] |
| EV | verb error That boy were[EV:was] scared |
| EP | Him[EP:he] is my friend Pronoun error |
| EX | After that the dog that[EX] jump/ed out Extraneous word |
| NSW | That thingie[NSW] is funny. Nonspecific word. |
Created by:
JenPotts
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