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SLHS 514 Final-BOLD
SLHS 514 Final
| Question | Answer |
|---|---|
| process of adding associated features that expand the meaning of a word | horizontal vocabulary development |
| process of associating additional meanings and contexts with a word | vertical vocabulary development |
| associating words based on their relationships to a theme or context | thematic organization |
| associating words based on hierarchical categories | taxonomic organization |
| subgroup of objects defined by a greater number of specific features than those defining the overall or superordinate category | subordinate category |
| the highest conceptual level in a hierarchical classification of meanings, which includes all of the subgroups or subordinate categories in a given class | superordinate category |
| a transition in which word associations shift from a syntactic to semantic basis | syntagmatic-paradigmatic shift |
| pattern of associated words and concepts that evolve out of experiencing a word | semantic network |
| the ability to produce a diverse collection of words based on their association with a topic | divergent semantic production |
| the ability to identify a topic based on inferences from associated words | convergent semantic production |
| speakers' ability to consciously evaluate their language behavior | metalinguistic ability |
| the ability to analyze the stream of speech into units such as phonemes, syllables, and words | segmentation |
| the conscious awareness that words are objects with phonetic structure and can have multiple meanings | the observation that a sentence has more than one interpretation |
| language that conveys meaning through analogy based on stimulus generalization rather than through literal interpretation of the words and phrases | figurative language that directly states an analogous relationship |
| "He's as clumsy as an ox." | Simile |
| Figurative language that implies an analogous relationship | Metaphor |
| "He's an ox." | Metaphor |
| figurative language that expresses ideas through analogy | Idiom |
| "Don't let the cat out of the bag." | Idiom |
| Figurative language that expresses truths or gives advice through analogy | Proverbs |
| Look before you leap! | Proverbs |
| the extent of similarity between a figurative expression and its literal referent. | metaphoric transparency |
| subtle shifts in the conversational topic through addressing an isolated aspect of a previous utterance. | Topic shading |
| successive attempts to clarify an utterance in which additional elements are included in each subsequent attempt | Stacked repair sequences |
| central theme that provides the focus for story elements | plot |
| the characters, location, and circumstances for a narrative | setting |
| a part of a narrative that relates a series of events as part of the overall plot | Episode |
| Narratives based on elements linked together logically, but in an unorganized manner | unfocused chains |
| Narratives that organize a sequence of events around a character but omit reasons for the character's actions | Focused chains |
| Story that includes all of the required elements of mature narratives | Complete narrative |
| Mature narratives that include subplots that are related to each other and an overall plot | Complex narratives |
| the structured and formal style of tutorial language in classrooms and textbooks | Expository style |
| Characteristic styles associated with language found in textbooks | Text grammar |
| Syntactic devices found in text grammar that signal a topic is being described | Descriptive patterns |
| Syntactic devices associated with text grammar that indicate a listing of items | Collection patterns |
| Syntactic devices associated with text grammar that signal the description of a sequence of events or steps | Sequence Pattern |
| Syntactic devices associated with text grammar signaling that similarities or differences are being noted | Comparison patterns |
| Syntactic devices in text grammar that signal a cause-effect relationship is being proposed | Cause-effect pattern |
| the ability to communicate through written language | Literacy |
| Letters or letter combinations that represent the phonemes of a language | Graphemes |
| the style of formal written language that is structured and organized in distinctive ways | Literate Language |
| the model that proposes reading proceeds from interpreting phonemes to words to phrases to sentences, and so forth | Bottom-up model |
| the model that proposes reading progresses from confirming ideas about overall content as additional written material is decoded | Top-down model |
| the recognition of print and its distinctive patterns (left-to-right flow, character orientation, etc.) as meaningful symbols related to reading and writing | Print awareness |
| an aspect of metalinguistic abilities in which the child becomes conscious of the sounds of language in words, as evidenced by skills (syllabification, segmentation, rhyming, alliteration, blending) | Phonological awareness |
| the ability to review, evaluate, proofread, and edit one's own writing | Executive function |
| speaking styles that are characteristic of certain roles of social contexts | Registers |
| the communication styles that appear to be characteristic of each gender | Genderlect |
| excessive interjections and filler sometimes noted in utterances of aging individuals | Uncertainty behaviors |
Created by:
sopdycke
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