• Caretakers could do routine naming games
• conventionalized social expressions, ex) “oh dear”

• synthetic has hard case endings
  • for the kid to learn
• agglutinated
  • Child makes up dummy syllables for syllables they don’t know the meaning of yet.

• better at naming objects
• interested in categorizing their environment
• Speech is a lot easier to transcribe there is a bias
• Pay a lot of attention to toys > better object recognition
• Have 1 and 2 word stages
• word spurt at 2 years old (up to 100 new words a day)
• Have this word spurt before syntactic combinations

• Use language more socially to identify with other people
• Expressive kids may use a jumble of words that is harder to study.
• Use language more adult-like
• Less clear transition to syntactic combinations
• no word spurt
• not as many nouns.

• English tends to focus more on nouns in earlier development, nouns tend to be more frequent on kid input, therefore more frequent in output
• Nouns are usually in first or last of sentence (privileged positions)
• Verbs may be under represented because they tend to be more irregular ex) go / went
• Children that are learning english tend to have more concrete words in their vocab.
  • Hear kids say cat or walk, then aspire or contemplate
• Difficulties in reading and writing,  because of poor phoning to graphing correspondance
  • phoning is what you hear
  • graphing is what you write.
  • ex) ph and f sound same, written differently
  • a lot of different ways that language can be written.

• Synthetic Morphology
  • harder to learn the case endings
  • harder to encode
  • If you want to make plural word, it depends on the word itself.
  • Morphemes are always changing based on what they are attached to.

• Agglutinated morphology
  • use dummy syllables for the ones that they don’t know
  • different syllable have different meaning.
    • if children does not know syllable, they fill it in with a dummy syllable, almost like babbling.
  • Morphemes are always the same

• Children tend to learn more verbs
  • Verbs are more regular ( similar to korean)

• Genetic Cause: don’t worry
• Form of impairment
  • language and cogntive abilities affected
  • behind in age
• Intervention
  • early intervention is good
• Distinction between downs
  • if given a v made of x’s, people with downs look at scene as a whole, report V (holisitc)
  • Williams focus on parts, report x’s (analytical)

• X Chromosome that is affected
• Delayed language onset
  • Poor motor or oral skills, trouble with articulation
  • Better than downs with regard to language onset
• Perseveration in Language
  • This is when they say something and repeat it again and agian
• Early intervention is good

• can’t test young child with this

• adult males have larger vocal cords
  • allows them to reacher lower pitch
• longer vocal tracts.
  • low formants ( resonances that make vowels.)\
  • each vowel has a characteristic

• unwittingly enforced by teachers, parents
  • boy interupting in class OK, girl interupting, NOT OK.
• Identify with same gender peers
  • Girls seek affiliation
  • Boys seek power and autonomy.
  • african americans show a more balanced pattern, compete as well as cooperate
• Narratives.
  • Girls more likely to quote others.
  • Gender variability towards literacy.
    • ex) reading is “girly”

• also known as decontextualized language, language that refers to persons and events and experiences that are not apart of the immediate context.

• Paradigmatic mode
  • logical
  • classroom writing
• Narrative Mode
  • storytelling
  • focusing on human intentions.
• Narrative across age groups
  • stories usually talk about past events and children are able to use two clauses to describe a single event
  • narrative length increases
  • structure becomes more complex
  • at age 4, narratives lack train of though.
  • at age 8, chronological narratives emerge.
  • over age 8, show more classic narrative skills
    • climax (high point analysis)
    • a lot of evaluation, narrative providing how they feel about the events that they are talking about.

• Greater amount of evaluation in African American communities.
  • providing what you feel about what you said
• Japanese children employ haiku like structure in narratives.
• Cultural Values and ideological variations.
• Pattern of communicaton
  • direct/subtle affects narratives.
• Topic Focused narratives more common among euro american kids
  • about single events or person
  • clear beginning, middle and end,
• Topic associated narratives, african american kids.
  • link several episodes that link several characters.
  • shifts in time and setting.
  • discouraged by teachers, tangets, etc.

• asked children between four and eight years old to tell a story based on picuture book in person or over the phone.
• over the phone, kids had longer and more elaborate stories.
• more revisions and corrections made
  • shows that monitoring of listerners comprehension was taking place.
  • ability increases as you get older.

• understand that words are made up of smaller units
  • like morphemes and syllables
  • seen in participation in rhyimin games
• develops between 3 & 8
  • comes about to being exposed in school to literacy and being able to read
• age 5 cat and hat rhyme and differ in the first consonant
• age 8 they know that giant and jail are spelled differently despite starting with same sound.

• develop by age 10
• know what a word means
  • understand that words are arbitrarily related to reference
  • know that the way a word is spelled doesnt have anything to do with the object is referring to.
• provide definitions

• knowledge of the subject/object/verb categories
  • at age 5, children can identify the subject of a sentence.
• in a study kids were found that they could correct errors but usually focused on semantics instead of syntax

• knowledge of language in it’s social context
• there are 3 components to it
  • referential inadequacy

knowing that your utterance was sufficient in picking up the reference. Setup your story so when you use pronouns, you are using them correctly.

At age 5, they blame the listener for these failures in knowing what the reference is.When in fact it was the speaker who had not given enough information.

At age 8, they assign fault to the speaker. And know the speaker needs to give more info.

•  
  • comprehensibility
    • IF THE UTTERANCE WAS UNDERSTANDABLE
  • social/politeness rules
    • GET IT BY LATE CHILDHOOD/ EARLY ADOLESCENCE
    • Adolescence sometimes violate these rules, could be an example of an adolescence register.

• See the letters and figure out what they are.
• Difficulties : letters can look different depending on the handwriting or the font used.
  • many letters look similar (E and F), capitals/lowercase

• Grapheme’s are the actual letters
• phoneme’s are the sounds.
• Not always 1:1
  • one letter can have multiple sounds
  • some letters can make the same sound.

• Difficulties lie in putting all the phoneme’s together.
• knowing what the words mean.

• Hard to memorize what all of the words mean.
• Not a lot of difficulty
• know that the way that the word sounds does not have any relation to the thing we are referring to.

• being able to put stuff together and understand it.
• difficulty lies in working memory.

• refers to the fact that there are lots of diferent letters that go to sound and vice versa
• In english speaking countries, takes longer to learn how to read and write.
• Confusing mapping between sounds and letters.

• consonant structure, etc.

• symbols that correspond to words
• Chinese and japanese have characters that refer to words.

• no planning
• no strucutre
• no revisions.