1
Q
What defines early school-age language development (≈5–8 years)?
A
Rapid expansion of linguistic repertoire
Growth most visible in pragmatics and semantics
Syntax grows primarily within sentences (intrasentential)
Increased narrative organization
Metalinguistic awareness emerges
Shift toward decontextualized, academic language
2
Q
What areas show the MOST growth during early school years?
A
Pragmatics
Semantics
(Not phonology — that is mostly stabilized.)
3
Q
What does “intrasentential growth” mean?
A
Syntactic complexity increases inside single sentences via:
Embedding
Subordination
Expanded noun phrases
Increased clause density
4
Q
What marks increasing metalinguistic awareness?
A
Awareness language can be judged separate from meaning
Ability to detect grammatical errors
Ability to define words conventionally
Understanding ambiguity
Supports literacy
5
Q
Expressive vocabulary at age 5?
A
≈ 2,500–2,600 words
6
Q
What temporal concepts are understood by age 5?
A
Yesterday
Today
Tomorrow
Before
After
7
Q
What cognitive-linguistic abilities are present at 5?
A
Cause–effect reasoning
Storytelling
Teasing
Emotion discussion
Early humor
8
Q
What is decentration?
A
Ability to consider multiple aspects of a situation simultaneously.
→ Enables audience adaptation.
9
Q
What is inferential/representational reality?
A
Ability to integrate visible information with internal knowledge to draw conclusions.
10
Q
What are reversible mental operations?
A
Understanding that actions can be undone mentally.
(Critical for understanding passives and transformations.)
11
Q
Why is transformational thought important for language?
A
Supports:
Narrative sequencing
Cause/effect
Conditional reasoning
Complex syntax
12
Q
Vocabulary comprehension growth trajectory?
A
Grade 1: 8,000–14,000
Grade 6: 40,000–50,000
High school: 60,000–80,000
13
Q
What is polysemy?
A
One word, multiple related meanings.
(e.g., “run”)
14
Q
What is slow mapping?
A
Gradual enrichment of word meaning over time.
Adds features incrementally.
15
Q
Two major shifts in definition development?
A
Personal → socially shared definition
Single word → full sentence definition
16
Q
When do conventional definitions emerge?
A
∼Age 11
17
Q
Most common early narrative form?
A
Scripts (~70%)
18
Q
Difference between recount and account?
A
Recount = past retelling
Account = spontaneous personal event
19
Q
When do narratives shift from chronological to causal?
A
Between 5–7 years
20
Q
What markers emerge by second grade?
A
Temporal (then, after)
Causal (because)
Evaluative (opinions, emphasis)
21
Q
After age 8, what increases in narratives?
A
Plot clarity
Mental states
Internal responses
Motivation
22
Q
List the 7 elements of story grammar.
A
Orientation
Initiating event
Internal response
Plan
Attempt
Consequence
Reaction
23
Q
What defines a complete episode?
A
Goal
Consequence
At least 2 additional elements
24
Q
Types of episode organization?
A
Temporal
Causal
Mixed
25
When does style switching develop?
∼Age 8
26
Peer vs adult-directed speech differences?
Peers → repetition, ritualized play
Adults → formal, precise
27
Abstract topics begin when?
∼Age 11
28
Indirect request understanding develops around?
∼Age 8
29
Hardest nonliteral forms?
Interrogative indirect requests
Negatives
30
Repair strategy progression?
Age 4–5 → repetition/elaboration
Age 8–9 → new clarifying info, listener-specific
31
Order of conjunction acquisition?
and → because → if → although → unless
32
True comprehension of “because” occurs when?
∼Age 7
33
Why are passive sentences hard?
Reversal of agent/patient roles
Requires reversible thinking
34
Passive hierarchy (easiest → hardest)?
Instrumental non-reversible → Agentive non-reversible → Reversible
35
What linguistic system heavily supports subordination comprehension?
Working memory
36
Modal acquisition order?
Early → can, must
Later → might, could
37
Adverbs of likelihood hierarchy?
definitely → probably → possibly
38
Mass vs count noun distinction example?
Mass: water
Count: apples
39
What phonological skills refine during school years?
Clusters
Morphemic stress shifts
Vowel shifts
Lexical stress contrasts
40
Example of stress contrast?
REcord (noun)
reCORD (verb)
41
When does metalinguistic awareness emerge?
7–8 years
42
First metalinguistic skill?
Detecting syntactic violations
43
Before metalinguistic awareness, children judge sentences based on what?
Meaning, not grammatical form
44
Simultaneous bilingual advantage?
Enhanced metalinguistic control
45
Code switching is what?
Rule-governed, socially meaningful
46
Functions of code switching?
Emphasis
Quotation
Clarification
Identity
Attention
47
AAE comprehension across dialects?
Equal across dialects
48
Literacy difficulty may stem from what?
Differences in overt grammatical marking
49
What supports complex syntax comprehension?
Working memory
50
What links metalinguistics and academic success?
Reading
Semantic organization
Literacy exposure
51
During the Early School-Age Years (≈5–8 years), what aspects of language show the most noticeable growth and what continues to develop within sentences?
Most noticeable growth: Pragmatics (language use), Semantics (word meaning). Continues developing within sentences: Syntax (intrasentential growth: embeddings, clause complexity).
52
What are the hallmark areas where linguistic repertoire expands during the Early School-Age Years?
Conversation, Narration, Vocabulary size, Structural complexity.
53
What forms of word play emerge during the Early School-Age Years?
Puns, Rhymes, Jokes, Camp songs, Chants.
54
What happens to metalinguistic awareness during the Early School-Age Years?
It becomes increasingly robust and supports reading, academics, and syntactic judgment.
55
What is the expressive vocabulary size of a 5-year-old in the Early School-Age Years?
≈ 2,500–2,600 words.
56
What temporal and logical concepts does a 5-year-old understand in the Early School-Age Years?
Yesterday / today / tomorrow, Before / after, Basic cause-and-effect.
57
What pragmatic abilities are present by age 5 in the Early School-Age Years?
Tell stories, Tease, Discuss emotions, Show humor.
58
What is Inferential/Representational Reality during the Early School-Age cognitive period?
Ability to integrate appearance + internal knowledge to draw conclusions.
59
What is Decentration in Early School-Age cognitive development?
Ability to consider multiple aspects of a problem simultaneously.
60
What is Transformational Thought in Early School-Age cognitive development?
Understanding changes over time and anticipating consequences.
61
What are Reversible Mental Operations in Early School-Age development?
Understanding that actions can be mentally undone.
62
How does Theory of Mind refine during the Early School-Age Years?
Increased perspective taking, Awareness that language can manipulate/influence others.
63
What is the comprehension vocabulary size of a first grader in the Early School-Age Years?
8,000–14,000 root words, Up to 20,000+ with derivations.
64
What is vocabulary comprehension by sixth grade?
≈ 40,000–50,000 words.
65
What is vocabulary comprehension by high school graduation?
≈ 60,000–80,000 words.
66
What semantic skills expand during Early School-Age Years?
Polysemy, Synonyms, Antonyms, Homonyms, Abstraction, Morphological analysis.
67
How does decentration affect pragmatics in the Early School-Age Years?
Better audience adaptation, More detailed descriptions, Reduced egocentrism.
68
What type of classroom language dominates in the Early School-Age Years?
Decontextualized language, Text/idea-focused discourse, Explaining, reasoning, arguing.
69
What are the five major types of narratives in the Early School-Age Years?
Scripts, Recount, Eventcast, Account, Story (problem-solution structure).
70
What percentage of early narratives are scripts?
≈ 70%.
71
What changes occur in narratives between ages 5–7?
Causal coherence develops, Heavy use of “and”, Plans emerge, Early plots appear.
72
What narrative markers emerge by second grade?
Temporal (then, after), Causal (because), Evaluative markers.
73
What narrative changes occur after age 8?
Clearer plot structure, More language-driven than gesture-driven, Inclusion of mental states and motivations.
74
What are the 7 elements of Story Grammar in Early School-Age narrative development?
Orientation, Initiating event, Internal response, Plan, Attempt, Consequence, Reaction.
75
What must a complete episode contain in Story Grammar?
Goal, Consequence, At least two additional elements.
76
What are the three episode structures in Story Grammar?
Temporal, Causal, Mixed.
77
What defines a skilled conversationalist in Early School-Age Years?
Introduces topics with questions, Detects breakdowns, Repairs efficiently.
78
When does style switching develop in Early School-Age Years?
By ≈ age 8.
79
How does peer speech differ from adult-directed speech in Early School-Age Years?
Peer speech: Ritualized play, Repetition. Adult speech: More formal, More precise.
80
What indirect language skills develop between ages 5–8 in Early School-Age Years?
Age 5–7: Improved direct polite requests. By ~8: Recognize indirect requests, Understand nonliteral language.
81
What types of indirect forms remain difficult in Early School-Age Years?
Interrogative vs declarative indirect forms, Negative forms.
82
How does conversational repair change from ages 4–9?
Age 4–5: Repeat, Elaborate. Age 8–9: Add clarifying information, Tailor repair to listener.
83
When are demonstratives fully mastered in Early School-Age Years?
Here/there → early mastery, This/that/these/those → by ≈ age 7.
84
What is slow mapping in Early School-Age semantic development?
Gradual enrichment of word meanings over time.
85
What two major shifts occur in definition development during Early School-Age Years?
Personal experience → socially shared definitions, Single-word → full-sentence definitions.
86
What does figurative language development depend on in Early School-Age Years?
World knowledge, Cognitive maturity.
87
What characterizes intrasentential growth in Early School-Age Years?
Embeddings, Expanded noun phrases, Increased clause complexity.
88
What noun phrase elements are present by 60 months?
Articles, Adjectives, Quantifiers, Demonstratives, Post-noun prepositional phrases.
89
What is added to noun phrases by 72 months?
Embedded clauses.
90
What verb phrase developments occur in Early School-Age Years?
Perfect tense, Irregular past mastery, Modal auxiliaries (can → might/could), Adverbs of likelihood.
91
Why are passive sentences difficult in Early School-Age Years?
Agent and patient roles are reversed.
92
What are the three types of passive sentences in Early School-Age development?
Reversible passive, Instrumental non-reversible, Agentive non-reversible.
93
Which passive type is mastered first?
Non-reversible passives.
94
What is the developmental order of conjunction acquisition in Early School-Age Years?
and → because → if → although → unless.
95
When is true comprehension of “because” achieved?
≈ age 7.
96
What increases in subordination during Early School-Age Years?
Relative clauses, Multiple embeddings, Working memory demand.
97
What phonological milestones occur in Early School-Age Years?
Complete phonetic inventory, Consonant cluster refinement, Vowel shifts, Stress contrast mastery by ~12.
98
When does full metalinguistic awareness emerge in Early School-Age Years?
≈ 7–8 years.
99
What is the first metalinguistic skill to emerge?
Detecting syntactic errors.
100
What advantages do simultaneous bilinguals show in Early School-Age Years?
Metalinguistic advantages from managing two systems.
101
Is code switching random in Early School-Age bilingual development?
No — it is rule-governed and context-dependent.
102
How does African American English (AAE) use change between grades 3–5?
Use increases.
103
Do AAE speakers show reduced comprehension across dialects?
No — comprehension is equal across dialects.
104
EARLY SCHOOL-AGE YEARS (≈5–8+ YEARS) MASTER SET
GENERAL GROWTH PATTERNS
105
During the Early School-Age Years (≈5–8 years), how does the linguistic repertoire change overall?
It expands dramatically in both size (vocabulary) and structural complexity (syntax, embeddings, clause variety).
106
In Early School-Age language development, which two domains show the most noticeable growth?
Pragmatics (language use) Semantics (word meaning)
107
During the Early School-Age Years, where does syntactic growth primarily occur?
Within sentences (intrasentential development), through embeddings and clause expansion.
108
What forms of word play develop in the Early School-Age Years and what do they indicate cognitively?
Puns Rhymes Jokes Camp songs Chants They indicate growing metalinguistic awareness and semantic flexibility.
109
What happens to recognition of grammatical exceptions during Early School-Age development?
Children increasingly recognize and apply grammatical exceptions rather than overgeneralizing rules.
110
What is the expressive vocabulary size at age 5 in Early School-Age development?
Approximately 2,500–2,600 words.
111
At age 5 in Early School-Age development, what temporal concepts are understood?
Yesterday Today Tomorrow Before After
112
At age 5, what logical concept is reliably understood in Early School-Age development?
Basic cause-and-effect relations.
113
What pragmatic abilities are present by age 5 in Early School-Age development?
Storytelling Teasing Emotional discussion Early humor
114
What physical development supports language growth at age 5?
Strong physical awareness and body control.
115
By what age does the brain reach near adult size in Early School-Age development?
Approximately age 8 (structural refinement continues afterward).
116
What is Inferential/Representational Reality in Early School-Age cognitive development?
The ability to integrate outward appearance with internal knowledge to draw conclusions.
117
What is Decentration in Early School-Age cognitive development?
The ability to consider multiple aspects of a problem at the same time.
118
What is Transformational Thought in Early School-Age development?
Understanding changes across time and anticipating consequences.
119
What are Reversible Mental Operations in Early School-Age development?
Understanding that actions can be mentally undone.
120
How does Theory of Mind refine during Early School-Age development?
Increased perspective-taking Awareness that language can manipulate or influence others
121
What is the expressive and comprehension vocabulary size in first grade during Early School-Age development?
Expressive: ≈ 2,600 words Comprehension: 8,000–14,000 root words With derivations: Up to 20,000+
122
What is vocabulary comprehension by sixth grade in language development?
Approximately 40,000–50,000 words.
123
What is vocabulary comprehension by high school graduation?
Approximately 60,000–80,000 words (wide variability).
124
What semantic skills expand in Early School-Age development?
Polysemy Synonyms Antonyms Homonyms Abstraction Morphological analysis
125
How does decentration improve pragmatics during Early School-Age development?
Better audience adaptation More detailed descriptions Reduced egocentrism
126
What type of language dominates classroom discourse in Early School-Age development?
Decontextualized language Ideational/text-focused discourse Explaining, reasoning, arguing
127
What are the five types of narratives in Early School-Age development?
Script Recount Eventcast Account Story (problem-solution structure)
128
What percentage of early narratives are scripts?
Approximately 70%.
129
What narrative changes occur between ages 5–7 in Early School-Age development?
Causal coherence emerges Heavy use of “and” Plans appear Early plot structure forms
130
What narrative markers are added by second grade?
Temporal markers (then, after) Causal markers (because) Evaluative markers (opinions, emphasis)
131
What narrative developments occur after age 8?
Clear plot organization Language carries story more than gesture Inclusion of mental states, motivations, internal responses
132
What are the seven Story Grammar elements in Early School-Age narrative development?
Orientation Initiating event Internal response Plan Attempt Consequence Reaction
133
What defines a complete episode in Story Grammar during Early School-Age development?
A goal A consequence At least two additional story grammar elements
134
What are the three episode structures in Story Grammar?
Temporal Causal Mixed
135
How does understanding of indirect language develop between ages 5–8?
Age 5–7: Improved direct polite requests By ~8: Recognize indirect requests and nonliteral language
136
Which forms of indirect language remain difficult in Early School-Age development?
Interrogatives vs declaratives Negative forms
137
CONVERSATIONAL REPAIR
138
How does conversational repair change from ages 4–9?
Age 4–5: Repeat or elaborate Age 8–9: Add clarifying info and tailor to listener
139
DEIXIS & DEMONSTRATIVES
140
When are demonstratives fully mastered in Early School-Age development?
Here/there: early school years This/that/these/those: by ≈ age 7
141
SEMANTIC DEVELOPMENT
142
What is slow mapping in Early School-Age semantic development?
Gradual enrichment of word meaning over time as features are added.
143
What two major shifts occur in definition development during Early School-Age years?
Personal experience → socially shared definitions Single word → full sentence definitions
144
By what age are conventional adult definitions used?
Approximately age 11.
145
FIGURATIVE LANGUAGE
146
What does figurative language development depend on in Early School-Age years?
World knowledge Cognitive maturity Improves steadily through adolescence.
147
SYNTAX & MORPHOLOGY
148
What characterizes intrasentential growth in Early School-Age development?
Increased embeddings Expanded noun phrases Greater clause complexity
149
What noun phrase elements are present by 60 months?
Articles Adjectives Quantifiers Demonstratives Post-noun prepositional phrases
150
What noun phrase skill appears by 72 months?
Embedded clauses.
151
What verb phrase developments occur in Early School-Age years?
Perfect tense Irregular past mastery Modal auxiliaries (can → might/could) Adverbs of likelihood (definitely → probably → possibly)
152
PASSIVES (VERY HIGH EXAM RISK)
153
Why are passive sentences difficult in Early School-Age development?
Agent and patient roles are reversed.
154
What are the three types of passive sentences?
Reversible passive Instrumental non-reversible Agentive non-reversible
155
Which passive type is mastered first and why?
Non-reversible passives, because semantic roles are clearer.
156
CONJUNCTION DEVELOPMENT
157
What is the developmental order of conjunction acquisition?
and → because → if → although → unless
158
At what age is true comprehension of “because” achieved?
Around age 7.
159
SUBORDINATION
160
What increases in subordination during Early School-Age development?
Relative clauses (who, whose, which) Multiple embeddings Working memory demands
161
PHONOLOGICAL DEVELOPMENT
162
What phonological developments occur in Early School-Age years?
Completed phonetic inventory Consonant cluster refinement Morpheme-phoneme interactions Vowel shifts (divide → division) Stress contrasts (REcord vs reCORD) Adult stress patterns by ~12
163
METALINGUISTIC DEVELOPMENT
164
When does full metalinguistic awareness emerge in Early School-Age development?
Around ages 7–8.
165
What is the first metalinguistic skill to emerge?
Detecting syntactic errors (judging grammatical form rather than meaning).
166
BILINGUAL DEVELOPMENT
167
What advantages do simultaneous bilinguals show during Early School-Age development?
Metalinguistic advantages due to early management of two systems.
168
Is code switching random in Early School-Age bilingual development?
No. It is rule-governed and influenced by context, participants, and identity.
169
AFRICAN AMERICAN ENGLISH (AAE)
170
How does AAE use change between grades 3–5?
Use increases.
171
Do AAE speakers demonstrate reduced comprehension across dialects?
No — comprehension is equal across dialects.
Language Development
flashcards
Decks in class (15)
# Cards
-
Week 135
-
Week 2 Ch. 1 and Parts of Speech98
-
Week 2 Parts of Speech (Chat GPT)142
-
Week 2 Speech, Language, and Communication67
-
Week 3 Neurobasis of Language Development111
-
Week 3 Theories of Language Development205
-
Week 4 Language Learning and Teaching Processes in Young Children109
-
Week 4 Neurological Development112
-
Week 5 Early Language Development150
-
Week 6 Identifying and Counting Mean Length Utterances131
-
Week 6 Preschool Development of Mean Length Utterances189
-
Week 6 Preschool Pragmatic...116
-
Week 7 Early School Age Language Development171
-
Week 7 Language and Literacy Introduction to Literacy112
-
Week 8 Adolescent and Adult Language Development102
