Chapter 9 - Development of Language and Communication Skills

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Naomi Nakasone
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Naomi Nakasone
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phonology the sound system of a language and the rules for the combining phonemes to produce meaningful units of speech
phonemes the basic units of sound that are used in a spoken language
morphology rules governing the formation of meaningful words from sounds
semantics the expressed meaning of words and sentences
morphemes smallest meaningful language units
free morphemes morphemes that can stand alone (e.g. cat, go, yellow)
bound morphemes morphemes that cannot stand alone but that modify the meaning of free morphemes (e.g., the -ed attached to English verbs to indicate past tense)
syntax the structure of language; the rules specifying how words and grammatical markers are to be combined to produce meaningful sentences
pragmatics principles that underlie the effective and appropriate use of language in social contexts
sociolinguistic knowledge culturally specific rules specifying how language should be structured and used in particular social contexts
linguistic universal an aspect of language development that all children share
language acquisition device (LAD) Chomsky's term for the innate knowledge of grammar that humans are said to possess-- knowledge that might enable young children to infer the rules governing others' speech and to use these rules to produce language
universal grammar in nativist theories of language of acquisition, the basic rules of grammar that characterize all languages
language-making capacity a hypothesized set of specialized linguistic processing skills that enable children to analyze speech and to detect phonological, semantic, and syntactical relationships
aphasia a loss of one or more language functions
Broca's area structure located in the frontal lobe of the left hemisphere of the cerebral cortex that controls language production
Wernicke's area structure located in the temporal lobe of the left hemisphere of the cerebral cortex that is responsible for interpreting speech
sensitive-period hypothesis (of language acquisition) the notion that human beings are more proficient at language before they reach puberty
pidgin a structurally simple communication system that arises when people who share no common language come into constant contact
creole a language that develops when a pidgin is transformed into a grammatically complex, "true" language
interactionist viewpoint the notion that biological factors and environmental influences interact to determine the course of language development
motherese the short, simple, high-pitched (and often repetitive) sentences that adults use when talking with young children (also called child-directed speech)
expansions responses to a child's ungrammatical utterance that are grammatically improved forms of that statement
recasts responses to a child's ungrammatical utterance that are non-repetitive statements that are grammatically correct
coos vowel-sounds that young infants repeat over and over during periods of contentment
babbles vowel/consonant combinations that infants begin to produce at about 4 to 6 months of age
receptive language that which the individual comprehends when listening to others' speech
productive language that which the individual is capable of expressing (producing) in his or her own speech
holophrase period the period when the child's speech consists of one-word utterances, some of which are though to be holophrases
holophrase a single-word that represents an entire sentence's worth of meaning
naming explosion the term used to describe the dramatic increase in the pace in which infants acquire new words in the latter half of the 2nd year, so named because many of the new words acquired are the names of objects
multimodal motherese older companion's use of information that is exaggerated and synchronized across two or more senses to call an infant's attention to the referent of a spoken word
referential style an early linguistic style in which toddlers use language mainly to label objects
expressive style an early linguistic style in which toddlers use language mainly to call attention to their own and others' feelings and to regulate social interactions
fast mapping the process of acquiring a word after hearing it applied to its referent on a small number of occasions
overextension the young child's tendency to use relatively specific words to refer to a broader set of objects, actions, or events than adults do (e.g., using the word "car" to refer to all motor vehicles)
underextensions the young child's tendency to use general words to refer to a smaller set of objects, actions or events than adults do (e.g., using candy only to refer to mints)
processing constraints cognitive biases that lead infants and toddlers to favor certain interpretations of the meaning of new words over other interpretations
object scope constraint the notion that young children will assume that a new word applied to an object refers to the whole object rather than to parts of the object or to object attributes (e.g., its color)
mutual exclusivity constraint notion that young children will assume that each object has but one label and that different words refer to separate and nonoverlapping categories
lexical contrast constraint the notion that young children make inferences about word meanings by contrasting new words with words they already know
syntactical bootstrapping the notion that young children make inferences about the meaning of words by analyzing the way words are used in sentences and inferring whether they refer to objects (nouns), actions (verbs), or attributes (adjectives)
telegraphic speech early sentences that consist content words and omit the less meaningful parts of speech, such as articles, prepositions, pronouns, and auxiliary verbs
grammatical morphemes prefixes, suffixes, prepositions, and auxiliary verbs that modify the meaning of words and sentences
overregulation the overgeneralization of grammatical rules to irregular cases where the rules do not apply (for example, saying mouses rather than mice)
transformational grammar rules of syntax that allow one to transform declarative statements into questions, negatives, imperatives, and other kinds of sentences
referential communication skills abilities to generate clear verbal messages, to recognize when others' messages are unclear, and to clarufy any unclear messages one trasmits or receives
morphological knowledge one's knowledge of the meaning of morphemes that make up words
metalinguistic awareness a knowledge of language and its properties, an understanding that language can be used for purposes other than communicating
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