Child Development Final Exam

Front 1

Psycholinguists

Back 1

Those who study the structure and development of children's language

Front 2

What five kinds of knowledge underlie the growth of linguistic proficiency?

Back 2

1)Phonology

2)Morphology

3)Semantics

4)Syntax

5)Pragmatics

Front 3

Phonology

Back 3

The sound system of a language and the rules for combining these sounds to produce meaningful units of speech

Front 4

Phonemes

Back 4

The basic units of sound that are used in a spoken language

Front 5

Morphology

Back 5

The rules governing the formation of meaningful words from sounds.

Front 6

Semantics

Back 6

The expressed meaning of words and sentences

Front 7

Morphemes

Back 7

Smallest meaningful language units

Front 8

Bound Morphemes

Back 8

Morphemes that cannot stand alone but modify the meaning of free morphemes

Front 9

Syntax

Back 9

The structure of a language;the rules specifying how words and grammatical markers are to be combined to produce meaningful sentences.

Front 10

Pragmatics

Back 10

Principles that underlie the effective and appropriate use of language in social contexts

Front 11

Socio-linguistic knowledge

Back 11

Culturally specific rules specifying how language should be structured and used in particular social contexts

Front 12

Linguistic universal

Back 12

An aspect of language development that all children share

Front 13

Learning (Empirist) Perspective of Language Development

Back 13

The idea that children imitate what they hear, are reinforced when they use proper grammar and are corrected when they say things wrong

Front 14

The Nativist Perspective of Language Development

Back 14

The idea that humans are biologically programmed to acquire language through Language Acquisition Device(LAD)- an inborn linguistic processor that is activated by verbal input

Front 15

Language-Making Capacity (LMC)

Back 15

Hypothesized set of specialized linguistic processing skills that enable children to analyze speech and to detect phonological, semantic and syntactical relationships

Front 16

Broca's Area

Back 16

Located in the frontal lobe of the left hemisphere of the cerebral cortex that controls language production; damage results in problems with speech production

Front 17

Wernicke's Area

Back 17

Located in the temporal lobe the the left hemisphere of the cerebral cortex that is responsible for interpretation of language; damage results in difficulty understanding speech and fluent but nonsensical speaking

Front 18

Pidgins

Back 18

Structurally simple communication systems that arise when people who share no common language come into constant contact

Front 19

Creoles

Back 19

Languages that develop when pidgins are transformed into grammatically complex 'true' languages

Front 20

Interactionist Perspective on Language Development

Back 20

The theory that both learning theorists and nativists are partially correct:language development results from a complex interplay among biological maturation, cognitive development and an everchanging linguistic environment influenced by the child's desire to communicate.

Front 21

Expansions

Back 21

Responding to a child's ungrammatical utterance with a grammatically improved form of that statement

Front 22

Recasts

Back 22

Responding to a child's utterance with a non-repetitive statement that is grammatically correct

Front 23

Declarative gestures

Back 23

Gestures where the infant directs others' attention to an object by pointing at or touching it

Front 24

Imperative Gestures

Back 24

Gestures in which the infant tries to convince others to grant his requests through such actions as pointing, raising his hands etc

Front 25

Receptive Language

Back 25

That which the individual comprehends when listening to other's speech

Front 26

Productive Language

Back 26

That which the individual is capable of producing in his/her own speech

Front 27

Holophrastic period

Back 27

The period when the child's speech consists of one-word utterances, some of which are thought to be holophrases

Front 28

Holophrases

Back 28

A single word utterance that represents an entire sentence's worth of meaning

Front 29

Multimodal Motherese

Back 29

An older companion's use of info that is exaggerated and synchronized across two or more senses to call infants' attention to the referent of a spoken word.

Front 30

Referential Style

Back 30

An early linguistic style in which toddlers use language mainly to label objects

Front 31

Expressive Style

Back 31

An early linguistic style in which toddlers use language mainly to call attention to their own and others' feelings to regulate social interractions

Front 32

Fast Mapping

Back 32

Process of linking a word with its referent after hearing the word once or twice

Front 33

Overextension

Back 33

The young child's tendency to use relatively specific words to refer to a broader set of objects, actions or events than adults do

Front 34

Underextension

Back 34

The young child's tendency to use general words to refer to a smaller set of objects, actions or events than adults do

Front 35

What are the different types of constraints in language development?

Back 35

1)Processing constraints

2)object-scope constraints

3)Mutual Exclusivity constraints

4)Lexical Contrast constraint

Front 36

Processing Constraints

Back 36

Cognitive biases or tendencies that lead infants and toddlers to favor certain interpretations of the meanings of new words over other interpretations

Front 37

Object-Scope Constraint

Back 37

The notion that young children 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

Front 38

Mutual Exclusivity Constraint

Back 38

The notion that young children assume that each object has only one label and that different words refer to separate and not overlapping categories

Front 39

Lexical Contrast Constraint

Back 39

The notion that young children make inferences about word meanings by contrasting new words with words they already know

Front 40

Syntactical Bootstrapping

Back 40

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, actions or attributes

Front 41

Telegraphic speech

Back 41

Early sentences that consist of content words and omit the less meaningful parts of speech, such as articles, prepositions pronouns and auxilliary verbs

Front 42

Overregularization

Back 42

The over-generalization of grammatical rules to irregular cases where the rules do not apply

Front 43

Transformational Grammar

Back 43

Rules of syntax that allow us to transform declarative statements into questions, negatives, imperatives, and other kinds of sentences.

Front 44

Referential Communication Skills

Back 44

Abilities to generate clear verbal messages, recognize when others' messages are unclear, and clarify any unclear messages one transmits or receives

Front 45

Metalinguistic Awareness

Back 45

Knowledge of language and its properties; an understanding that language can be used for purposes other than communication

Front 46

What are the different periods of language development?

Back 46

1)Pre-linguistic period

2)Holophrastic period

3)Telegraphic period

Front 47

Taxonomic Constraint

Back 47

The assumption that words label categories of similar objects that share common perceptual features.

Front 48

Ages of development in language

Back 48

~Cooing:2 months

~Babbling: 4-6 months

~Holophrase: 1-2years

~Naming explosion: 1.5 -2 years

~Fast-mapping: 13-15 months

~Telegraphic Speech: 1.5 - 2 years

Front 49

Socialization

Back 49

The process by which children acquire beliefs, values, and behaviors considered desirable or appropriate by their culture or subculture

Front 50

[Parental] Acceptance/Responsiveness

Back 50

A dimension of parenting that describes the amount of affection that a parent displays toward a child

Front 51

[Parental] Demandingness/Control

Back 51

A dimension of parenting that describes how restrictive and demanding parents are

Front 52

What are the four patterns of parenting?

Back 52

1)Authoritarian

2)Authoritative

3)Uninvolved

4)Permissive

Front 53

Authoritarian Parenting

Back 53

Restrictive pattern of parenting in which adults may set rules for their children, expect strict obedience, and rely on power rather than reason to elicit compliance

Front 54

Authoritative Parenting

Back 54

Flexible, democratic style of parenting in which warm, accepting parents provide guidance and control while allowing the child some say on deciding how best to meet challenges and obligations

Front 55

Permissive Parenting

Back 55

Parenting in which otherwise accepting parents make few demands of their children and rarely attempt to control their behavior

Front 56

Uninvolved parenting

Back 56

Parenting that is both aloof (or even hostile) and over permissive, as if parents do not care about their children.

Front 57

Behavioral Control

Back 57

Attempts to regulate a child's or adolescent's conduct through firm discipline and monitoring of their conduct

Front 58

Psychological Control

Back 58

Attempts to influence a child's or adolescent's behavior by such psychological tactics as withholding affection and/or inducing shame or guilt

Front 59

Parent-Effects Model

Back 59

Model of family influence in which parents (particularly mothers) are believed to influence their children rather than vice versa

Front 60

Child-Effects Model

Back 60

Model of family influence in which children are believed to influence their parents rather than vice versa

Front 61

Acculturation Stress

Back 61

Anxiety or uneasiness that new residents may feel on attempting to assimilate a new culture and its traditions

Front 62

Ownness Effect

Back 62

Tendency of parents in complex stepparent homes to favor and be more involved with their own biological children than their stepchildren