Phonetics and phonology
The term _____ __ ______ best describes the phonological difference between the spoken English words “ball” and “mall.” Whereas the term _____ __ ______ best describes the phonological difference between the spoken English words “ball” and “doll.”
Manner of articulation / place of articulation
The stage of vocal development that emerges at around 2-4 months of age and is marked by the use of different vowel sounds strung together, separated by breaths (usually prolonged vowel sounds with velar consonants).
Cooing
This is the stage of social communicative development in which infants engage in “prelinguistic conversations” or “proto-conversations” with caregivers, without any communicative intent on the part of the infants.
Perlocutionary stage
A gesture that represents the object/referent (i.e., opening and closing hands to represent “give-me”).
Symbolic gesture
Irregular past-tense words are learned this way. Evidence of this is overgeneralization (i.e. the use of “runned” instead of “ran”).
Rote memorization
The rote memorization as a single chunk of meaning, not understanding the relational meaning (i.e., “I want,” “I love you”).
Unanalyzed multiword utterances
Categorical perception of _____ is initially innate, but changes over time as infant “attunes” to native language. Categorical perception of _____ is NOT innate, has to be learned).
Phones / phonemes
The stage of vocal development that emerges at around 4-6 months of age and is marked by a wider range of sounds including squeals, growls, yells, friction noises and "marginal babbling.”
Vocal play
This is the stage of social communicative development in which infants respond to speech from caregivers with communicative intent by using gesture or actions, but not speech.
Illocutionary stage
A gesture that indexes something. It is NOT symbolic, as it does not stand for its referent (i.e., pointing to show). It often accompanies the object (i.e., point to a toy).
Indexical (deictic) gesture
The learning of relationships among abstract entities for which different items may be substituted, such as learning the pattern x y x, where any item can be substituted for x and for y. Example: learning the rule for regular past tense verbs ending in “ed.”
Rule-learning
When children use the word “dog” to label all small 4-legged animals (dog, cat, fox, cayote, etc.). This is an example of a semantic error known as ________.
Over-extension
The point along a continuum of speech sounds that most native speakers of a language agree divides the continuum of sounds into two phoneme categories.
Phoneme category boundary
The stage of vocal development that emerges at around 6-9 months of age, is considered a major milestone of language development, and is marked by well-formed consonant-vowel syllables, usually reduplicated, that sound like the language the infant is learning.
Canonical reduplicated babbling
This is the stage of social communicative development in which infants use both communicative intent and real words from the language.
Locutionary stage
The state in which two or more individuals together attend to some third entity is known as ____ ______ and is important for learning reference.
Joint attention
A word-learning constraint according to which children assume that objects can have only a single name.
Mutual exclusivity assumption
Nouns, verbs, adjectives (i.e., “dog,” “run,” “pretty””) are all examples of content words, otherwise known as _____-_____ words.
Open-class
The term for the gradual tuning INTO the features of the native language and tuning OUT of the features of nonnative languages in infancy (narrowing of perception to align with the phoneme category boundaries of the native language).
Perceptual narrowing
The stage of vocal development that starts around 10-12 months, and is more varied than in previous stage (more syllables combined, rather than just repeating same syllable over and over).
Nonreduplicated babbling
This is a type of pseudo conversation engaged in by preschool children. The children take turns speaking, but each speaker’s contribution to the conversation has little to do with the content of what other speakers are saying.
Collective monologues
The state of sharing oneself with others (i.e., mutual eye gaze) that is present at birth.
Primary intersubjectivity
The learning of the central tendency and variability of a range of stimuli, such as speech sounds varying on some acoustic property. Infant’s learning of distributional properties of acoustic signals is thought to underlie the formation of phonetic categories. A type of statistical learning.
Distributional learning
Auxiliaries like “can” and “will, prepositions like “in” and “of,” and determiners like “the” and “a” are all examples of function words, otherwise known as _____-_____ words.
Closed-class
The phenomenon whereby we perceive speech sounds in categories, even though members of any particular phoneme category vary acoustically along a continuum. We can test this across all ages using a discrimination test.
Categorical perception
BONUS QUESTION: The increase in the rate at which children acquire new words. It typically occurs around 18 months.
Vocabulary spurt or word spurt
This is the term for speech produced for oneself. Young children use it possibly as a form of “language play” and/or for “behavioral self-guidance.”
Solitary monologues or “private speech”
The state of sharing one’s experience with others (i.e., gaze following) that develops later in infancy.
Secondary intersubjectivity
Learning patterns from items actually experienced. Example: if the infant is used to hearing the phrase “pretty baby”, s/he learns that the syllable “pre” is highly likely to be followed by “ty” and “ba” is highly likely to be followed by “by”; “ty” is followed by “ba”, but not as often because it spans two words- the infants might also hear “pretty flower”, etc., so other syllables are likely to follow “ty”. This helps the infant learn where a new word is starting (e.g., that “ba” is the start of a new word).
Statistical learning
The hypothesis that children find and use clues to the meaning of new words in the syntactic structure of the sentence in which new words are encountered.
Syntactic bootstrapping hypothesis