Cdo Study Guide

Final Exam Study Guide

TEST 1

Know whether communication always has a purpose (pg. 3)

-There’s not always a purpose and we don’t mean to do it

 Be able to count the number of phonemes in a word (see slide 11 in chapter 1)

-Sounds system of a language and rules about how these sounds (i.e., phonemes) can be sequences into syllables and words in a language. (sounds of words) Examples: Scratch = 5 These = 3 Sew = 2 Troop = 4

Be able to count the number of morphemes in a word (see slide 12 in chapter 1)

- Structure of words and how words are formed using morphemes or the smallest grammatical unit in a language that conveys meaning. Words are made of morphemes

-Teach > teach/er > teach/able > teach/ing > teach/es > un/teach > re/teach > re/teach/ing

Be able to apply the definition of pragmatics to a real-life situation (pg. 4)

-Social part of language. For example parents raise children to say polite things like “say please.”

Be able to describe the relationship between speech and language (slide 18, chapter 1)

- Speech is the oral expression of language

-Speech can and does exist in the absence of language, and language exists in the absence of speech.

-Speech is a highly complex physiological process requiring the coordination of respiration, phonation, resonation and articulation.  

Know the definition for:

Total feedback (pg. 12)

-Speakers have the capacity to monitor what they say and how they say it

Displacement (pg. 16)

        -Humans can talk about things that are distant in time or space

Pragmatics (pg. 4)

-Component of language regarding the ability to functionally use language in SOCIAL contexts

Suprasegmentals (pg. 7)

-Features of speech such as stress, pitch, and duration that accompany individual speech sounds, words, and sentences

Syntax (pg. 5)

-Rules that govern the ways in which words combine to form phrases, clauses, and sentences; sentence structure

Morpheme (pg. 5)

        -Smallest grammatical unit in a language that conveys meaning

Nativist Theory (pg. 31)

        -The role of biology

Social Interactionist View (pg. 53)

-Vygotsky. Both biological and environmental factors are important in the acquisition process, although not necessarily equal

Cognitive View (pg. 50)

-Piaget. Language itself is not innate, even though the cognitive precursors for lang are innate. They believe opposite of what behaviorists believe; lang emerges as a product of cognitive organization and development

Behaviorist View (starting on pg. 38)

-Watson, Skinner. Language is learned and is not unique among human behaviors. Lang is something humans do, not have. Should be a product of learning like tying shoes or brushing teeth

Nativist View (starting on pg. 31)

-Humans are born with a species-specific capacity for language, a capacity that is realized with minimal assistance from the environment

Operant (pg. 39)

-Any behavior whereby frequency can be affected by the responses following it

Semantic revolution (pg. 48)

-The use of vocab to construct ideas through relationships between words

Executive functions (pg. 105)

 Object permanence (pg. 70)

-Knowledge that objects exist in in time and space even if you cant see or act on them

Assimilation (pg. 66)

-Cognitive process whereby a new stimulus is fitted into an existing schema

Representation (pg. 69)

-Ability to think about things or use words without having to act on them directly

 Dynamic Systems Theory (slide 42, chapter 3)

        -Proposes learning is the real time interaction of many compents:

                Child physical and cognitive abilities

                Specifics of the task

                State of the system in the just-previous past

        Childs individual development history of perceiving and acting

Cognitive stimulations (pg. 98)

Private speech (pg. 92)

 Schema (pg. 66)

-Cognitive structure that helps children process, identify, organize, and store info

Zone of Proximal Development (pg. 93)

-Range of abilities a child can perform with assistance, but cannot yet perform independently

Accommodation (pg. 67)

-Cognitive process whereby new schemes are created for info that does not fit existing schemes

 Causality (pg. 70)

-Understanding that people, objects, or events can have an effect on other people, objects, or events

Symbolic play (pg. 72)

-A play activity in which objects or actions are used to represent other objects and actions

Semantics (pg. 4)

        -Component of lang regarding the meaning and interpretation of lang

Be able to describe the advantages of the vocal-auditory channel (pg. 10)

-It allows us to be efficient communicators in conjunction with other physical tasks

Be familiar with the speech chain (pg. 22) and know which steps occur exclusively in the brain Know which theorist is associated with the behaviorist view (pg. 39)

Know Piaget's four primary cognitive structures (chapter 3, slide 16)

        Sensorimotor – birth to 2

        Preoperational – 2 to 7

        Concrete Operations – 7 to 11

        Formal operations – 11 to 15  

Know what perspective Vygotsky most aligns with (pg. 53)

Know what concepts/behaviors Piaget felt were central to cognitive development (pg. 70)

Know which of Piaget's stages are most important for language development (slide 28, chapter 3)

        -Preoperational thought development is one the hallmarks of this period