Week 5 Early Language Development Flashcards

Question

PLAY AS A FOUNDATION

Answer 1

Play as a Foundation * Play builds communication language skills * Books, toys, and peers expose new vocabulary * Turn-taking and joint attention practiced in play

Answer 2

Social Development * Shift from solitary play to parallel play to cooperative play * Increased engagement with caregivers and peers * Social interaction supports vocabulary and speech practice

Answer 3

Caregiver/Peer Engagement * Reading together increases language exposure and comprehension * Routine phrases (e.g., “Let’s go”) reinforce meaning * Turn-taking games build early conversation skills

Answer 4

Imitation in Learning * Children imitate actions and facial expressions * Imitation of sounds/words (e.g., “up”, “more”) * Imitation → practice → independent language use

Answer 5

Self-Awareness & Independence * Growing self-help skills: feeding, drinking from a cup, dressing * Independence increases communicative intent * “No”/noncompliance reflects emerging autonomy

Answer 6

Defining a First Word * Must show phonetic similarity to an adult word * Used consistently across similar situations * Refers to a specific object or action

Answer 7

Walking & Language * Walking and talking emerge in parallel * Independence increases communication attempts * Earlier walking correlates with faster vocabulary growth

Answer 8

Symbolic and Interactive Play * Parallel play: nearby but limited engagement * Interactive play: language for negotiation and role-play * Symbolic play supports abstract thinking and storytelling

Answer 9

Babbling vs. True Words * Babbling is practice-based and exploratory * First words emerge while babbling continues * Early speech mixes words with sounds and gestures

Answer 10

Phonetically Consistent Forms (PCFs) * Example: “wawa” for “water” * PCFs are meaningful but not fully adult-like words * Transition to adult-like forms as articulation improves

Answer 11

Examples of Early Words * Common: “mama,” dada, doggie, bye-bye, up * One-word utterances can function as sentences * Early vocabulary reflects cultural and environmental differences

Answer 12

Vocabulary Growth Pattern * 12–18 mo: first words, slow accumulation * 18–24 mo: vocabulary spurt (≈50→300 words) * Growth driven by cognition, social interaction, and articulation

Answer 13

Common Early Syllable Patterns * CV: “ma,” “da,” “ba” * CVCV (reduplication): “mama,” “dada,” “baba” * CVC: “cat,” “dog,” “mom”

Answer 14

Early Word Simplicity * Preference for open syllables (CV) * Early sounds often stops and nasals * Complexity increases with motor development

Answer 15

Phonotactics * Rules for permissible sound sequences * Shapes which sounds/syllables children produce * Language-specific constraints guide early speech

Answer 16

Phonological Processes (Toddlers) * Reduplication: “water” → “wawa” * Assimilation: “dog” → “gog” * Cluster reduction: “stop” → “top” * Open syllables: “blanket” → “blankie” * Weak syllable deletion: “banana” → “nana”

Answer 17

Phonological Neighborhood Density * High density: slower early production, stronger long-term vocab * Low density: faster learning, easier early production * Example: “cat” neighbors = “bat,” “cap,” “cot”

Answer 18

Personal Lexicon * Each toddler has a unique early “lexicon” * Vocabulary reflects environment and caregiver input * Labeling and repetition strengthen word learning

Answer 19

Concept Formation Theories (1) * Semantic Feature: concepts = sets of distinguishing features * Functional Core: meanings based on function or use * Associative Complex: meanings from repeated experiences * Prototypic Complex: learned via typical category examples

Answer 20

* Overextension: word used too broadly * Underextension: word used too narrowly * Example: all men “daddy”; only family dog “dog” * Mismatch: “moon” called “ball” * Categorical overextensions: same category members * Analogical overextensions: shared shape/appearance

Answer 21

Fast Mapping: Definition * Rapid word learning with minimal exposure * Uses contextual clues to infer meaning * Supports early vocabulary growth

Answer 22

Fast Mapping: Impact * Growth before full understanding * Example: identifies “dax” among familiar objects * Understanding refines with repeated exposure

Answer 23

Early Word Categories * Nouns ≈ 60% of first 50 words * Verbs ≈ 20% of early words * Social words ≈ 20% (e.g., “hi,” “no,” “more”)

Answer 24

Lexical Growth Spurt * Critical period: 18–24 months * Transition: few words → rapid acquisition * Drivers: memory, categorization, social interaction

Answer 25

Lexical Spurt: Variation * Example growth: 10 → 200 words in months * Timing/rate varies by child * Girls often experience growth earlier

Answer 26

Pragmatics: Early Functions * Social use: interact and express needs * Key skills: turn-taking, requesting, greetings * Language supports engagement in social contexts

Answer 27

“Name Game” Strategy * Child touches object and asks “what’s that?” * Encourages labeling and engagement * Expands understanding of object names

Answer 28

Early Word Combinations * “More cookie” = request * “Daddy eat” = comment * “No night-night” = rejection

Answer 29

Memory & Combinations * Increased short-term memory allows two-word phrases * Transition: two-word → three-word utterances * By age 2: 200–300 words; basic sentences

Answer 30

Functions of Early Words * Naming objects; requesting actions/objects * Commenting (e.g., “wow!”) * Social expressions: “hi,” “bye”

Answer 31

Holophrases * Single word conveys full meaning * “Mommy” → “Come here!” (context/intonation clarify) * Caregivers expand to model full sentences

Answer 32

Gestures: Transition to Words * Early words replace gestures (pointing → naming) * Some gestures persist to support speech * Expansion and modeling support learning ________________________________________

Answer 33

Types of Gestures * Deictic: pointing, showing * Iconic: mimicking object use * Symbolic: blowing a kiss

Answer 34

Gestures Predict Language * More gestures at 12 mo → larger vocabulary at 24 mo * Gesture+word combinations predict two-word speech

Answer 35

Gesture & Social Communication * Used when words are limited * Joint attention and intentionality develop with gestures * Deficits may signal communication challenges

Answer 36

Turn-Taking Foundations * Begins with nonverbal exchanges in infancy * Grows into verbal back-and-forths with timing and pause * Caregivers scaffold by modeling turns ________________________________________

Answer 37

Early Conversations * Caregiver responsiveness supports learning * Repetition and expansion refine speech * Frequent exchanges build vocabulary and structure

Answer 38

Turn-Taking Development * Starts with proto-conversations; becomes true conversational turns * Includes simple Q→A, comments, and gestures * Teaches social rules and rhythm of speech

Answer 39

Both depend on brain maturation, motor coordination, and expanding neural connectivity. Walking increases environmental exploration, which increases vocabulary exposure.

Answer 40

No. While early walking may correlate with increased vocabulary exposure, late walking does not necessarily indicate language delay.

Answer 41

More exploration More object encounters More labeling opportunities Increased caregiver interaction

Answer 42

Improved working memory allows toddlers to hold multiple lexical items in mind simultaneously, enabling word combinations and early syntax.

Answer 43

Phonetic similarity Consistent use Communicative intent All three must be present.

Answer 44

Because it lacks consistent independent use.

Answer 45

Babbling supports motor practice, sound experimentation, and speech rhythm development but is not referential.

Answer 46

Jargon = adult-like intonation with unclear lexical meaning. Babbling = repetitive syllable play without sentence-like prosody.

Answer 47

Concrete Stable referents Frequently labeled by caregivers Easier perceptual mapping

Answer 48

Abstract Context-dependent Require understanding of relational meaning

Answer 49

A single word that expresses a full proposition because vocabulary and working memory are limited.

Answer 50

They determine communicative function (request, comment, protest, question).

Answer 51

Rapid initial word–meaning association from minimal exposure; allows fast vocabulary expansion before full semantic mastery.

Answer 52

No. It produces a rough approximation refined through repeated exposure.

Answer 53

Gaze Gesture Syntax Intonation Situational context

Answer 54

Semantic Feature → category based on defining traits. Functional Core → category based on use/function.

Answer 55

Associative → meaning built from repeated contextual experiences. Prototypic → category centered around most typical example.

Answer 56

Children are actively forming and testing semantic categories.

Answer 57

Categorical = same taxonomic group. Analogical = shared perceptual feature or function.

Answer 58

They require less articulatory precision and motor coordination.

Answer 59

Omission of one consonant in a cluster due to motor constraints.

Answer 60

Omission of unstressed syllables; shows children prioritize stressed syllables.

Answer 61

Children produce sound combinations allowed by their native language.

Answer 62

High density → harder retrieval but stronger phonological system. Low density → easier early production.

Answer 63

Working memory improvement Categorization ability Fast mapping efficiency Increased social interaction

Answer 64

Vocabulary size around 50 words often precedes rapid word combination and lexical acceleration.

Answer 65

Gestures indicate symbolic representation and shared attention abilities.

Answer 66

Attention-directing gestures (pointing); strong predictor of later language growth.

Answer 67

Shared focus between child and adult; enables accurate word-object mapping.

Answer 68

Persistent absence may indicate social communication disorders such as ASD.

Answer 69

They establish rhythm, reciprocity, and social timing of conversation.

Answer 70

Adult repeats child utterance and adds grammatical detail; supports syntax growth.

Answer 71

Omission of function words; content words dominate.

Answer 72

Children are applying combinatorial rules, not memorizing phrases.

Answer 73

It reflects emerging understanding of syntactic structure.

Answer 74

Referential → object labeling focus, analytical. Expressive → social phrase focus, chunk learning.

Answer 75

Responsive, contingent interaction promotes deeper processing and retention.

Answer 76

Language develops through reciprocal social engagement, not passive exposure.

Answer 77

Promote negotiation, perspective-taking, pragmatic growth.

Answer 78

Neurological maturation Cognitive development Social interaction All three must interact for optimal language growth.

Answer 79

Phonetic similarity – Must resemble an adult word (does not need to be perfect). Consistent use – Used repeatedly in the same context (not a one-time imitation). Clear communicative intent – Used to label, request, comment, protest, or question.

Answer 80

Because it shows phonetic similarity, is used consistently, and has communicative intent.

Answer 81

Babbling = exploratory, nonreferential vocal play. True words = meaningful, consistent, intentional communication.

Answer 82

Reduplicated babbling (bababa) Variegated babbling (badaga)

Answer 83

Adult-like intonation with unintelligible words; sounds like conversation but lacks clear lexical meaning.

Answer 84

60–65% nouns ~10% verbs ~10% social words

Answer 85

Nouns are concrete and stable. Verbs are abstract and context-dependent. Adults label objects more often than actions.

Answer 86

A single word that expresses an entire thought.

Answer 87

Depending on tone/context: “Mommy, come here.” “I need help.” “Look at Mommy.”

Answer 88

The ability to rapidly form a rough association between a new word and its meaning after minimal exposure.

Answer 89

No. It produces an approximate meaning that is refined over time.

Answer 90

Gesture Tone of voice Context Sentence structure

Answer 91

Rapid vocabulary expansion occurring around 18–24 months.

Answer 92

Improved memory Better categorization Faster processing Increased social interaction

Answer 93

Using a word too broadly (e.g., calling all men “Daddy”).

Answer 94

Using a word too narrowly (e.g., only calling the family pet “dog”).

Answer 95

Categorical = same category (all four-legged animals = “dog”). Analogical = shared feature/function (moon = “ball”).

Answer 96

Children learn words based on shared defining features.

Answer 97

Children learn words based on object function/use.

Answer 98

Word meaning develops through repeated experience-based associations.

Answer 99

Children form categories based on a central prototype (most typical example).

Answer 100

Omitting one consonant in a cluster (stop → top).

Answer 101

Omitting the final consonant (cat → ca).

Answer 102

Omitting unstressed syllables (banana → nana).

Answer 103

Repeating syllables (water → wawa).

Answer 104

Language-specific rules about allowable sound combinations.

Answer 105

The number of words that differ by one phoneme (cat → hat, bat, cap).

Answer 106

High density = harder to retrieve but strengthens phonological networks. Low density = easier early production.

Answer 107

Predict later vocabulary growth Support word learning Enable communication before speech

Answer 108

Attention-directing gestures (pointing, reaching).

Answer 109

Represent actions/objects (flapping arms for bird).

Answer 110

Socially agreed gestures (waving, nodding).

Answer 111

Shared focus between child and caregiver; essential for word learning and social communication.

Answer 112

Proto-conversations (babble → adult response → babble).

Answer 113

Teaches conversational rhythm Builds social communication Supports grammar development

Answer 114

Around 18–24 months (typically after ~50 words).

Answer 115

Omission of function words (me go store).

Answer 116

Agent + action (Daddy eat) Action + object (Throw ball) Possessor + possession (Mommy shoe) Recurrence (More juice) Negation (No bed)

Answer 117

Fixed pivot word + variable open word pattern (More cookie, No juice).

Answer 118

Demonstrates rule-based combination rather than memorized phrases.

Answer 119

Increased memory capacity allows toddlers to hold and combine multiple words.

Answer 120

Object labels Slower but precise vocabulary Often firstborn

Answer 121

Social phrases Faster phrase learning Often later-born

Answer 122

Differences in quantity/quality of language exposure impact vocabulary growth.

Answer 123

Language develops through real-time social exchange and turn taking.

Answer 124

Social use of language (requesting, greeting, protesting, commenting).

Answer 125

Labeling Requesting Commenting Greeting Protesting

Answer 126

Cognitive readiness (memory, categorization) Social interaction (joint attention, caregiver input) Neurological maturation

Week 5 Early Language Development Flashcards

(150 cards)