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Mini Exam #2 - Flashcards

Flashcard Deck Information

Class:SPA 223 - Theories Of Lang Development
Subject:Speech Pathology & Audiology
University:Miami University-Oxford
Term:Spring (Second Sem) 2011
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      Mode:   CARDS LIST       ? pages   PRINT EXIT
Simple Truncated Passive The ball was hit.
Simple Full Passive The ball was hit by Susie.
Reversible Passive Most difficult to comprehend; The truck was followed by the car OR the car was followed by the truck.
Nonreversible Passive The lamp was broken by the girl.
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Order of Passive Sentence Acquisition truncated, full, nonreversible, reversible
Stage 1 Negation External No; No + sentence
Stage 2 Negation Internal No; No embedded within a sentence; "I no taste them."
Stage 3 Negation Modified internal No; Copula/Auxiliary + Negation + Verb; "Paul will not eat that."
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Stage 1 Yes/No Question Rising intonation with no change in word order; "Mommy hungry?"
Stage 2 Yes/No Questions Copula or auxiliary invert; "Is boy walking?"
Stage 1 Wh Questions Omit copula/auxiliary; "Where Daddy go?"
Stage 2 Wh Questions Copula/Auxiliary present but not inverted; "where Daddy is?"
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Stage 3 Wh Questions Copula/Auxiliary present AND inverted; "Where is Daddy?"
Letter Knowledge Naming/identification of letters
Phonological Awareness Awareness and ability to manipulate the speech sounds (phonemes) of words
Communicative Competence linguistic knowledge +knowledge of pragmatics; knowing what to say, how to say it, when to say it, where to say it, and who to say it to.
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Narratives Retell-personal accounts & stories; Formulation-making up a story;
Presupposition Skills ability to consider the listener's perspective and what info he/she may have to add; Child tells experimenter to put an animal into a car with their eyes open and closed. Child points less and describes more explicitly when experimenter has closed eyes--Non egocentrism
Austin's Speech Act Theory forms and functions don't always match up. Several forms may convey same function
Perlocutionary Act listener interprets the intent--accept or reject
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Illocutionary Act intent more explicit; less interpretation needed by partner
Locutionary Act using words to communicate intentions; what you say or do
Jason approaches a group. He wants to join the game. He sits down and says, "I'll be the banker." Group says, "Ok." Illocutionary Act: sits down; Locutionary Act: says "I'll be the banker."; Perlocutionary Act: Group accepts by saying "ok."
Why is Communicative Competence difficult to acquire? Expectations vary; Rules may be confusing and abstract; Communicative competence is difficult to measure
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Family's Role in Communicative Competence Bridge Hypothesis; less familiar relatives may pressure the child to communicate clearly and appropriately more than would family members who know the child most intimately; Parents provide indirect input about what children were expected to say and how to say it
Nursery Rhymes & Emergent Literacy There is support for a relationship between young childrens nursery rhyme abilities and their phonological- and print-related skills, including emergent reading; Rhyme, Phoneme, Alliteration Awareness as well as Vocabulary, Print Concepts, Retelling, and Grapheme Awareness
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 Simple Truncated PassiveThe ball was hit.
 Simple Full PassiveThe ball was hit by Susie.
 Reversible PassiveMost difficult to comprehend; The truck was followed by the car OR the car was followed by the truck.
 Nonreversible PassiveThe lamp was broken by the girl.
 Order of Passive Sentence Acquisitiontruncated, full, nonreversible, reversible
 Stage 1 NegationExternal No; No + sentence
 Stage 2 NegationInternal No; No embedded within a sentence; "I no taste them."
 Stage 3 NegationModified internal No; Copula/Auxiliary + Negation + Verb; "Paul will not eat that."
 Stage 1 Yes/No QuestionRising intonation with no change in word order; "Mommy hungry?"
 Stage 2 Yes/No QuestionsCopula or auxiliary invert; "Is boy walking?"
 Stage 1 Wh QuestionsOmit copula/auxiliary; "Where Daddy go?"
 Stage 2 Wh QuestionsCopula/Auxiliary present but not inverted; "where Daddy is?"
 Stage 3 Wh QuestionsCopula/Auxiliary present AND inverted; "Where is Daddy?"
 Letter KnowledgeNaming/identification of letters
 Phonological AwarenessAwareness and ability to manipulate the speech sounds (phonemes) of words
 Communicative Competencelinguistic knowledge +knowledge of pragmatics; knowing what to say, how to say it, when to say it, where to say it, and who to say it to.
 NarrativesRetell-personal accounts & stories; Formulation-making up a story;
 Presupposition Skillsability to consider the listener's perspective and what info he/she may have to add; Child tells experimenter to put an animal into a car with their eyes open and closed. Child points less and describes more explicitly when experimenter has closed eyes--Non egocentrism
 Austin's Speech Act Theoryforms and functions don't always match up. Several forms may convey same function
 Perlocutionary Actlistener interprets the intent--accept or reject
 Illocutionary Actintent more explicit; less interpretation needed by partner
 Locutionary Actusing words to communicate intentions; what you say or do
 Jason approaches a group. He wants to join the game. He sits down and says, "I'll be the banker." Group says, "Ok."Illocutionary Act: sits down; Locutionary Act: says "I'll be the banker."; Perlocutionary Act: Group accepts by saying "ok."
 Why is Communicative Competence difficult to acquire?Expectations vary; Rules may be confusing and abstract; Communicative competence is difficult to measure
 Family's Role in Communicative CompetenceBridge Hypothesis; less familiar relatives may pressure the child to communicate clearly and appropriately more than would family members who know the child most intimately; Parents provide indirect input about what children were expected to say and how to say it
 Nursery Rhymes & Emergent LiteracyThere is support for a relationship between young childrens nursery rhyme abilities and their phonological- and print-related skills, including emergent reading; Rhyme, Phoneme, Alliteration Awareness as well as Vocabulary, Print Concepts, Retelling, and Grapheme Awareness
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