Paralinguistic Cues
-intonation, stress, emphasis, speed/rate of delivery, pause or hesitation
-superimposed on speech to signal attitude/emotion
-also called suprasegmental devices
Nonlinguistic Cues
-gestures, body posture, facial expression, eye contact, head and body movement, proxemics
-convey info without use of language
Metalinguistic Skills
-The ability to talk about language, analyze it, think about it, judge it, and see it as an entity separate from its content or context.
-Helps judge correctness or appropriateness of the language we produce and receive
Phonology
-sound system of language
Lexicon
-words and associated knowledge
Morphology
-system for combining units of meanings (words and parts of words)
-internal organization of words
Morpheme
-smallest unit of meaning (free and bound)
Syntax
-system for combining words into sentences
Pragmatics
-knowledge that underlies the use of language to serve communicative function
Sociolinguistics
-knowledge that allows the socially appropriate use of language
Literacy
-knowledge of reading and writing
Behaviorism
-change in behavior occurs in response to the consequences of prior behavior
Cognitivism
-we can not understand the behavior without understanding what is going on inside the mind of the organism producing the behavior
Cognitive Science
-emerged from cognitive revolution
-Scientists agree we must understand how the mind works to understand human behavior
-Scientists do not agree on how the mind works.
Critical Period
-Point in development crucial for language development.
-Language exposure after critical period has poor outcomes
Language Socialization
- Focuses on how language knowledge and social norms
are acquired together through cultural interaction.
Language Acquisition Device
-Noam Chomsky
-a hypothetical brain mechanism pre-wired for language learning
Biological
-degree to which language and language development share the hallmark features of other biological processes
Linguistic Approach
-describing the nature of the child’s innate linguistic knowledge (Universal Grammar (UG)).
-How does it interact with child’s experience to produce linguistic knowledge.
Social Approach
-language is essentially a social phenomenon and language development a social process.
-Describe social processes that produce language acquisition.
Cognitive Approach
-premise that language acquisition is a learning problem no different from any other and that children solve it in the same way that they solve other learning problems.
-Complex interaction between capacity and experience over time.
Dynamical Systems Theory (DST)
-Rejects notion that language is a static system of knowledge
-Language emerges as a result of continuous interaction of the components of the system and the environment
-DST directs attention to certain phenomena that are relatively ignored in other approaches
-Variability in children’s performance
-Influence of transitory states (compared to stable states of knowledge)
Learnability vs. Developmental
-Learnability: focus on explaining the fact that language is acquired.
-Developmental: focus on explaining the course of language development
Nature vs Nurture
-Is the development of language in children the result of human’s innate endowment, or is it the result of the circumstances in which children are nurtured?
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Chapter 157
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Chapter 2: Biological Basis of Language Development41
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Chapter 3: Foundations of Language Development in Domain-General Skills and Communicative Experience36
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Chapter 4: Phonological Development, Learning the Sounds of Language36
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Chapter 5: Lexical Development/Learning Words52
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More on Gestures4
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Chapter 6: The Development of Syntax and Morphology61
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Chapter 7: Communicative Development Learning to Use Language73
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Chapter 8: Cultural Influences of Language Development40
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Chapter 9: Childhood Bilingualism7
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Chapter 10: Language in the School Years29
