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This 2 page Study Guide was uploaded by Dr. Orpha Durgan on Monday October 5, 2015. The Study Guide belongs to CDO130 at Central Michigan University taught by MaryBethSmith in Fall. Since its upload, it has received 69 views. For similar materials see /class/218935/cdo130-central-michigan-university in Communication Disorders & Sciences at Central Michigan University.
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Date Created: 10/05/15
STUDY GUIDE 7 CD0 130 EXAM l 7 Chapters 1 2 and 3 Remember that this is not an exhaustive list You are responsible for material covered in class and in the readings that may not be on this list Know and understand the de nitions ofthe following terms communication language private speech echoic syntaX scaffolding semantics pragmatics zone of proximinal distance phonology articulation nonverbal communication tact man schema assimilation accommodation equilibrium object permanence meansend symbolic play imitation Be able to answer and understand the following guestions Know the differences between communication speech language and cognition Know the parts of the speech chain from the speaker s brain to the listener s brain Know Charles Hockett s 13 design features Know Piaget s four primary cognitive structures sensorimotor preoperations concrete operations and formal operations Know the approximate ages Know the difference between Piaget and Vygotsky cognitive development theories Know key terms and ideas behaving the 6 main language acquisition theories Behaviorist Nativist Cognitive Interpretation Pragmatics Interpretation and Social Interactionist Interpretation Know some things that motherscaregiversfathers do when communicatinginteracting with their young children Things to Remember The most RAPID period of language development occurs in the Preoperational Thought Stage according to Piaget Chomsky s transformational grammar relates to deep structures and surface structures TRANSFORMATIONS of deep structures occur when additions deletions andor rearrangements occur and form surface structures There is no empirical evidence that motherese is essential in language development STUDY GUIDE 7 CD0 130 EXAM 2 7 Chapters 4 5 6 Remember that this is not an exhaustive list You are responsible for material covered in class and in the readings assigned from your book Know and understand the de nitions ofthe following terms Cooing free morpheme bound morpheme Re exive vocalizations babbling MLU Dementia Nominal presupposition skills Contextual cues Metalinguistic awareness syntax Morpheme Quanti er Chunking Aphasia Metaphor Idiom syntax Pragmatic skills semantics phonology Chunking The principal of minimal distance Figurative language Brown s stages of syntactic development Joint referenceattention Be able to answer and understand the following guestions Be able to identify Owens 6 auditory skills we discussed in class At what age does a child begin to understand words Be able to identify speech production stages such as re exive cries vegetative sounds cooing babbling and jargon What are the rst consonants produced in babbling When can grammatical morphemes begin to emerge When is the most noticeable emergence of grammatical morphemes observed in terms of Brown s stages What is the rst grammatical morpheme to emerge Be familiar with the characteristics of motherese Know examples of gurative language and when children began to understand and use gurative language Know the different levels of tumtaking and at what stages of language development a child can hold longer conversational turns At what age do language differences between the sexes begin to show up Be familiar with the gender differences between men and women in terms of language used Know the MLU ranges for Brown s Stages 1 2 3 4 and 5 Know the age ranges and descriptors for Brown s Stages Know the important factors in in uencing vocabulary development Things to Remember The rst sounds an infant makes are re exive A child s rst words consist of VC CV and CVCV combinations Embedding is the most important syntactic development in Stage 4 Semantics is the most obvious change in language that continues throughout a child s life The most dramatic change in language development during the school years is in the areas of pragmatics or the use oflanguage
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