Term
| What are the basic elements of language? |
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Definition
-Phonology
-Semantics
-Grammar
-Pragmatics
-Prosody |
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Definition
| The system of sounds that a particular language uses (phonemes) and the rules for combining these sounds. |
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Definition
| Meanings of words and word combinations as in phrases, clauses, and sentences. |
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Definition
| The structure of language |
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Definition
| A set of rules that specify appropriate language for particular social contexts. |
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Definition
| Patterns of intonation that communicates meaning beyond that carried by the words or sentences. |
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Term
| What are the two primary forms of grammar? |
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Definition
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Definition
| The rules for combining morphemes into words |
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Definition
| rules for combining words into phrases and sentences |
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Definition
| Specific sounds in the stream of spoken language |
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Definition
| Fundamental sound units and combinations of units in a given language |
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Definition
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Definition
| Rules of how to combine the smallest meaningful units of language to for words. |
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Term
| What are the four theoretical perspectives we discussed? |
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Definition
-Learning Perspective
-Linguistic Perspective
-Cognitive Perspective
-Social Interaction Perspective |
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Term
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Definition
SKINNER
this perspectives believes that language is like every other behavior, and it’s accounted for by the basic principles of learning. Association, reinforcement, and imitation are key. |
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Term
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Definition
CHOMPSKY
We have an innate system for learning language. An example of support for this theory is the little Nicaraguan children who created their own language. |
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Term
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Definition
PIAGET
Language follows a path of cognitive development. The object of concept is important – this is an object with a name. Ability to symbolize is what refers to the object. Children take active roles in cognitive and language develop. |
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Term
| Social Interaction Perspective |
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Definition
VYGOTSKY
Those who surround us provide a scaffolding framework that children can use. How and how often interactions occur are important considerations. |
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Term
| Why is "Colorless green ideas sleep furiously" so important? |
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Definition
| It’s important because it’s an example of a sentence that is grammatically correct but semantically nonsensical. Basically, although the sentence is grammatically correct, no obvious understandable meaning can be derived from it. It demonstrates the distinction between syntax and semantics. |
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Term
| What did we learn about language development from the congenitally deaf children in Nicaragua? |
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Definition
| We learned from the congenitally deaf children in Nicaragua that we have an innate system for learning language. |
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Term
| What did we learn about language development from the tragic case of Genie? |
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Definition
| From Genie we learned that there is a sensitive period in language development. Spoken language depends on age of arrival and level of education and no amount of exposure can overcome a late start. |
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Term
| What are the five main biases (or constraints) that help children develop language quickly? |
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Definition
-Basic Learning Processes
-Fast-mapping
-Mutual Exclusivity Bias
-Taxonomic Contratint
-Shape Bias |
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Term
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Definition
| Constraint that helps children learn language quickly. Association and conditioning. |
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Term
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Definition
| Context provides key meaning of words |
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Term
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Definition
| Novel words label members of the same mutual category (dogs and cats) |
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Term
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Definition
| New words labels whole object, specifically its form (as compared to color or orientation) |
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Term
| What are some of the functions of language that go beyond basic communication? |
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Definition
-Influences Cognition (Memory and Categorization)
-Influences Self Regulation and Control (Inner speech)
-Influences Social Interaction (Learn social roles/cultural values) |
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Term
| How language affects memory |
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Definition
| Gives ability to verbalize and rehearse. This is how memory influences cognition. |
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Term
| How language effects categorization |
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Definition
| Labeling categories makes them different and distince |
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Term
| What are the 5 main stages of language production? |
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Definition
| Time increments from birth-18+ months |
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Term
| Language Production Birtch |
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Definition
| Crying symbolizing distress |
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Term
| Language Production 1 month |
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Definition
| Cooing characterizes their attempt to vocalize during social interactions. |
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Term
| Language Production 6 months |
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Definition
| Babbling, consonant - vowel sounding utterances |
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Term
| Language production 1 year |
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Definition
| Patterned Speech - Use of psuedo words from a native language |
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Term
| Language Production 18+ months |
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Definition
| Vocab sput occurs - rapid increase in spoken words |
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Term
| How do culture and context influence language development? |
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Definition
• Cultural exposure influences first spoken words
• Greater social exposure leads to greater comprehension
• Different specific social/cultural exposure lead to different patterns |
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Term
| What are some of the scaffolding techniques used by caregivers to encourage language development? |
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Definition
-Recast
-Turn Taking
-Turnabout
-Expansions |
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Term
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Definition
| repetition of a child’s utterance along with grammatical correction |
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Term
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Definition
| alternating vocalizations by parent and child |
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Term
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Definition
element of conversation that requests a response from the child
• Ex: “What did you say?” “You like that?” |
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Term
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Definition
| Repetition of a child’s utterance along with a more complex form |
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Term
| What is statistical learning |
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Definition
| Statistical learning is the ability to discern the probability that one event follows another, or that one sound follows another because they are a part of one word. |
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Term
| How does statistical learning relate to language development? |
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Definition
| This relates to language development because infants use this to detect words in a continuous stream of speech since they don’t know every word for sure yet, they have to figure it out. |
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Term
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Definition
| The ability to perceive an object as separate from the background and other stimuli. Once an infant has this concept, they can go on to attach labels to them – nouns or nominal words. |
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Term
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Definition
| The ability to represent an object that is not present, that you can understand it continues to exist even when you cannot see it. |
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Term
| What are object concept and object permanence and how do they relate to language development? |
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Definition
| o They relate to language development because as Piaget states, language follows the path of cognitive development. Once children are able to grasp the idea of a constant object, and are able to apply names to it they can begin saying those names and referring to them with language. Kids also do not come up with the labels they have for words, they learn them from caregivers in a social environment. |
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Term
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Definition
| Located in the temporal region of the left hemisphere, close to areas important for auditory processing. It controls language comprehension. |
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Term
| What type of aphasia is associated with damage to Wernicke’s area? |
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Definition
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Term
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Definition
| Inability to comprehend the speech of others or of one’s own such that composing their own speech contains nonsense or incomprehensible words “word salad”. It results from brain damage. |
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Term
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Definition
| Portion of the cerebral cortex located in the frontal region near the motor cortex. It controls expressive language. |
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Term
| What type of aphasia is associated with damage to Broca’s area? |
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Definition
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Term
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Definition
| The inability to speak fluently (comprehension ability remains intact_ as a result of brain damage. Their language has poor syntax but semantically appropriate words. |
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Term
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Definition
| A neural pathway that connects posterior receptive areas with premotor/motor areas |
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Term
| What type of aphasia is associated with damage to the arcuate fasciculus? |
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Definition
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Term
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Definition
| Verbal repetition and reading ability are poor. (Comprehension and speech articulation are preserved) |
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Term
| The Theory of Interactive Specialization |
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Definition
| Explains brain circuitry related to language because it suggests that there are nodes within networks which become specialized based on consistent activity within nodes across networks. |
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Term
| How does the theory of interactive specialization explain the development of the brain circuitry related to language? |
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Definition
| How does the theory of interactive specialization explain the development of the brain circuitry related to language? |
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Term
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Definition
| Entrenchment refers to the way the brain organizes in response to first language acquisition. |
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Term
| What do we mean by entrenchment and what is some of the evidence in support of this new theory? |
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Definition
| • Entrenchment refers to the way the brain organizes in response to first language acquisition. Evidence for this is that after learning a second language, separate regions of Broca’s area activate and regions of Wernicke’s area overlaps in late learners of a second language. |
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