10482631
Description
Flashcards by Stuart Halford, updated more than 1 year ago
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Created by Stuart Halford
over 6 years ago
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| Question | Answer |
| Communicative Competence | The ability to creative meaningful speech or writing. |
| Proto Word | A made up word such as "ray-rays" for raisins becuase the child can not yet pronounce the word. |
| Pre- Verbal Stage | Consisting of crying, cooing and babbling |
| Reduplicated babbling | Repeatedly using the same sounds such as "bababababa" |
| Variegated babbling | Involves variation of the consonant and vowel sounds being produced. |
| Holophrastic Stage | Usually between 12 and 18 months. A whole sentence worth of meaning in a single word. Often concrete nouns. |
| Non-Verbal Communication | Gestures, Haptics (Touch), Paralanguage (stress, amplitude, speed), Eye Contact and Facial Expressions -these are the main ones for a child. |
| Reduplication | Repeated syllables within a word Such as moo-moo or wee wee |
| Diminutives | The reduction is scale of an object through addition of extra suffix e.g. Doggie, Dolly More accessible and phonologically easier or more appealing to say. |
| Substitution | The process of swapping one sound for another that is easier to produce. |
| Assimilation | One consonant or vowel is swapped for another |
| Deletion | Omitting a particular sound within a word |
| Consonant cluster reduction | Reducing phonologically complex units into simpler ones - from two or more consonants down to one. |
| Two word stage | Occurs around 18 months - puts two words together. The more a child progesses, the clearer and more refined the language becomes. Begins to understand grammar. |
| Vocabulary spurt | Cognitive change occurs and child moves into a period of rapid acquisition and faster lexical development. |
| Telegraphic stage | Occurs around age 2. Longer and more complete. Coveys main message with minimum number of words. Include key content words but likely to omit grammatical words. |
| Content words | Words within a sentence that are vital to meaning |
| Gramatical words | Words within a sentence that are necessary to demonstrate structural accuracy. |
| Post telegraphic stage | Occurs around age 3. Contracted forms, verb inflections and formation of pronouns. By age 4 largely grammatically accurate and complete sentences. |
| Operant conditioning | A positive or negative response given by caregiver can influence the way a child speaks in the future |
| Positive reinforcement | The positive feedback given to a child which is thought to encourage similar performance again. |
| Language Acquisition Device | Proposed bt Chomsky. All humans are born with an innate language capacity. |
| Tabula Rasa | Latin for "blank slate" and the term used to describe the idea that children are born with unbdeveloped, fresh brains. |
| Universal Grammar | Term coined by Chomsky -the idea that all human languages possess similar grammatical properties which the brain is "hard -wired" to decode and use. |
| Virtuous errors | Grammatical errors that are understandable and logical through an incorrect assumption being made about grammar rules. |
| Cognitive development | Piaget A child's development of thinking and understanding. |
| LASS Language Acquisition Support System | Proposed by Bruner. A system whereby caregivers and other individuals who play a key role in a child's language development. |
| Scaffolding | The support provided by caregivers through modelling how speech ought to take place in order to help language development. |
| Egocentric | Thinking only of the self without undersatnding or regard for the feelings of others. |
| Object permanence | An understanding that objects continue to exist even when they cannot be seen or touched. |
| CDS Child directed speech | The various ways in which a caregiver (unconsciously) adapts their speech in order to aid a child in language development. |
| Expansion | Where a caregiver might develop the child's utterance to make it more grammatically complete. |
| Recast | The grammatically incorrect utterance of the child is spoken back to the child but in the correct form. |
| Mitigated imperatives | An instruction given in such a way that it does not appear to be a command but a more gentle suggestion |
| IRF Structure Initiation, Response, Feedback | Sinclair and Coulthard's means of analysing educational discourse. Three part conversational exchange. One speaker starts the conversation, a second speaker responds and the first speaker then provides some feedback. |
| Instrumental function | Where a child's utterance is trying to fulfil a need. |
| MKO More knowledgeable other | The older participant in an interaction who might offer support to a child so they can further their own developmental learning. Vygotsky |
| ZPD Zone of proximal development | Describes the area between what a child can already do and that which is beyond their reach. Caregiver might enable child to progress by offering support. Vygotsksy |
| Usage based linguistics | A model that emphasises that language structures emerge from use and language patterns are formed becoming what we know as grammatical constructions. Tomasello |
| Overextension | Whena child uses a word more broadly than intended to describe things other than the actual item to which the word applies. |
| Underextension | Where a child might use a word more narrowly to describe something without recognising the word has a wider use. |
| Hypernym | A more generic term that is connected to more specific word choices that are all within the same semantic field. e.g Fruit is a hypernym |
| Homonym | The more specific words that can be defined within the more generic hypernym. (Tree - hypernym) (Oak, Ash, Willow, Beech - homonym) |
| Bound morphemes | Units of meaning within a word that depend on other morphemes to make sense. |
| Unbound or free morpheme | Units of meaning within a word that do not depend on other morphemes to make sense. |
| Superlative | An adjective or adverb that expresses the highest degree of quality. |
| MLU Mean length of utterance | The average utterance length of speakers - calculated by adding up the total number of words spoken and dividing by the total number of utterances - a way of measuring each speakers input or dominance. |
| Copula verb | A verb that joins a subject to an adjective or noun complement. "I am happy" joins the subject "I" to the adjective "happy" - can include the verb "to be" - "to look" - "to seem" - "to feel". |
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