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| The property of language that permits humans to produce and comprehend an infinite number of statements. |
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| A theory of language development, originated by Chomsky, that stresses innate mechanisms separated from cognitive processes. |
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| Chomsky’s term for the way words and phrases are arranged in spoken languages. |
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| Chomsky’s term for the inborn knowledge humans possess about the properties of language. |
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| A set of rules developed by the LAD to translate a language’s surface structure to a deep structure that the child can innately understand. |
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| (formerly known as “motherese”) Simplified speech directed at very young children by adults and older children. |
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| Language acquisition support system (LASS) |
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| Bruner’s proposed process by which parents provender children with assistance in learning language. |
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| The study of speech sounds. |
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| A sound contrast that changes meaning. |
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| The ability to detect differences in speech sounds that correspond to differences in meaning; the ability to discriminate phonemic boundaries. |
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| A stage in the preverbal period, beginning at about 2 months, when babies primarily produce one-syllable vowel sounds. |
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| A stage in the preverbal period, beginning at about 6 months, when infants produce strings of identical sounds, such as dadada. |
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| A hypothesis that infants’ babbling gradually gravitates toward the language they are hearing and soon will speak. |
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| The study of meaning in language. |
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| A vocabulary or repertoire of words. |
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| A period of language development, beginning around 18 months, when children suddenly begin to acquire words (especially labels) at a high rate. |
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| Vocabulary acquired during the naming explosion that involves a large proportion of nouns and object labels. |
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| Vocabulary acquired during the naming explosion that emphasizes the pragmatic functions of language. |
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| An early language error in which children use labels the already know for things whose names they do not yet know. |
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| An early language error in which children fail to apply labels they know to things for which the labels are appropriate. |
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| Children’s creation of new words to label objects or events for which the correct label is not known. |
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| A single word used to express a larger idea; common during the second year of life. |
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| A proposed mechanism of semantic development in which children use syntactic cues to infer the meanings of words. |
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| A process in which children acquire the meaning of a word after a brief exposure. |
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| Implicit assumptions about word meanings that are hypothesized to narrow down the possibilities that children must consider and hence to facilitate the task of word learning. |
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| A theory of semantic development holding that (1) children automatically assume that a new word has a meaning different from that of any other word they know, and (2) children always choose meanings that are generally accepted over more individualized meanings. |
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| Principle of mutual exclusivity |
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| A proposed principle of semantic development stating that children assume that an object can have only one name. |
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| The study of the structural properties of language, including syntax, inflection and intonation. |
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| The aspect of grammar that involves word order. |
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| The aspect of grammar that involves adding endings to words to modify their meaning. |
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| Speech from which nonessential function words (e.g., in, the, with) are omitted; common during early language learning. |
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| An early structural language error in which children apply inflectional rules to irregular forms (e.g., adding –ed to say). |
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| A proposed mechanism of grammatical development in which children use semantic cues to infer aspects of grammar. |
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| A hypothetical innate strategy for analyzing language input and discovering grammatical structure. |
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| Language-making capacity (LMC) |
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| Slobin’s proposed set of strategies or learning principles that underlie the acquisition of language. |
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| A proposed strategy children use for learning grammar, in which they weight possible cues in terms of availability and reliability. |
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| A repetition of speech in which errors are corrected and statements are elaborated. |
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| A response to speech that restates it using a different structure. |
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| A response that indicates that a listener did not understand a statement. |
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| The study of the social uses of language. |
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| An instance of speech used to perform pragmatic functions, such as requesting or complaining. |
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| Language used in social interactions; conversation. |
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| Social referential communication |
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| A form of communication in which a speaker sends a message that is comprehended by a listener. |
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| Phonetic properties of speech |
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Definition
the different kinds of sounds that can be articulated by vocal apparatus (lips, tongue, larynx)
• Speech therapists: most concerned with these
• Articulation skills dev in a predictable order (some sounds before others) |
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| Phonemic properties of speech |
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Definition
| the contrasts in speech sounds that change the meaning of what is heard (ex: center vowel sound: a in car vs. o in core). Note: regardless of how speaker articulates the a in car (ie, diff provincial accent), the diff pronunciations are still the same phoneme, because the change does not change the meaning= automobile. |
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