SPLH 566 module 3 Questions With Verified Answers

How does the relationship of language comprehension and production shift over development - Answer As children develop, their comprehension and production become increasingly less seperable and likewise each of the five components of language become harder to separate why do langauge comprehension and production become increasingly less separable - Answer improvement and complexity in one area requires knowledge and an increase in complexity and improvement in another area what two stages of Piaget's stages of cognitive development are school-aged children in - Answer concrete operation: logical reasoning and conservation of matter formal operational: metacognitve skills, thinking about thinking how do changes in cognition relate to school-age language development - Answer nonegocentrism and decentration nonegocentrism - Answer the ability to take the perspective of another person, allows the child to consider their audience (theory of mind) decentration - Answer consideration of multiple aspects of a situation or of an object at a time why would conversations with peers be more challenging than conversations with adults - Answer adults know how to converse and support conversation of a child, they have all the skills and knowledge of conversation. two school-aged children do not, so they are unabe to support each others conversation why would conversations in an academic setting be challenging - Answer in school, you are not talking about imeediate contexts anymore. topics expand beyond everyday life. you have to have new vocab and grammatical structures Development of topic introduction and maintenance - Answer They start introducing and maintaining concrete topic first and then abstract topics development of indirect requests 7-8 years - Answer production: use more hints, become increasingly flexibe in form, and avoid overpoliteness Comprehension: understand that indirect requests are not literal development of indirect requests 11-12 years - Answer use context and form flexibily to produce and understand indirect requests. Declarartives are easier than ointerrogatives. positive forms are easier than negative forms Development of conversational repair - Answer start to elaborate some lements in their repetition- rely on repetition but can define terms and provide additional background info development of deictic terms - Answer understands and produces all forms of deictic terms home/casual talk - Answer informal everyday communication that we tend to use in our home academic talk - Answer more formal abstract and complex communication that is required when we go to school and interact with those who are less familiar linguistic features of casual talk - Answer -questions are genuine requests for info -high frequency words and colloquial vocabulary "eh" is okay to say -shorter sentences -uses more literal langauge -more langauge about "doing" "what did you do today" linguistic features of academic talk - Answer -questions are often not genuine request for answers- teacher knows the answer -low frequency words and literary vocab -requires longer and more complex sentences -language about "thinking" How does the difference between casual and academic talk relate to language development - Answer children need to learn new pragmatic rules, learn different and harder vocab, longer and more complex syntactic structures, think more about what you are sayingto present your thoughts rather than just your desires and needs What groups are more impacted by this shift from casual talk to academic talk - Answer -people with ASD -Bilingual children -children from another culture -people who speak different dialects How does a dialect impact language learning during school age - Answer school uses mainstream dialect, so kids who speak a differrent dialect have to learn this new dialect codeswitching - Answer the ability to switch from one language or dialect to another especially when both languages are used in the environment rules of code switching - Answer occurs at natural word and phrase boundaries that correspond to a monolingual's processing units -depends on the type of discourse- happens most in casual convo -can be used as a sylistic device used for quotes, emphasis, clarification, or personal interjection 3 characteristics of speaker related to code-switching - Answer 1. depends on how proficient the speaker is in both languages or dialects 2. relates to language preferance (includes casual versus academic talk) 3. related to their social identity vocab breadth - Answer the number of words you know vocab depth - Answer how well or how deeply you understand the semantic characteristics of words How does the distinction between vocab breadth and depth relate to vocab growth - Answer when a child enters school, they have breadth not depth. During school, they expand on both- learn new words and get a better understanding of those newly learned words vocabulary definition stage 1 - Answer definition's focus on features from their own experiences based on some action "oranges make my hands sticky vocabulary definition stage 2 - Answer defintions focus on broader perceptual features that do not always realte to their own experiences "oranges are orange and juicy" vocabulary definition stage 3 - Answer defintions begin to elaborate on the percdptual features of the previous stage while beginning to express broad shared relationships "oranges are things that are juicy, have a peel, and are orange in color vocabulary definition stage 4 - Answer defintions become adult like- representing shared meaning and a complex relationship "oranges are a type of fruit that are often drank as juice" figurative language - Answer words or phrases that are used in an imaginative sense rather than a literal sense to create an imaginative or emotional expression sarcasm - Answer saying something that is intended to mean the opposite and it is directed (intentional) :i like your hair" irony - Answer saying something that is intended to mean the opposite but it is not directed "its blizzarding and someone says "nice weather we are having" idioms - Answer phrases or words with a socially or culturally agreed on meaning where the meaning is not literally related to the actual words "its raining cats and dogs" similes - Answer figure of speech that compares an actual entity with a descriptive image and the comparison is explicit "You were as brave as a lion" metaphors - Answer figure of speech that compares an actual entity with a descriptive image but the comparison is not explicit "im feeling blue" what is something that might affect understanding figurative language - Answer you need to have background knowledge to determine full sense or meaning of how the comparison is being made how does figurative language relate to language development - Answer it involves complex processing- have to get literal language meaning and speaker's intention