Omitting the final consonant in words, e.g. "do(g)" or "cu(p)"
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Substitution
Substituting one sounf for another (especially the 'harder' sound that develop later), e.g. "Pip" for "Ship"
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Addition
Adding an extra vowel sound to the ends of words, creating a CVCV patteren, e.g. "doggie"
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Assimilation
Changing one consonant or vowel sound for another (as in the earky plosivesounds 'd' and 'b'), e.g. "gog" for "dog"
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Reduplication
Repeating a whole syllable, e.g. "dada", "mama"
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Consonant Cluster Reductions
Consonant clusters can be difficult to articulate, so children reduce them to smaller units, e.g. "pider" for "spider"
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Deletion of Unstressed Syllables
Omitting the opening syllables in polysyllabic words, e.g. "nana" for "banana"
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Holophrase
Prelinguistic use of a single word to express a complex idea
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Language Acquisition Device (LAD)
A hypothetical module of the human mind posited to account for children’s innate predisposition for language acquisition (Chomsky - 1960)
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Plosive (Sounds)
Produced by articulators coming together to stop the airflow and then being released, e.g. 'b', 'p', 't', 'd', 'k', 'g'
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Fricative (Sounds)
When two articulators are close (not stopped) the airstream vibrates with obstruction. There is a slight hissing sound, e.g. 'th', 'f', 'v', 's', 'z'
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Affricative (Sounds)
When the articulators come together, but are then released in a way that is similar to the friction sound of a fricative, e.g. 'dg' - 'judge', 'ch' - 'church'
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Diphthong
A vowel in which there is a perceptible change in quality during a syllable
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Communicative Competence
The ability to form accurate and understandable utterances, using the grammar system, and to understand social context for using them
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Proto-Words
'Made up' words that a child will use to represent a word they may not be able to pronounce, for example, 9rayrays' for 'raisins'
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Cooing
Comfort sounds and vocal play using open-mouthed vowel sounds
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Babbling
Repeated patterns of consonant and vowel sounds
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Overextension
Where a child might use a word more broadly to describe things other than the specific item to which the word actually applies
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Underextension
Where a child might use a word more narrowly to describe something without recognising the wider use of the word
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Hyponym
The more specific words that can be defined within the more generic hypernym
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Hypernym
The more gnereic term this is connected to more specific word choices that are all within the same semantic field
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Operant Conditioning
The idea that either a positive or a negative response given by a caregiver can influence the way in which a child talks in future occasions
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Positive Reinforcement
The positive feedback given to a child which is thought to encourage similar performance again
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Negative Reinforcement
The lack of feedback, correction, or negative feedback that might prevent a child from making the same error repeatedly
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Tabula Rasa
Latin for 'blank slate', and the term used to describe the idea that children are born with undeveloped, fresh brains
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Universal Grammar
A term coined by Chomsky - the notion thatall human language possess similar grammatical properties which the brain is 'hard wired' to be able to decode and use
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Virtuous Errors
Grammatical errors that are understandable and logical through an incorrect assumption being made about grammar rules
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Language Acquisition Support System (LASS)
A system, as proposed by Bruner - The caregivers and other individuals who play a key role in a child's language development
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Scaffolding
The support provided bycaregivers through modelling how speech ought to take place, in order to help the child's language development
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Other cards in this set
Card 2
Front
Substituting one sounf for another (especially the 'harder' sound that develop later), e.g. "Pip" for "Ship"
Back
Substitution
Card 3
Front
Adding an extra vowel sound to the ends of words, creating a CVCV patteren, e.g. "doggie"
Back
Card 4
Front
Changing one consonant or vowel sound for another (as in the earky plosivesounds 'd' and 'b'), e.g. "gog" for "dog"
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