Chapter 5
Order by
66 terms
Terms | Definitions |
|---|---|
 babbling | a young child's production of syllables that contain pairs of consonants and vowels (called C-V sequences when the consonant precedes the vowel) |
| between the ages of 6 and 10 months | at what age does true babbling usually begin? |
| declarative pointing | pointing by an infant to call an adult's attention to objects and to comment on objects; involves a social process between adn infant and an adult |
| after age 10 months | at what age does declarative pointing occur? |
| dishabituation | describes a phase in a task used to renew an infant's interest in a stimulus according to a predetermined threshold |
| expressive language | the language a person produces spontaneously, without imitating another person's verbalizations; includes content, form, and use |
| habituation | describes a task involving presenting an infant with the same stimulus repeatedly until his or her attention to the stimulus decreases by a predetermined amount |
| imperative pointing | pointing by an infant to request an adult to retrieve an object for him or her |
| around 10 months | what age does imperative pointing occur? |
| intersubjective awareness | recognition of when one person shares a mental focus on some external object or action with another person |
| intonation | prominence placed on certain syllables; applies to entire words and phrases |
| jargon | a special type of babbling that contains true melodic patterns of an infant's native language; not true words because they are not referential and do not convey meaning |
| jargon | babbling that resembles questions, exclamations, and commands, even in the absence of recognizable words |
| marginal babbling | an early type of babbling containing short strings of consonant-like and vowel-like sounds |
| marginal babbling | usually emerges as infants gain control of their articulation, at around age 5-8 months |
| nonreduplicated babbling | babbling consisting of nonrepeating consonant-vowel combinations, such as "da ma goo ga"; occurs around age 6-10 months |
| variegated babbling | another name for nonreduplicated babbling |
| paralinguistic characteristics | aspects of communication outside the linguistic information, such as pitch, loudness, posture, and eye contact; with infant-directed speech, paralinguistic features include a high overall pitch, exaggerated pitch contours, and slower tempos than those of adult-directed speech |
| phonetic regularities | referring to phonemes (speech sounds) and combinations of speech sounds. Infants pay close attention to phonetic details of speech to learn words |
| speech perception ability | the ability of infants to devote attention to prosodic and phonetic regularities of speech; large patterns (rhythm) to smaller patterns (combinations of specific sounds) |
| frequency, duration, intensity | the prosodic characteristics of speech |
| frequency | pitch of sounds; a low-pitched hum vs. a high-pitched hum |
| duration | length of sounds |
| intensity | loudness of sounds |
| stress, intonation | combination of prosodic characteristics produce distinguishable __ and __ patterns that children can recognize |
| phonemes and combinations of phonemes | the phonetic details of speech include: |
| phonotactic regularities | permissible combinations of phonemes in one's native language |
| categorical | children's perceptions of speech is ..., which means they categorize input into different groups |
| allophones | variations of sounds in the same category |
| voice onset time | interval between the release of a stop consonant (e.g., p,b,t,d) and the onset of vocal cord vibrations |
| 4 | By _ months, infants can distinguish between purposeful and accidental actions |
| 12 | By __ months, infants understand rational actions as means to a goal, even when they are not able to view the entire context in which an action takes place |
| superordinate, subordinate, and basic | hierarchical structures of categories |
| superordinate level | uppermost level in a category hierarchy; most general concept in a particular category; among the later words children acquire |
| subordinate level | lowermost level in a category hierarchy; specific concepts in a category |
| basic level | center of a category hierarchy; general concepts in a category; infants' first categories |
| perceptual and conceptual | two basic categories infants' utilize at each level of a category hierarchy |
| perceptual categories | based on similar appearing features, to include color, shape, texture, size, etc; used to recognize and identify objects around them |
| perceptual, conceptual | __ categorization describes knowing what something looks like, whereas __ categorization describes knowing what something is |
| conceptual categories | based on what objects do; used to make inductive generalizations about new objects without relying on perceptual similarity at all |
| stage model | describe infants' vocalizations to follow an observable and sequential pattern; SAEVD |
| reflexive sounds | very first kind of sounds infants produce; adults end to respond as if they are true communication attempts |
| reduplicated babbling | babbling that consists of repeating consonant-vowel pairs (ma ma ma ma) |
| dipthongs | combinations of two vowel sounds within the same syllable |
| infant-directed speech | the speech adults use in communicative situations with young language learners; also called motherese, baby talk, and child directed speech |
| syntactic characteristics | smaller mean length of utterance (MLU), few subordinate clauses, more content words, few function words; associated with infant-directed speech |
| discourse features | Features of ID speech that include more repetition and more questions that those in AD speech. |
| joint attention | the simultaneous engagement of two or more individuals in mental focus on a single external object of focus |
| supported joint engagement | joint attention in which adults use such techniques as speaking with an animated voice or showing an infant novel objects |
| intentional communication | infants attempts to deliberately communicate with other people |
| caregiver responsiveness | describes caregivers' attention and sensitivity to infants' vocalizations and communicative attempts |
| 12 months | on average, infants produce their first true word at what age? |
| clear intention, recognizable pronunciation that approximates the adult form, and uses consistently and generalizes to other exemplars | what are the three important criteria of a true word? |
| receptive language | the language people comprehend |
| expressive | __ language learners use language primarily for social exchanges |
| referential | __ language learners use language primarily to refer to people and objects |
| late talkers | children who exhibit early delays in their expressive (rather than receptive) language development |
| early talkers | children who are ahead of their peers in expressive language use |
| naturalistic observation | involves systematically observing and analyzing an infants' communicative behavior in everyday situations |
| prosodic regularities | referring to frequency (pitch), duration (length), and intensity (loudness) of sounds. Combinations of prosodic characteristics produce distinguishable stress and intonation patterns that infants can detect to parse the speech stream |
| stress | the prominence placed on certain syllables of multisyllabic words |
| 9 months | By what age are infants able to differentiate between permissible and non-permissible sound sequences in their native language? |
| 3 months, 4 months | At what age to infants begin to form perceptual categories? Example: can distinguish between a dog and cat. What age can they distinguish between animals and furniture? |
| language as category maker hypothesis | This hypothesis suggests that language guides children from a young age as they perceive the spatial relationships around them |
| 8-10 months | At what age are infants able to start engaging in intentional communication? |
| infant speech perception, awareness of actions and intentions, category formation, and early vocalizations | What are the four milestones achieved in infancy? |
First Time Here?
Welcome to Quizlet, a fun, free place to study. Try these flashcards, find others to study, or make your own.