Language Development in Infants

A syllable that combines a consonant, a vowel, and another consonant, like "panpan."

The ability of infants to produce speech-like sounds, typically involving repeated syllables with variations in intonation.

The melodic pattern of a language, including variations in pitch and intonation.

The process of learning a language as a primary language, typically starting from infancy.

Speech sounds that are common in one language but rare or absent in others, such as the 'th' sounds in English.

Infants' babbling gradually takes on the intonation patterns of the language they are exposed to.

Deaf infants exposed to sign language from birth exhibit hand movements resembling babbling, suggesting a parallel developmental process.

The stage of babbling where children start producing their first words.

The extent to which a morpheme can be easily observed in the real world.

The degree to which a morpheme carries a meaningful concept.

The uniqueness of a morpheme's sound compared to other similar morphemes.

The frequency with which a morpheme appears in everyday language.

The extent to which a morpheme has intrinsic value or importance.

A type of grammatical rule that children learn to create complex sentences.

A type of grammatical rule that children learn to create negative sentences.

A type of grammatical rule that children learn to create sentences that ask questions.

The process of a child learning to understand language. It involves interpreting the meaning from spoken or written words.

A stage in language development where children master the use of negation (saying "no" or "not") in their sentences.

Adding "not" or "didn't" before the main verb in a sentence to make it negative.

A type of word that helps to clarify the tense (past, present, future) or mood of a verb.

The study of language sounds, their physical properties, and how they are produced and perceived.

A type of research that investigates whether speech sounds can reach the fetus in the womb.

The sounds and rhythms of a language, including pitch, stress, and intonation.

The theory that language development starts before birth and is influenced by the environment in the womb.

Changing words in a sentence to make it negative, like switching 'some' to 'any'.

Putting 'no' or 'not' at the beginning of a sentence to make it negative.

Combining 'did' and 'not' into 'didn't' for a shorter negative.

The starting point for understanding a negative sentence is its meaning, not just the words.

Negative structures like word changes and 'no' placement are the same, no matter how we analyze sentences.

Children learn negation in stages, starting with 'no' at the beginning, then moving on to more complex forms.

Children in different languages use the same basic patterns in their early negation, even if the specific words differ.

The study of how children learn to use negative expressions and how their strategies change over time.

The process of learning a language through repeated exposure to the language and its use in real-world situations, like when a child sees John chase Bill and then hears 'John chased Bill,' learning the order of events.

The specific type of speech that adults often use to communicate with young children, typically characterized by simple words, exaggerated intonation, and clear pronunciation.

The idea that a child's language development is significantly influenced by the type and quality of language they are exposed to, suggesting that the environment plays a crucial role.

The potential negative effect on language development when children are exposed to limited or impersonal language, such as watching television or overhearing adult conversations.

The process of learning language through observation, imitation, and interaction with others, especially during childhood, where children pick up words and grammar patterns from their surroundings.

The study of how children acquire language, exploring the factors that influence their development, including their cognitive abilities, the linguistic environment, and their interactions with others.

The belief that humans are born with a pre-wired ability to learn language, suggesting an innate capacity for language that allows for rapid and efficient language learning.

The process of connecting words with their corresponding feelings and mental states. For example, a child learns that the word "hungry" relates to the feeling of being hungry.

Developing an understanding of abstract concepts like lying by observing situations, mental states, and consequences.

The ability to connect specific words (e.g., "hungry", "hurt") to particular feelings (e.g., hunger, pain). This happens through repeated exposure to those words in connection with those experiences.

Learning words that represent emotions and feelings, like "happy," "sad," or "angry." It involves associating these words with the emotional state.

The process of associating words with actions, events, and objects that the child encounters. For example, a child might learn the word "ball" by seeing a ball and hearing the word repeatedly.

A child's ability to understand that words have specific meanings and they're used for communication.

A child's ability to use words to communicate their thoughts and feelings, even if their vocabulary is still limited.

The process of learning how to combine different words together to form more complex sentences.