12888774
Description
Flashcards by Naomi Nakasone, updated more than 1 year ago
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Created by Naomi Nakasone
over 6 years ago
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| Question | Answer |
| 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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