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Refers to the rules governing the structure and sequence of speech sound. the ability to of analyzing so fast the languange in you minds as words.
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The second component, involves vocabulary-the way underlying concepts are expressed in words and combinations. preschoolers have to refine the meaning of the words and connect them into elaborated networks of related terms.
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Consists on two main parts: syntax, the roles by which words are arranged into sentences, and Morphology, the use of grammatical markers indicating numbers, tense, case, person, gender , active or passive voice, and other meanings (the ending -s and -ed are examples in English)
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Refers to the rule for engaging in appropriate and effective communication. (taking turns, stay on the same topic, figure out gestures, tone of voice. They must adjust their speech to mark important social relationships, such as difference between age and gender, and they have to master their culture narrative so they can communicate with their people.
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Language Acquisition Device
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an innate module for picking up language which is triggered by
verbal input
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touching, holding, or pointing at an object as a means of directing other’s attention
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getting somebody to do something by reaching, pointing, and making sounds (EX Christian’s grunting and breathing excitedly)
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apply words too narrowly; inability to see a word belongs to many things instead of just one (EX the family cat is the only “cat” there is)
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applying a word to a broader collection of objects and events than appropriate (EX calling a dog “cat” because it has four legs like a cat; a toddler might uses “car” to describe buses, trains, and trucks)
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once children apply a regular morphological rule, they extend it to words that are exceptions (EX “my toy car breaked”; “we each have two foots”
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Children can connect a new word with an underlying concept after only a brief encounter. Ex. An adult picks up a fruit and says she wants to eat an orange. The child may understand that an orange is what the adult has in her hand
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A hypothesis that says preschoolers discover word meanings by observing how words are used in syntax, or the structure of sentences. Ex: An adult shows a child a green ball and says “This is bright” The child will conclude that bright has something to do with the green ball
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Use word meanings to figure out sentence structure. Children might begin by grouping together words with “agent qualities” (things that cause actions) as subjects and words with “action qualities” as verbs. Then they merge these categories with observations of how words are used in sentences.
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Two word utterances. They focus on high-content words and omit smaller, less important ones. Ex. Instead of saying “I want some milk” Children say “want milk”
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The speaker not only comments on what has just been said but also adds a request to get the partner to respond again. 2-year-olds cannot generate turnabouts, but are able to as they increase in age. Ex. Conversation skills. Person 1: Can I have a cookie? Person 2: Yes you may. Person 1: Did you have a cookie? Person 2: No I didn’t, are they good?
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Restructuring inaccurate speech into correct form. Ex. Child: “Mommy goed to the store” Adult: “Yes, your mom went to the store.”
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Elaborating on children’s speech, increasing in complexity. Ex. Child: “My shirt is pink” Adult: “Yes, your new shirt is pink and has flowers on it.”
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A speaker initiates a change of topic gradually by modifying the focus of discussion. Appears between ages 5-9. Child: “What’s for dinner” Adult: “We’re having pizza” Child: “I love pizza! That reminds me, when are we having my party.”
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the ability to think about language as a system. to know what the words mean. A 4 year old thinks that typewriter and typewrite is the same, when they get to 5 they can recognize all the words, and it is reached in middle childhood, 4-8 years.
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what a speaker means to say, even if the form of the utterance is not perfectly consistent with it. Comprehend a variety of requests for actions not directly expressed as requests. “I need a pencil” “why don’t you tickle me?”
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producing clear verbal message and must recognize when a message we receive are unclear so we can ask for more information to communicate effectivly.
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Motherese (Child Direct Speech)
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short sentences with high-pitched, exaggerated expressions, clear, pronunciation, and distinct pauses between speech segments
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Gazing in the same direction as adults (so they can see what a parent is verbally referring to.)
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