Chapter 9

learning speech sounds

rules govening the structure and sequence of speech sounds

the way underlying concepts are expressed in words and word combination

• dissecting the speech stream
• stressed phonemes

knowing how to seperate sounds such as :

Pretty= pret-ty

Consists of syntax and morphology

rules by which words are arranged into sentences

when studying language, how many meaning units someone produces when they say something

individual meaning units

the use of grammatical markers indicating number, tense, case, person, gender, active or passive voice

rules for engaging in appropriate and effective communication

a system that permits children to combine words into grammatically consistent novel utterances and to understand the meaning of the sentences they hear.

supports grammatical processing and language production

located in the frontal lobe

plays a role in comprehending word meaning

located in the left temporal lobe

individual speech sounds

the smallest sound units that signal a change in meaning

vowel like sounds

constant like sounds

the child attends to the same object or event as the caregiver

the baby points to, touches, or holds up an object while looking at others to make sure they notice

the baby gets another person to do something by reaching, pointing, and making sounds at the same time.

Caregivers who respond sensitively and involve infants in dialogue-like exchanges encourage early language progress. However, in some cultures this does not happen and children acquire language at the same time frame. Early in the second year, adults labeling child gesturual communication helps chlidren learn to use languge early.

children can connect a new word with an underlying concept after only a brief encounter

Children's vocabularies consist mainly of words that refer to objects

children produce many more social formulas and pronouns such as thank you and "done"

Apply words to narrowly.

applying a word to a broader collection of objects and events than is appropriate

Children's discover many word meanings by observing how words are used in syntax or the structure of sentences

focusing on high content words and omit smaller less important ones

Applying a regular morphological rule but extending it to words that are exceptions such as saying "my toy breaked" or " i have two foots"

group words with agent qualities (things that cause actions) and words with action qualities (verbs)

the ability to think about language as a system

bilingual children often produce an utterance in one language that contains one or more guest words from the other