NLD Final

Physical, Chemical, Organismic, and Social Stimuli

Artifacts: Spoon, fork, cup, cars, trees, rain.

Environmental gases: Fragrances, baking cookies, solutions such as soap and lotion.

Biological and physiological stimulation: Hunger pangs, muscle sensation, pressure sensation, sitting on bottom.

Others' presence, actions, or interactions; appearance and speech or actiosn of mothers, fathers, caregivers, brothers, sisters, pets.

Reinforcing, descriminitave, or eliciting event

instances of private speech in which children simply talk to themselves

Pre-schoolers might talk to themselves to express their feelings

Somewhat more socialized; although children take turns talking, utterances are independant.

Characterized by preschoolers increased socialization; individual monologue relates to some central topic.

Increasingly, acknoweldge their partners utterances and begin to show a greater concern for the actual transmission of information.

The child allows one thing ( a block ) to represent another ( a car ).

The child plays independently even if another child is present.

Children playing near one another, perhaps using similar items in the same way, but not really playing with each other.

Children interact with each other in organizing and executing the structure of an activity.

Serve various functions in discourse; These functions are evolved beyond those served by PSAs. Dore proposed that a conversational act is composed of grammatical form (the utterance), propositional content (its meaning), and an illocutionary function (the intended effect).

• Requests
• Responses to requests
• Descriptions
• Statements
• Acknowledgements
• Organization devices
• Performatives
• Miscellaneous

Involves our ability to adjust our language based on being able to gauge the language level of the listener.

Requires making judgements about the listener's level of understanding of the topic at hand.

Involves the ability to infer what the listener is capable of perceiving (feeling, seeing, hearing, etc) in the circumstances.

The role pronouns play in referring back to words that occurred just prior to them.

• Words "point to" their referent according to the speakers perspective.
• That/This
• These/Those

Linguistic device speakers use to eliminate information where it can be assumed that listeners are aware of it. May be available in the linguistic and non linguistic context.

Speakers modify how something is said base don the status of their listeners.

The relatedness of an utterance to the preceding utterance; staying on topic.

styles of classifications of discourse that occur in different circumstances

A minimum of two independent clauses produced in succession relating to a single event.

• Recounts
• Eventcast
• Accounts
• Stories

Context "here and now" vs. conversations about people or events not in the immediate context.

• paradigmatic mode
• narrative mode

A hypothetical process in which children apparently associate a word and its refernet after the initial exposure. "first impressions"

The more prolonged process of modifying word meanings with additional experiences following their initial fast mapping.

Refer to words that are adjective pairs used to indicate the various dimensions of objects; big/little, high/low...

Dimensions that are more commonly (unmarked) represented are experienced more frequently and, hence, tend to be mastered earlier than specific deminsions (marked).

Basic colors conquered before more specific: Girls will tend to surpass boys in mastery.

• Early forms: in, inside, on, under
• Later forms: Next to, in front, behind, beside

Terms we use to indicate the various relationships among family members.

• Order(Sequence)- before-- after
• Duration: Since--- until
• Simultaneity-- while - at the same time

• Semantic relations and selection restriction are two ways preschoolers' utterance length increases.
• Agent + Action + Object
• Agent + Action + Locative
• Agent + Object + Locative
• Agent + Action + Object + Locative

• Longitudinal Study of Adam, Eve, Sarah
• Pro: study of langauge development
• Con: Can Three, or two, children provide representative picture for all children

• Obligatory Contexts: not optional
• High Frequency of Occurrence
• Speed of Acquisition: gradual development

It was decided that mastery of form was evidence in the first of three samples in which it occurred at a level of 90% correct.

• I. individual words
• II. modulations of meaning (gramm Morphemes emerge)
• III. major elements of simple sentences: imparatives
• IV. embed the elements of one sentence w/another
• V. combining the content of two sentences into one

• MLR: words: 6
• MLU: morphemes: 9

All variations of a form

• Present Progressive Inflection
• ING

Preposition In

Prepostition On

Regular Plural Inflection

Past Irregular: I ate cookie.

Possessive Inflection: mommy's shoe

Uncontractible Copula: Here it is! They were nice.

Articles: A, The

Regular past tense: Walked

• Regular third person singular
• She bakes cookies

• Irregular third person singular
• He has; She does

Uncontractible Auxillary: Is she reading? You were reading?

• Contractible Copula
• Tommy's tall, They are all tall?

Contractible Auxiliary: She's reading. They are reading.

• Sequence: Similar
• Rate: Dissimilar

Semantic Complexity, Grammatical Complexity, Frequency of Occurrence

Measures the complexity of a linguistic structure by gauging the number ofsemantic relationships that must be discriminated to use it correctly.

The number of transformational rules related to the production or comprehension of a grammatical structure.

The relative number of occurrences (transformations) of a structure in a language sample.

• Rule Governed behavior: are children really learnng rules or can their learning be described by rules?
• Contingency-shaped behavior: Skinner: Trial and Error Reinforcement

The developmental preocess of combining two shorter language constructions into a longer construction.

• Expansion from within utterance.
• Recurrence: want more milk

• Cookie
• Big Cookie: phrase 2 related words
• Big Boy Eat: clause: Sub + Pred
• The boy ate a cookie: Grammatically complete

Replacing nouns or noun phrases

Pronouns becoming equivalent to the words they replace.

Pronoun refers to a person or thing that has been mentioned previously.

• Pronouns replace nouns or noun phrases and refer to their occurrence later in the context.
• When he was finished, Dad took a nap.

• This that
• I You He
• Me Him Her
• His theirs
• My mine
• Myself himself herself

Comparison between two items: Bigger

• Comparison is among more than two items: Biggest
• Emerges First

Words that refer to activity that is observable.

Words that refer to unobservable activity or gradual changes: Rusting, aging, thinking, hearing.

Words that link a subject to a stable or unchanging condition or attribute: Is, Wanting, Stayed.

Verbs that play a grammatical role in sequencing stuctures: Copula, Auxiliary ( is are was were)

Verbs that express a specific activity; Classified according to what structures may follow them. Run, sit, write.

Lexical verbs that are capable of carrying a direct object affected by the action of the verb: Hit the ball. Heard violins.

Lexical verbs that do not carry direct objects: She is smiling. Laughing.

• "to be" verb; ( am, is, are, was, were): Grammatical link between subject and its complement.
• (semantic state verbs)

Convey number and tense: Am sitting, Is running, was eating.

• Express mood:
• Modal Mood Expressed
• Can Capability
• Could Possibility
• Should Obligation
• Will Promise
• Would Willingness
• May Possibility
• May Permission
• Might Possibility
• Must Necessity

• Stage I: (eat, put, make, get) Lexical; Transitive
• Stage II: (ing)
• Stage II: Modal Auxiliaries (can will ); Be Auxiliary verb sat- sitted
• Stage IV: Modal Auxiliary; may might must
• Stage V: Mastered past tense, contrd copula 5 yrs old

yes-no; wh-questions, and tag questions

Earliest form: No! Not! Allgone!

Negation precedes the full sentence

Negative forms precede the verb; Daddy no read

Suplements/clarifies the main clause.

• Two basic sentences linked together by a coordinating conjunction: But and or.
• 1st: And

Preschoolers first comprehend wh-questions that correspond to the questions they ask. What where who

Simple Active Declaritive: Noun Verb Noun Sequence

• Reversibility: Nouns being reversed
• Plausibility: likelihood of resulting relationship

+reversibility vs -reversibility

• Noun-Verb-Noun: Misinterpretations for passive
• This causes children to apply a plausible event strategy:

• MLU: decreases: speak slower; more pauses
• Imitations decrease
• Expansions decrease
• Extensions Increase

Behaviors that maintain the momentum and integrity of a conversation. yes-no & tag questions

Semantic Relationships

Reversible passives are produced, then instumental non reversible passives as they begin to understand the passive form.

• Mass: grains of sand, strands of hair
• Count: Rocks, cars, trees

Myself, yourself, himself, herself, themselves

• Regular: Consistent: /s//ed/
• Irregular forms appear ealy, then regaular inflections are learned, the irregular are then relearned in case by case manner.

• Horizontal: associating additional features with a word: mama; mother of puppy
• Vertical: multiple meanings of words: Blocks: block the door, around the block.

• Young: Thematic: associating words based on their relationship to a theme or context
• EX: wagon: sidewalk, dollies, playhouse
• Older: Taxonomic: Associating words based on hierarchical categories.
• Ex: Wagon, car, truck, bus

Shifting from syntactic to semantic

• Divergent: 1 word prompts many words
• Convergent: many words prompt 1 word

• Ambiguity: Figurative and Funny Language
• Ambiguity: They are baking potatoes.
• Figurative Language: He's an ox!
• Simile, methaphor, idiom, proverb
• Metaphoric Transparency: similarity between figurative and literal referent

• College Grad: 22k words
• Age 65: 45k words
• Vertical growth: Meaning
• Horizontal Growth: Associations

The ability to speak two languages fluently.

Multilingualism: More than 2

• Simultaneous Acquisition: Learning two languages at same time prior to age 3.
• Successive Acquisition: Learning a primary language prior to age 3, then learning a second langage later.

• Variations of same language:
• Regional: northern southern
• Social: social status

• Style Shifting: Switch between two dialects
• Code Switching: Bilingual speakers switch between linguistic codes of two or more languages