Phonology is

The study of the rules that govern how words are put together to make phrases and sentences.

The study of the meaning of words is

The use of language for communication purpose is called

Language is lateralized in the

Interpretation of paralinguistic cues occurs in the

In 1954, who said language was dependent on cognition.

In 1962, who said language and cognition are interdependent?

In 1994, who said language and cognition develop interdependently?

In 1998, who said that both language and cognition depended on social interaction, language input, and neurological development.

Non-intentional communication that relies on a partner for interpretation occurs in the

Intentional communication using non-linguistic & paralinguistic models occurs in the

Intentional communication using words to convey a message occurs in the

During this stage of sound awareness, children have figure-ground awareness

During this stage of response to sound, children turn their head towards the sound.

During this stage of response to sound, children differentiate sounds.

During this stage of response to sound, children begin to understand what sound represents.

In the school years _______ is developed, noticed by inflectional prefixes, derivational suffixes, and reflexes.

In the school years, ________ is developed and seen by figurative language and irony.

In the school years, ________ is developed and noticed by adjective ordering, verb tenses, irregular verbs, and noun & verb tenses.

In the school years, __________ is developed and seen through conversational competences, use of narrative and understanding of indirect requests.

________ is going beyond language use to thinking about language for writing, reading, and spelling.

__________ is important for reading comprehension, as well as receptive and expressive knowledge.

_________ is a contributor to reading success and vocabulary skills.

________ is seen through writing skills, through the beginning, middle, and end of a story; connection between the reader or listener; and stories becoming longer.

Between the ages of __________ a child knows 50-200 words and can understand simple concepts and directions.

Between the ages of __________ children know 500 to 700 words and understand concept pairs.

Between the ages of ___________ children understand 1000+ words and "wh" questions. They also understand multi-step directions and comprehend stories.

Between the ages of _________ children understand 2500 to 3000 words and has increased conceptional knowledge. They also can have a conversation about their life.

During the ages of ________ children use up to 200 words can over/underextend meanings.

During the ages of ___________ child use up to 570 words, have increased grammatical structure , and can initiate topics.

During the ages of _________ children combine 4+ words, can relay personal experiences, and so best talking about the here and now.

During the ages of __________ children can talk in lengthy, detailed sentences, can tell simple stories, and are more confident to initiate topics.

From the ages of ________ children know object permanence and start to use basic toys appropriately.

From the age of ________ children know the function of toys, use autosymbolic play, ask for adult help in unknown situations, and combines two toys in play.

During the ages of _______ children use daily experiences in play and use realistic props.

During the age of ________ children can sequence events, replay experienced events with different outcomes, can build 3-dimension objects, and use problem solving skills.

At ________ old children use imaginative and cooperative play, do not need concrete props, and plans and organizes toys and people.