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| Questão | Responda |
| phoneme | smallest unit of sound in language |
| phonetics | the sounds used in speech |
| lexis | the vocabulary of a language |
| semantics | the study of meaning |
| syntax | the arrangement of words to make a sentence |
| morphology | the formation of words from morphemes |
| phonology | sound systems and how they can communicate meaning |
| pragmatics | factors that influence the choices producers make |
| vegetative | sounds of discomfort or reflexive actions (0-4 months) |
| cooing | comfort sounds and vocal play using open-mouthed vowel sounds (4-7 months) |
| babbling | repeated patterns of consonant and vowel sounds |
| proto-words | word like vocalisations, used consistently for the same meaning (9-12 months) |
| holophrastic stage | one word utterances (12-18 months) |
| two word stage | two word combinations (18-24 months) |
| telegraphic stage | three and more words combined (24-36 months) |
| post-telegraphic stage | more grammatically complex combinations (36+ months) |
| language acquisition device (LAD) | the human's inbuilt capacity to acquire language |
| phonemic expansion | when the variety of sounds produced increases |
| phonemic contraction | when the variety of sounds is reduced |
| consonant | a speech sound produced when the vocal tract is so blocked/restricted that there is audible friction |
| vowel | a sound made without closure or audible friction |
| diphthong | a vowel where there is a change in quality during a syllable e.g. "ie" |
| deletion | omitting the final consonant in words |
| substitution | substituting one sound for another |
| addition | adding an extra vowel sound to the end of words, creating a CVCV pattern |
| assimilation | changing one consonant or vowel for another |
| reduplication | repeating a whole syllable |
| consonant cluster reductions | consonant clusters can be difficult to articulate, so children reduce them to smaller units |
| deletion of unstressed syllable | omitting the opening syllable in polysyllabic words |
| holophrase | a single word expressing a whole idea |
| vocative | a form used to address a person |
| social interactionists | believe child language develops through interaction with carers |
| positive reinforcement | when behaviour is rewarded |
| negative reinforcement | when an undesirable behaviour is unrewarded with the intention it will not be repeated |
| behaviourists | believe that language is acquired through imitation and reinforcement |
| overextension | when the word used to label something is stretched to include things that aren't normally part of its meaning |
| underextension | when the word used to label is reduced to include only part of its normal meaning |
| categorical overextension | when the name for one member of a category is extended to all members of the category |
| analogical overextension | when a word for one object is extended to one in a different category, usually based on physical or functional connection |
| mismatch statements | one word sentences that appear abstract, child makes a statement about one object in relation to another |
| labelling | linking words to the objects which the producer is referring to |
| packaging | exploring labels e.g. overextension and underextension |
| network building | making connections between words, understanding similarities and opposites in meanings |
| deixis | lexis that point towards towards something and place words in context e.g. these |
| free morpheme | one that can stand alone as an independent word e.g. apple |
| bound morpheme | one that cannot stand alone as an independent word e.g. "-er" "-s" |
| cognitive theorists | believe that language acquisition is part of a wider development of understanding |
| virtuous error | syntactic error which reveals some understanding of standard syntax |
| overgeneralisation | extension of a word meaning/grammatical rule beyond its normal use |
| instrumental | fulfilling a need |
| regulatory | influencing the behaviour of others |
| interactional | developing and maintaining social relationships |
| personal | conveying individual opinions, ideas and personal identity |
| representational | conveying facts and information |
| imaginative | creating an imaginary world |
| heuristic | learning about the environment |
| labelling | naming a person, object or thing |
| repeating | repeating an adult word/utterance |
| answering | responding to an utterance of another speaker |
| requesting action | asking for something to be done for them |
| calling | getting attention by shouting |
| greeting | greeting someone or something |
| protesting | objecting to requests from others |
| practising | using language when no adult is present |
| child directed speech (CDS) | speech patterns used by parents/care givers when communicating with young children; involving simplified vocabulary, melodic pitch, repetitive questioning |
| language acquisition support system (LASS) | child's interaction with the adults around them, and how it supports language development |
| object permanence | the awareness that objects continue to exist even when they are no longer visible |
| scaffolding | process of transferring a skill from adult to child and then withdrawing support once mastered |
| nativists | believe that humans have an inbuilt capacity to acquire language |
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