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Language Components (Form (Phonology (Building Blocks (Phonemic Inventory,…

- - - - Acquiring the rules of language that govern the sound structures of syllables and words.
        
        Phoneme: smallest speech sound that signals meaning
        
        Minimal Pair: words that differ by only one phoneme. Ex: bow and toe.
        
        Phonotactic Rules: govern acceptable order of sounds and where phonemes can occur.
    - - Cues to segment streams of speech
        
        Prosodic Cues
        
        Awareness of word and syllable stress patterns to break up stream of speech
        
        For example: prevailing strong-weak stress pattern
        
        Phonotactic Cues
        
        Awareness of how likely certain sounds are to occur at various positions in an utterance
        
        For example: the /z/ or /s/ that commonly marks plurals at the end of a word
      - Phonemic Inventory
        
        Phonological knowledge
        
        Internal representations of the phonemes of one's language
        
        Phonological production
        
        expression of phonemes of one's language to produce syllables and words
        
        Order of development
        
        Vowels are usually first then early and then late consonants.
      - Phonological Awareness
        
        One's ability to attend to the phonological units of speech through implicit and explicit analysis.
        
        tasks for examining this skill
        
        syllable counting, rhyme detection, initial sound identification, initial sound elision, and phoneme counting
        
        Phonemic Awareness
        
        When someone is aware of the phonemes that make up language.
    - - Linguistic experience
        
        Illness like chronic ear infections and SES can impact the quality and quantity of exposure to phonetics.
      - Native language
        
        Functional load: concept that each phoneme has a relative importance compared to the other phonemes in the language.
  - - - Internalization of rules that govern word structure in language
    - - Grammatical Morphemes (AKA Inflectional)
        
        Change the grammar of a word. Ex: the plural -s and the possessive -'s
        
        Bound Morphemes
        
        Must be attached to other morphemes. Ex: grammatical suffixes
        
        Free Morphemes
        
        Can stand alone. Ex: articles and pronouns
        
        Obligatory contexts
        
        Situation where a grammatical marker is necessary.
      - Derivational Morphemes
        
        Morphemes added to a root word to create a derived word. Ex: prefixes and suffixes.
        
        Derivational relations are shared by the group of words that share a common root word.
    - - Dialect
        
        Many differences in morphology exist between dialects of the same language
      - Second Language Acquisition
        
        Depends on the age of the learner, but most second language learners never reach native-level morphological prowess
      - Language Impairment
        
        Many with SLI (specific language impairment) struggle with verb tense marking
  - - - Internalization of rules of language that govern the organization of words into sentences. In other words, grammar.
    - - Sentence Modalities
        
        Declaratives
        
        Subject + Verb
        
        Subject + Verb + Object
        
        Subject + Verb + Complement
        
        Subject + Verb + Adverbial Phrase
        
        Subject + Verb + Indirect Object + Direct Object
        
        Subject + Verb + Direct Object + Indirect Object
        
        Negatives
        
        Negative Sentences
        
        Convey negation and rely on negative words
        
        Development in this area is in the correct placement of negative words to convey negation
        
        Interogatives
        
        Interrogative Sentences
        
        Involve asking a question
        
        wh- questions
        
        yes/no questions
      - Complex Linking of Phrases and Clauses
        
        Phrase
        
        A cluster of words
        
        Head
        
        The foundation of a phrase.
        
        Phrasal coordination
        
        Skill that allows the connecting of phrases
        
        leads to
        
        Complex Syntax
        
        The use of phrase and clause structures as well as conductive devices for organizing the structure of sentences.
      - Utterance Length
        
        MUL: Mean Utterance Length: the mean number of morphemes per utterance
        
        Generally, with longer utterances comes more complex structures
    - - Child-Directed Speech (CDS)
        
        The type of speech that children are exposed to; the language that is directed by adults toward children
      - Language Impairment
        
        Developmental Language Disorders
        
        Disorders that are present at birth
        
        Acquired Language Disorders
        
        The result of injury or illness
- - - - The learning and storage of the meanings of words
    - - Mental Lexicon
        
        Receptive Lexicon
        
        Words one understands
        
        Expressive Lexicon
        
        Words one uses
        
        Vocabulary Spurt
        
        Several years beginning around age 2 when vocabulary grows very quickly
        
        Inflection Point
        
        Demarkation between periods of vocabulary growth
        
        Semantic Taxonomy
        
        Specific Nominals, Ex: Daddy
        
        General Nominals, Ex: cats
        
        Action Words, Ex: up
        
        Modifiers, Ex: big
        
        Personal-social Words, Ex: yes
      - New Words
        
        Factors
        
        Concept represented by the word. Abstract words are more difficult.
        
        Phonological form of the word. Arbitrary vs. onomatopoeic words. Common vs. rare sound sequences.
        
        Contextual conditions at initial exposure. Lead-in: adult labels an object or event outside of child's focus. Follow-in: adult labels an object of event within focus.
        
        Ostensive word-learning contexts
        
        Considerable context is given, such as pointing
        
        Nonostensive word-learning contexts
        
        Little or no context is given
      - Semantic Network
        
        Organization of known words by the connections between words
        
        Spreading activation
        
        Concept that the connections between words is what makes the network work: when a words is activated, closely related words are also activated
    - - Gender
        
        Girls usually have larger vocabularies and learn more easily than boys in the first several years of life.
        
        This may be attributed to the differing ways in which adults interact with young girls and young boys.
      - Langauge Impairment
        
        Children with SLI generally have much smaller vocabularies and learn words more slowly than other children.
      - Language Exposure
        
        Children in orphanages and raised in poverty have smaller vocabularies because of there amount to adult interaction they get and the nature of that interaction.
- - - - Acquiring the rules of language that govern the use of language as a social tool.
    - - Communication Functions
        
        The intentions behind every social utterance. Intentions reflect children's mental states, beliefs, desires, and feelings.
        
        Intentionality Hypothesis
        
        Idea that children develop form and content in order to engage with people and convey their mental states to others
      - Conversational Skills
        
        Conversations
        
        exchanges between people
        
        Conversational Schema
        
        The building blocks of cognition; allows communicators to frame the functions of different "moves" in a conversation
        
        Joint Attention
        
        When infants and caregivers focus attention on the same object.
        
        Protoconversations
        
        Mixed verbal and nonverbal interactions in which a caregiver fills in the blanks.
      - Sensitivity to Extralinguistic Cues
        
        Children must learn to understand posture, gesture, facial expression, eye contact, proximity, pitch, loudness, and pausing.
        
        Register
        
        Stylistic differences in language depending on context. Ex: Talking to a professor vs. a fellow student.
    - - Temperment
        
        A person's behavioral style or personality type.
      - Social and Cultural Contexts
        
        Different social and culture contexts have different expectations for social interaction such as formality and eye contact.