CSD 115 Exam 2 Questions & Answers
100% Correct!!
Omissions - ANSWERLeaving a sound or sounds out
Example of Omissions - ANSWER-ake for rake, boa- for boat
Distortions - ANSWERAltering the place or manner of a sound to produce a sound that does not
normally occur in the language
Additions - ANSWERadding a sound or sounds that don't belong
Substitutions - ANSWERsubstituting one sound for another
final consonant deletion - ANSWERleaving the final consonant off of the end of the syllable
example of final consonant deletion - ANSWERca- for cat
consonant cluster simplification - ANSWERreducing the number of consonants in a string of
consonants
example of consonant cluster simplification - ANSWERsim for swim
stopping - ANSWERproducing a stop sound instead of a fricative
example of stopping - ANSWERtong for song
fronting - ANSWERproducing a sound made in the front go the mouth instead of a sound made in the
back of the mouth
example of fronting - ANSWERlot for lock
reduplication - ANSWERrepeating a syllable or part of a syllable to produce a word
example of reduplication - ANSWERwawa for water
gliding of liquids - ANSWERproducing a glide sound instead of a liquid
example of gliding of liquids - ANSWERwake for lake
Preschool language R/E - ANSWERReceptive: 3000, Expressive: 2000
Prelinguistic R/E - ANSWERReceptive: 3-50
Expressive: 0
Early Language R/E - ANSWERReceptive: 900
Expressive: 500
First Words R/E - ANSWERReceptive: 500
Expressive: 250
, Written language - ANSWERutilizes alphabetic system; found in books, notes, text messages, etc.;
most complex mode of communication; requires formal instruction
Phonology - ANSWERrules associated with sound combinations and pronunciation of sounds
gestures - ANSWERuse of nonverbal communication to express or assist in expressing on'e ideas or
desires
nurturist theory - ANSWERchildren are born with no knowledge of language
morphology - ANSWERmodifications of words, using inflections
syntax - ANSWERrules governing word order and word classes
child directed speech - ANSWERSlower rate of speech; increased pitch variations, long pauses, the
frequent repetition
pragmatics - ANSWERthe use of language within the communicative context
naturist theory - ANSWERlanguage is innate; children are born with certain mechanisms and abilities
that predispose them to learn language
fast mapping - ANSWERchildren's ability to hypothesize the meaning of a new word after hearing it
used only one or two times
expressive language - ANSWERability to produce or speak language; what a person says
semantics - ANSWERinvolves words and their meanings; vocabulary
receptive language - ANSWERability to understand or comprehend language
joint attention - ANSWERdirecting a child's attention to a particular object or action and then labeling
it when both child and caregiver are attending
morphemes - ANSWERgrammatical inflections that attach to words to change their meaning
over extension - ANSWERwhen child uses one word to refer to many different objects
accommodation - ANSWERdeveloping new schemata to allow for the organization of stimuli that do
not fit into existing schemata
under extension - ANSWERchild uses one word to only label an object that is specific to him/her
protoword - ANSWERword-like productions unique to the child and she uses it consistently to label
an object or an action
example of a protoword - ANSWERlelo for water
MLU - ANSWERused to measure the complexity of language in preschool children
narrative - ANSWERmonologues in which one person speaks and one or more people listen
Vygotsky - ANSWERsocial interactionist theory, everyday social interactions (feeding, dressing,
playing) involve language; children learn language as a bi-product of interacting; they imitate what
they hear from loved ones; loved ones support their learning
Piaget - ANSWERLanguage is a bi-product of cognitive development. Language is learned, because
children perceive and organize their experiences into meaningful units
100% Correct!!
Omissions - ANSWERLeaving a sound or sounds out
Example of Omissions - ANSWER-ake for rake, boa- for boat
Distortions - ANSWERAltering the place or manner of a sound to produce a sound that does not
normally occur in the language
Additions - ANSWERadding a sound or sounds that don't belong
Substitutions - ANSWERsubstituting one sound for another
final consonant deletion - ANSWERleaving the final consonant off of the end of the syllable
example of final consonant deletion - ANSWERca- for cat
consonant cluster simplification - ANSWERreducing the number of consonants in a string of
consonants
example of consonant cluster simplification - ANSWERsim for swim
stopping - ANSWERproducing a stop sound instead of a fricative
example of stopping - ANSWERtong for song
fronting - ANSWERproducing a sound made in the front go the mouth instead of a sound made in the
back of the mouth
example of fronting - ANSWERlot for lock
reduplication - ANSWERrepeating a syllable or part of a syllable to produce a word
example of reduplication - ANSWERwawa for water
gliding of liquids - ANSWERproducing a glide sound instead of a liquid
example of gliding of liquids - ANSWERwake for lake
Preschool language R/E - ANSWERReceptive: 3000, Expressive: 2000
Prelinguistic R/E - ANSWERReceptive: 3-50
Expressive: 0
Early Language R/E - ANSWERReceptive: 900
Expressive: 500
First Words R/E - ANSWERReceptive: 500
Expressive: 250
, Written language - ANSWERutilizes alphabetic system; found in books, notes, text messages, etc.;
most complex mode of communication; requires formal instruction
Phonology - ANSWERrules associated with sound combinations and pronunciation of sounds
gestures - ANSWERuse of nonverbal communication to express or assist in expressing on'e ideas or
desires
nurturist theory - ANSWERchildren are born with no knowledge of language
morphology - ANSWERmodifications of words, using inflections
syntax - ANSWERrules governing word order and word classes
child directed speech - ANSWERSlower rate of speech; increased pitch variations, long pauses, the
frequent repetition
pragmatics - ANSWERthe use of language within the communicative context
naturist theory - ANSWERlanguage is innate; children are born with certain mechanisms and abilities
that predispose them to learn language
fast mapping - ANSWERchildren's ability to hypothesize the meaning of a new word after hearing it
used only one or two times
expressive language - ANSWERability to produce or speak language; what a person says
semantics - ANSWERinvolves words and their meanings; vocabulary
receptive language - ANSWERability to understand or comprehend language
joint attention - ANSWERdirecting a child's attention to a particular object or action and then labeling
it when both child and caregiver are attending
morphemes - ANSWERgrammatical inflections that attach to words to change their meaning
over extension - ANSWERwhen child uses one word to refer to many different objects
accommodation - ANSWERdeveloping new schemata to allow for the organization of stimuli that do
not fit into existing schemata
under extension - ANSWERchild uses one word to only label an object that is specific to him/her
protoword - ANSWERword-like productions unique to the child and she uses it consistently to label
an object or an action
example of a protoword - ANSWERlelo for water
MLU - ANSWERused to measure the complexity of language in preschool children
narrative - ANSWERmonologues in which one person speaks and one or more people listen
Vygotsky - ANSWERsocial interactionist theory, everyday social interactions (feeding, dressing,
playing) involve language; children learn language as a bi-product of interacting; they imitate what
they hear from loved ones; loved ones support their learning
Piaget - ANSWERLanguage is a bi-product of cognitive development. Language is learned, because
children perceive and organize their experiences into meaningful units
