The definition of communication is the to , /
, , and are the components of language.
, , and are the components of speech.
Communication must include a and
Which of the following are types of communication?
ASL
Phonology
Verbal/Non-verbal
Alphabet
Receptive/Expressive
Language is composed of , , and .
Phonology is
the smallest unit of sound
the study of the sound system of language
the smallest unit of language that changes meaning
the study of the meaning of words
Phonemes are distinguished by , , and .
Phonotactic constraints are rules that specify which and .
The study of words and how they are formed is called .
A bound morpheme can stand on it's own.
The study of the rules that govern how words are put together to make phrases and sentences.
Morphology
Syntax
Pragmatics
The study of the meaning of words is
Semantics
The use of language for communication purpose is called
Speech is produced by , , , and .
Respiration is produced by the .
Phonation is produced by the .
Resonation is created with air in the
mouth, nasal cavities, & pharnyx.
larynx, mouth, & voice box.
pharnx, nasal cavities, & voice box.
The types of articulation are , , and .
Language is lateralized in the
left hemiphere.
right hemisphere.
Interpretation of paralinguistic cues occurs in the
left hemisphere.
The primary centers of the brain for language are the and area.
Damage to the Broca and Wernicke areas causes .
is the growth of sheathing around nerves that improves the transmission of messages.
is the changes to the brain in response to injury.
Label the Phonological Awareness Umbrella below.
In 1954, who said language was dependent on cognition.
Piaget
Vygotsky
Pinker
MacWhinney
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.
The behavioral model of language development was made by . Language is learned through , learned , parents reinforce , precedes . It is limited by it's wrong prediction about and how to explain .
The Nativist/ Syntactic model was created by . Language is an in humans meaning we have a . It is limited by the role of and other .
The Semantic-Cognitive model was created by . precedes and the same utterance can . It is limited by the relationship of .
The Social Interactionist model is created by & & . The need to communicate precedes and parents alter for their children. It is limited by not accounting for and it doesn't account for the .
The Information Processing model was created by & . Language structure emerges from and competition eliminates . It is limited by .
The Emergentist model was created by . Language emerges from . It's limited by .
, , and are the stages of communicative development.
Non-intentional communication that relies on a partner for interpretation occurs in the
locutionary stage
prelocutionary stage
illocutionary stage
Intentional communication using non-linguistic & paralinguistic models occurs in the
Prelocutionary stage
Locutionary stage
Illocutionary stage
Intentional communication using words to convey a message occurs in the
During this stage of sound awareness, children have figure-ground awareness
awareness
location
discrimination
meaning
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.
From 0-8 weeks, children can sounds, make sounds, and cry .
From 8-20 weeks, children and laugh, make sounds, and cry .
From 16 to 30 weeks, children , have more play, have increased control , and .
From 25 to 50 weeks, children start babbling, speech, can can say .
From 9 to 18 months, children start babbling, start saying , and transition to .
MLU stage 1 ranges from to for ages to months.
MLU stage 2 ranges from to for ages to months.
MLU stage 5 ranges from to for ages to months.
MLU stage 3 ranges from to and from ages to months.
MLU stage 4 ranges from to and from ages to months.
MLU stage 6 ranges from to and from ages to months.
To calculate MLU you count the number of morphemes in 50 to 100 utterances, then divide the total number of morphemes by the number of utterances.
In the school years _______ is developed, noticed by inflectional prefixes, derivational suffixes, and reflexes.
Metalinguistic ability
In the school years, ________ is developed and seen by figurative language and irony.
Metalinguistic ability.
In the school years, ________ is developed and noticed by adjective ordering, verb tenses, irregular verbs, and noun & verb tenses.
morphology
semantics
syntax
pragmatics
metalinguistic ability
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.
Language development in the school years implicates teaching through use for and instruction and interaction.
Phonological awareness is a good predictor of , a precursor to .
Phonological awareness is the ability to focus on and manipulate in .
__________ is important for reading comprehension, as well as receptive and expressive knowledge.
Narrative skills
Semantic skills
Syntactic Skills
_________ is a contributor to reading success and vocabulary skills.
Narrative Skills
Semantic 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.
Syntactic skills
Label the image below with the steps of the writing process.
Language and literacy implicates teaching through knowing which children are at risk for , students having reading and writing success, and teachers understanding the .
Between the ages of __________ a child knows 50-200 words and can understand simple concepts and directions.
1-2 years
2-3 years
3-4 years
4-5 years
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.
9-12 months
24-30 months
5 years
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.
At old, children love jokes and riddles, can state basic information about themselves, and understand time concepts.
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