Language Development Review

The following is NOT a feature of a true word:

The relationship between letters or combinations of letters and sounds:

Examples of free morphemes would be:

A child learning the word for “dog” and making a lexical connection to “bark” is using a:

The characteristic frequency, duration, and intensity of sounds.

Children's sensitivity to the sound structure of words:

A small number of discrete language units that can be combined into a seemingly endless number of combinations.

An infant who has begun using declarative pointing with no true words is at this level:

Two children of the same age will show variation in their language, both in the typical range:

Widely used tool provides a record of a young child’s receptive and expressive vocabulary:

Age by which most children produce a sound in an adult-like manner:

Child’s general language skills are observed & compared to developmental milestones:

NOT a feature of a sensitive period:

Vocal production consisting of repeating consonant-vowel pairs (as in da-da-da):

A primary professional organization for early childhood education:

Human cultures each have language, and all are equally complex. This refers to:

Semantic Development:

This lobe of the brain is responsible for auditory information and language comprehension:

Assessment in which a child is asked to point to a named item is examining:

Infants' ability to group objects based on appearance rather than function:

Preshooler says, "He needs the blue crayon because he wants to draw the sky."

This component of language operates independently of other components & is connected to executive function:

The following would NOT be an example of phonological awareness:

Function of the myelin sheath:

Internalized representations of organizational structures of events, & critical cognitive framework for communication:

Ability to reply to counter arguments, state advantages & reasons to comply, & control discourse:

Human cultures each have language, and all are equally complex. This refers to:

A speaker with more than one language alternates between languages based on communication partner:

Behavior NOT included in Caregiver Responsiveness

As infants develop their early vocabulary, words in this hierarchical category appear first:

Examples of grammatical morphemes would be:

The number of morphemes in: Kellie’s hamster is soft.

The following is NOT one of the three tenants of "30 Million Words":

Best holiday movie (Wainscott):

The number of morphemes in: The girls liked hotdogs with mustard.

Language disorders resulting from other conditions, such as cognitive disability & autism spectrum disorders:

Preschoolers develop this more full and complete understanding of a word with multiple exposures accross context:

Receptive speech area of the brain:

Lexical principle of words mapping whole objects is referred to as:

A child producing “take” for the word “cake” is exhibiting:

NOT a primary indicator of positive caregiving in a childcare setting:

The site where two neurons meet:

Theorist that believed language emerges through social interaction with adults and peers:

Measurement of lexical diversity, considering the total number of words & the number of different words in a sample:

Child acquires two languages in succession, usually in the first three years of life:

Child's spoken or written description of real or fictional event from the past, present or future:

All children are born with general grammatical rules and categories reflects Chomsky's theory of:

By the child’s second birthday, she will typically be:

Maternal language for this activity contains a diverse array of syntax & vocabulary, & high level of abstraction:

Based on the principle of high imaginably, this word would develop first.

Use of phrases & clauses to coordinate phrases indicates:

Theorist hypothesizing a series of cognitive stages that children must experience in a sequence:

Toddler speech patterns and errors are systematic and rule-governed. This refers to:

Language primarily activated in this hemisphere:

Child who is hearing in a family with Deaf parents, for whom ASL is the native home language will likely demonstrate:

Language is learned through operant conditioning & shaping, with some verbal behaviors reinforced & others suppressed:

Preschooler's ability to discuss people, places, objects, and events that are not immediately present:

In calculating a Mean Length of Utterance for a language sample, you would:

Infant reaching arms up toward a caregiver is likely demonstrating the pragmatic intent of:

Child with a physical disability that limits mobility will likely have delayed receptive language based on:

Language inventory taken during a play session while the mother and child play together:

Acquiring the rules of language that govern the sound structure of syllables and words:

Infants use cues based on familiarity with sounds of word & stress patterns to separate the speech stream:

Child is asked to repeat a target word. This would be appropriate when assessing:

Children begin to use gesture-word combinations when:

An example of use of a contractible auxiliary would be:

Toddler's ability to pick up words after only a few incidental exposures:

In the sentence, “The girl went to the store for milk” the AGENT is:

Ability of infant to share focus on an item with a communication partner:

This occurs when words and phrases have multiple meanings:

Child uses language to give directions and direct others is an example of this language function:

NOT an established hypothesis of the order in which preschoolers learn letter-names:

Well-known task is used to study children’s acquisition of grammatical morphemes:

In the sequence of infant vocalizations, this stage occurs first:

The capacity to view language as an object of attention, and a contributor to children's emergent literacy:

Toddler actions such as holding a fist to an ear to indicate a phone are examples of:

According to Brown, this morpheme would develop first:

The nature of the infant's phonemic inventory is detrmined by the:

NOT one of the three major tasks for semantic development:

Bloom's model focused on tension between desire to communciate intention, and the effort required to communicate:

Internalization of the rules of language that govern word structure:

Unique to a particular individual, this functional brain modification requires highly specific experience:

Difference between a child's actual developmental level and his level of potential development: