| Term | Definition |
|---|---|
Turnabouts | turn conversation - ask question so child talks again |
Recasting | Restating utterance with correct grammar or sound production |
Expansions | modeling form by adding in missing words, maintaining child's meaning |
Extensions | Modeling semantics by adding new meaning |
Expansion | adding grammar |
extension | adding meaning - adding information |
is the following "expansion, extension, prompt - fill in, prompt - elicited imitation, prompt - question"
A child "bear go" and the parent says "Bears growl, Bears climb trees, Bears eat berries" | Extension |
is the following "expansion, extension, prompt - fill in, prompt - elicited imitation, prompt - question"
A child says "bear eat" and the parent says "the bear is eating berries" | expansion |
is the following "expansion, extension, prompt - fill in, prompt - elicited imitation, prompt - question"
A parent says to her daughter "say doggie" | Prompt elicited imitation |
is the following "expansion, extension, prompt - fill in, prompt - elicited imitation, prompt - question"
A child says "That a Bear" the parent says "That is a bear" | Expansions |
is the following "expansion, extension, prompt - fill in, prompt - elicited imitation, prompt - question"
The parent says "what's the bear eating" | Prompt question |
is the following "expansion, extension, prompt - fill in, prompt - elicited imitation, prompt - question"
The child points to stuffed snake. The parent says "theres a snake. A snake says .. (Pause) | Prompt fill in |
Identify the correct phonological process being used "tee" for "teeth"; "ba" for "ball"; "cu" for "cup"
stopping, cluster reduction, reduplication, final consonant deletion, gliding, syllable deletion | Final consonant deletion |
identify the correct phonological process being used "wun" for "run" "wight" for "light"; "wed" for "red"
stopping, cluster reduction, reduplication, final consonant deletion, gliding, syllable deletion | Gliding |
Identify the correct phonological process being used "titi" for "tickle"; "kiki" for "kitty"; "wawa" for "water"
stopping, cluster reduction, reduplication, final consonant deletion, gliding, syllable deletion | reduplication |
Identify the correct phonological process being used "dop" for "drop"; "top" for "stop"; "fip" for "flip"
stopping, cluster reduction, reduplication, final consonant deletion, gliding, syllable deletion | cluster reduction |
identify the correct phonological process being used "ba" for "baby"; "nana" for "banana"; "telphone" for "telephone"
stopping, cluster reduction, reduplication, final consonant deletion, gliding, syllable deletion | Syllable deletion |
identify the correct phonological process being used "tun" for "sun"; "dis" for "this"; "doo" for "zoo"
stopping, cluster reduction, reduplication, final consonant deletion, gliding, syllable deletion | Stopping |
The child says "do" for "dog"
stopping, cluster reduction, reduplication, final consonant deletion, gliding, syllable deletion | Final consonant deletion |
The child says "tu" for "shoe"
stopping, cluster reduction, reduplication, final consonant deletion, gliding, syllable deletion | Stopping |
The child says "me" for "smell"
2 Processes
cluster reduction and syllable deletion, stopping and final consonant deletion, stopping and gliding, syllable deletion and final consonant deletion, cluster reduction and final consonant deletion | Cluster reduction and final consonant deletion |
which is correct - Categorical overinclusion, analogical overextension, under extension, this is not a type over- or underextention
Jaycee calls a merry-go-round a spinner. what type of over- or underextension is this | analogical overextension |
which is correct - Categorical overinclusion, analogical overextension, under extension, this is not a type over- or underextention
Rachel calls a goose a "duck". what type of over- or underextenstion is this | categorical overinclusion |
which group of words is most likely to be in children's first 50 words because they are nominals and nominals account for approximately 65% of children's initial expressive vocabulary
dog, car, bed, mom, dad
dog, car, bed, night-night, bye
dog, car, bed, drink, no, mine
up, drink, go, eat | dog, car, bed, mom, dad |
out of childrens first 50 words how many are usualy personal - social words
1-2 4-5 7-8 9-10 | 4-5 |
Monica is a 33 month old. we would expect her to be able to answer questions like "where is you cup" :whose shoes are these" "what is the baby doing" true or false | true |
Monica is 33 months old we would expect her to be able to answer questions like "why did you leave the refrigerator open" "when do you take a nap" true or false | false |
Mary us 24 months old. when we tell her to put an item under the table, she puts the item on top of the table. Should we be concerned that Mary doesn't understand the difference between "on" or "under" at this age
yes we are concerned - she should understand these concepts by her age
no we are not concerned she does not have to understand these concepts until later than the age she is currently | no |
at what age would we expect a child to be bale to look at a picture book with you and be able to tell you what actions many of the characters are doung in the book
13-18 months
19-24 months
25-30 months | 25 -30 months |
mother ticked the child - child says "gain"
personal-social, nomination, existence, disappearance, recurrence, location, possession | recurrence |
Looking at the picture book, child points to a picture of a pig and says "pig"
personal-social, nomination, existence, disappearance, recurrence, location, possession | nomination |
Child holds mothers purse and says "mommy"
personal-social, nomination, existence, disappearance, recurrence, location, possession | possession |
Father leaves the room, child says to mom "dad?" with rising intonation | disappearance |
CV Syllable type, empty forms type, reduplication, 2-woeds learned as a single unit or multiword semantic-syntactic combination, attribute + entity, possessor + possession, recurrent + x, Demonstrative + entity, x + locative, agent + action, action + object, agent + object
Matthew: ball ball | reduplication |
CV Syllable type, empty forms type, reduplication, 2-woeds learned as a single unit or multiword semantic-syntactic combination, attribute + entity, possessor + possession, recurrent + x, Demonstrative + entity, x + locative, agent + action, action + object, agent + object
Jason: Big Ball | Attribute + entity |
CV Syllable type, empty forms type, reduplication, 2-woeds learned as a single unit or multiword semantic-syntactic combination, attribute + entity, possessor + possession, recurrent + x, Demonstrative + entity, x + locative, agent + action, action + object, agent + object
Carol: give ball | action + object |
CV Syllable type, empty forms type, reduplication, 2-woeds learned as a single unit or multiword semantic-syntactic combination, attribute + entity, possessor + possession, recurrent + x, Demonstrative + entity, x + locative, agent + action, action + object, agent + object
Micheal: ma ball, da ball, ki ball | CV syllable type |
CV Syllable type, empty forms type, reduplication, 2-woeds learned as a single unit or multiword semantic-syntactic combination, attribute + entity, possessor + possession, recurrent + x, Demonstrative + entity, x + locative, agent + action, action + object, agent + object
Jenny: No ball | Negative + x |
CV Syllable type, empty forms type, reduplication, 2-woeds learned as a single unit or multiword semantic-syntactic combination, attribute + entity, possessor + possession, recurrent + x, Demonstrative + entity, x + locative, agent + action, action + object, agent + object
Madison: Carol ball (i.e. the ball belongs to carol) | Possessor + possession |
CV Syllable type, empty forms type, reduplication, 2-woeds learned as a single unit or multiword semantic-syntactic combination, attribute + entity, possessor + possession, recurrent + x, Demonstrative + entity, x + locative, agent + action, action + object, agent + object
John: allgone; thankyou; wassat | 2 word learned as a single unit or multiword semantic - syntactic combination |
CV Syllable type, empty forms type, reduplication, 2-woeds learned as a single unit or multiword semantic-syntactic combination, attribute + entity, possessor + possession, recurrent + x, Demonstrative + entity, x + locative, agent + action, action + object, agent + object
Kim: more ball | Recurrent + x |
CV Syllable type, empty forms type, reduplication, 2-woeds learned as a single unit or multiword semantic-syntactic combination, attribute + entity, possessor + possession, recurrent + x, Demonstrative + entity, x + locative, agent + action, action + object, agent + object
Ben: Mommy up (child wants to be picked up) | agent + action |
CV Syllable type, empty forms type, reduplication, 2-woeds learned as a single unit or multiword semantic-syntactic combination, attribute + entity, possessor + possession, recurrent + x, Demonstrative + entity, x + locative, agent + action, action + object, agent + object
Rita: That ball | Demonstration + entity |
Categorical overinclusion, analogical overextension, under extension
child calls all women "mom" | categorical overinclusion |
Categorical overinclusion, analogical overextension, under extension
child calls the pendulum on a grandfather clock a swing | analogical overextension |
Categorical overinclusion, analogical overextension, under extension
child calls all girls with brown hair "Sarah" | categorical overinclusion |
Categorical overinclusion, analogical overextension, under extension
Child calls all vehicles "car" | categorical overinclusion |
Categorical overinclusion, analogical overextension, under extension
child calls only baseball caps "hats", je does not use the word "hat" for other types of hats | under extension |
Categorical overinclusion, analogical overextension, under extension
child calls lids for bowls and other containers "hats" | analogical overextension |
cluster | just consonant gone |
Syllable | has to have a vowel |
solitary play | playing alone |
parallel play | playing side by side - not together |
Associative play | Doing an activity related to the children around them, but with different goals |
cooperative play | constructing together |
categorical Overinclusion | child calls things by the same name when they share the same feature or uses one item in a category to refer to all items |
analogical overextensions | child extends an object name to another unrelated object because of similar feature, frequently similar appearance, function, or sense |
under extensions | child restricts the meaning of the word and cannot or will not extend it appropriately |
intrapersonal functions | talks to self during play 18+ |
interpersonal functions | 12-34 |
Initiation | gaze, proximity, vocalization & paralinguistic devices, gesture, words |
Child initiates | Caregiver comments on where child is looking |
Caregiver initiates | Caregiver gets child to look where adult is looking |
Caregiver initiates | Toy or object shaking to get child to look |
object referencing | motor skills to reach and grasp object and are more interested in objects |
perlocutionary stage | communication is not intentional by the child, but the parents interpret it. the parent guides the interaction 0-8 months |
Illocutionary Stage | communication is intentional, but not words. the child begins to guide the interaction by using gaze, gestures, and vocalizations 8-12 months |
Locutionary Stage | Communication is words. the child can guide the interaction using words 12+ months |
locutionary, perlocutionary, illocutionary
in terms of communicative function what stage best describes joey's level of development | Illocutionary |
locutionary, perlocutionary, illocutionary
child does not communicate intentionally | perlocutionary |
locutionary, perlocutionary, illocutionary
child communicates intentionally but only uses and vocalizations | Illocutionary |
locutionary, perlocutionary, illocutionary
child communicates intentionally using words | Locutionary |