Csd 410 Basic Exam 2025

Components of language - -1. Form 2. Use 3. Content Components of form - -1. Phonology 2. Morphology 3. Syntax Components of use - -Pragmatics Components of content - -Semantics Language differences - -1. Dialects 2. Bilingualism 3. Gender 4. Genetics 5. Language learning environment Language disorder causes - -1. Heritable 2. Developmental disability 3. Brain injury Phonological components - -1. Segment streams of speech 2. Phonemic inventory 3. Phonological awareness Segment streams of speech - -Cues to segment the speech stream Morphology - -Rules that govern the structure of words Grammatical morphemes - -Change grammar Bound morphemes - -Cannot stand alone grammatically Derivational morphemes - -Change syntactic class or meaning Free morphemes - -Stand alone Obligatory context - -Grammatical adult form would use this kind of morpheme Mastery of morpheme - -Correct 75% of obligatory context CSD 410 CSD 410 Morphological building blocks - -1. Grammatical morphemes 2. Bound morphemes 3. Free morphemes Syntactic building blocks - -1. Increase utterance length 2. Increase sentence variety 3. Development of complete syntax Sentence types - -1. Declarative 2. Negative 3. Interrogative Development of complete syntax - -1. Word 2. Phrase 3. Clause 4. Sentence average morpheme length of 3.5 - -Emergence of complex sentences occurs when children have an _______ Semantic building blocks - -1. Acquire mental lexicon 2. Acquire new words rapidly 3. Semantic network Pragmatic building blocks - -1. Communication functions 2. Conversation skills 3. Sensitivity to extra-linguistic cues Types of language impairments - -1. Specific 2. Secondary 3. Acquired language disorders Specific language impairment - -Affect only language Secondary language impairment - -Results from other disorders Acquired language disorders - -Injury or illness damaging the language centers of the brain Developmental milestones of language - -1. Speech perception 2. Category formation 3. Early vocalizations 4. Awareness of actions and intentions Infant speech perception - -1. Prosodic regulations 2. Phonetic regularities CSD 410 CSD 410 3. Categorical perception of speech Examples of prosodic regulations - -1. Pitch 2. Duration 3. Intensity Categorical perception - -Telling the difference between speech and non-speech sounds Phonetic regularities - -Detecting differences in non-native speech Levels of categories - -1. Superordinate 2. Basic 3. Subordinate Perceptual and conceptual - -Category formation involves these components Perceptual - -Attributes of things Conceptual - -What to do with things Reflexive vocalizations - -Birth - 2 months Control of phonation - -1 - 4 months Expansion - -4- 6 months Control of articulation - -5 - 8 months Basic canonical symbols - -6 - 10 months Advanced forms of vocalization - -10 -18 months Foundations for language development - -1. Daily routines 2. Caregiver response 3. Infant directed speech 4. Joint reference and attention Infant directed speech - -Also known as motherese 12 months - -Age at which children normally produce first word Criteria for a true word - -1. Clear intent 2. Recognizable pronunciation 3. Used consistently and generalized across situations CSD 410 CSD 410 CSD 410 Basic research - -Refine general knowledge Applied research - -Addresses a specific problem Zones of proximal development - -1. What child can do 2. What child can do with help 3. What child can't do Behavior/Skinner - -Stimulus response and reinforcement Social interaction/Vygotsky - -Language learned through social interactions Cognitive Theory/Piaget - -Cognitive development precedes language; you need words to express Intentionality Model - -If they do X they can get Y; infer intentions Competition Model - -Find out the "right" and "wrong" way to get what you want by the attention given to you Usage-Based Theories - -Need to establish the joint attention to develop a bond and to obtain an understanding of what is useful Universal Grammar - -Born with set of grammar rules Nature Inspired - -MRI has the ability to ID what phonemes will be easy for the child to obtain Bootstrapping theories - -Figure out from context Syntactic bootstrapping theory - -Use extra linguistic context to figure out the meaning of a word Semantic bootstrapping theory - -Understand the meaning of words and figure out the syntax/structure Prosodic bootstrapping theory - -our sensitivity to acoustic (pitch, stress) to segment language Prosodic cues - -Voice inflection, pauses Phonotactic cues - -Sounds that go together Studying language acquisition and development - -1. Speech perception 2. Language production 3. Language comprehension CSD 410 Comparative adverbs - - 1. Positive 2. Comparative 3. Superlative Types of adve