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CSD 216: Week 6 Notes

by: Hailey Hansen

CSD 216: Week 6 Notes CSD 216

Marketplace > University of Mississippi > CSD 216 > CSD 216 Week 6 Notes
Hailey Hansen

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About this Document

These notes cover the grammatical development of children.
Normal Development of Communication
Lisa Fratesi Ivy
Class Notes
communication, morphemes, Present Progressive, plural, prepositions, Possessive, past tense, copula, Articles, MLU
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This 5 page Class Notes was uploaded by Hailey Hansen on Friday September 30, 2016. The Class Notes belongs to CSD 216 at University of Mississippi taught by Lisa Fratesi Ivy in Fall 2016. Since its upload, it has received 6 views.


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Date Created: 09/30/16
OUR FIRST EXAM IS TUESDAY, OCTOBER 4, 2016 Baby Signs  Developed by Linda Acredolo and Susan Goodwin  Asked, “Will signing with a baby inhibit their verbal speech development?” o NO Morphological Development  Morphemes are smallest units of sound that add meaning  Morphological development is child’s internalization of language rules that apply to word structure Present Progressive  ­ing  19­28 months  Describe an action of limited duration that is taking place right now o Used with action verbs o Swimming, running, swinging, etc Plural  ­s  27­33 months  Voiced consonant Prepositions  First prepositions learned are in and on  In – 27­30 months  On – 31­34 months Possessive  ‘s   Marks ownership  31­34 months  Possessive pronouns Regular Past Tense  ­ed  43­46 months   Often overgeneralized to all verbs o Swimmed, runned, eated, falled Irregular Past Tense  43­46 months o Ate, drank, went, ran, saw, swam Copula  43­46 months  The verb “to be” o Includes “to become,” “to get,” “to feel”  Used to link the subject with predicate o Contractible copula  She’s happy Auxiliary Contraction  47­50 months  Copula + action verb Articles  A, an, the  28­46 months o A = nonspecific o The = specific o An = not learned until school­age Mean Length of Utterance  Average length of the number of morphemes in an utterance  Simple estimate of the syntactic complexity of an individual’s utterance during the first 5  years of development o My dog has fleas. (5 morphemes) o I can see you. (4) o We are running late for school. (7) o What are you cooking? (5) o Santa Claus is coming soon! (5)  26/5 = 5.2 MLU Declarative Sentences  Make a statement o Subject + verb o Subject + verb + object o Subject + verb + prepositional phrase  3 year old have typically mastered declaratives Interrogative Questions  Yes/No questions  Wh­ questions – seek specific information about time, etc  Tag questions – statement that tags on a question at the end of the statement o You haven’t already eaten, have you? Negatives  No, not o Appear between subject and predicate  Cannot, can’t, don’t, won’t  Nobody, nothing, never, nowhere  Development: o No eat that o I not eat that o I don’t want to go Preposition  In, on, under, over, etc  Begins around age 3 Intelligibility  Most children are 75% intelligible by age of 3  Ages 4­5, 75­90% intelligibility  Phonological Awareness  Rhyming – production and discrimination  Segmenting – phonemes, syllables, words  Isolation – initial, final, medial sound  Deleting – phonemes, syllables, and clusters  Substitution – with and without manipulations  Blending – phonemes, syllables  Graphemes – letters  Decoding – breaking words apart Conversational Skills  Exchanges between people  Learn within conversational context  Different styles of speaking (registers)  Turn taking skills  Conversational repair  Topic maintenance and termination  Making background assumptions about the listener’s knowledge (presuppositions)  Interpreting words with reference to the position of the speaker (deictic terms)  Narrate Summary  Semantic – child develops lexicon (all the words you understand and use)  Morphology – morphemes are smallest units of sound that add meaning o Child’s internalization of language rules that apply to word structure  Syntax o Phonology o Pragmatic  Building Language – parents should read to child, allow child to pretend to read and point at letters


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