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socially shared code or system for representing concepts through the use of arbitrary symbols and rule governed combinations of those symbols |
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characteristics all languages share |
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rule driven symbolic system, arbitrary generative-can produce unlimited new meanings inherently social in nature |
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5 structural components of language |
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syntax morphology phonology semantics pragmatics |
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other formsof communication |
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nonlinguistic paralinguistic |
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nonlinguistic communication |
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no language required gestures, posture, facial expressions |
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paralinguistic communication |
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paired with language but not actual language prosody/intonation |
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theories of language development |
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behavioral nativist social cognitive |
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behavior is modified by consequences of the behavior language is learned by positive and negative reinforcement, shaping, and imitation |
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language as a special, innate capacity |
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Chomsky's theory of language acquisition |
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study of language is the study of the mind |
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language acquisition device coined by Chomsky mental faculty that underlies the human ability to acquire language |
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critical period hypothesis |
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there is a biologically determined period during which language acquisition must occur |
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2 divisions of nervous system |
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central nervous system peripheral nervous system |
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peripheral nervous system |
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nerves outside brain and spinal cord |
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nucleus dendrites axon terminal buttons |
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cerebrum-processing and formulating cerebellum-balance, coordination, walking brainstem-automatic body function, reticular formation (sensory input) |
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divisions of cerebral hemishpheres |
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frontal lobe temporal lobe parietal lobe occipital lobe |
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analytic sequential language, math, logic, speed related movements |
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holistic visualspatial processing face recognition speech prosody linguistics music |
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primary auditory area differentiates linguistic from non-linguistic info |
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anterior to motor cortex close to area for tongue and lips |
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left temporal lobe organizes and monitors speech interprets and recognizes speech of others |
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motherese speech mothers use when talking to infants and young children higher pitch, wider pitch range, longer pauses, shorter phrases |
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familiar routines provide scripts or scaffolds that have slots for infant behavior and help child interpret event |
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each other and a shared object become focus |
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idiosyncratic sound sequence that children use with consistent meaning but which is not clearly derived from a word in the target language |
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word learning constraint according to which children assume that a new word refers to a whole object, not to a part or property of that object |
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word learning constraint according to which children assume that objects can have only a single name |
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people use words to refer to and represent other entities |
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there is some similarity, often some shared perceptual attributes, that enables use of one symbol for more than one referent |
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children expect meanings to be expressed by others in consistent conventional forms |
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different words have different meanings can allow for multiple labels |
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word from the categories of a noun, verb, adjective, or adverb new words can be coined and added to these categories of language |
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words from the categories of determinants, auxiliaries, and prepositions serve specific functions new words cant be added to these categories |
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typical of 2 yr olds, includes primarily content words rather than morphemes and determiners sound like sentences used in writing telegrams |
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mean length of utterance common measure of grammatical development average length of utterances counted in number of morphemes |
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using words with a range of meanings narrower than the meaning of the word in the target language (using car to refer only to cars seen from a window) |
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error in childrens early word usage that seems to reflect an overly inclusive meaning in the mind of the child (all four legged animals-doggie) |
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words and word endings that mark grammatical relations such as articles, prepositions, auxiliary verbs, and noun and verb endings |
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development of communicative functions or uses of language |
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childs assumption that words label categories of things of the same kind word learning constraint that helps children learn the meaning of new words |
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decontextualized language |
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words stand on their own without support from the nonlinguistic context |
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style of language use associated with a particular social setting |
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regional or social varieties of language |
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two cultural languages coming together |
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two generations of pidgin users |
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language is necassary for thought two versions: linguistic determinism(strong version) linguistic relativity(weak version) |
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language determins thought learning language changes how a person thinks |
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speakers of different languages percieve and experience the world differently cognitive systems are different in speakers of different languages |
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participating in conversation |
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turnabouts shading back channel discourse markers |
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