June 9, 2005
Chapter 6.
Development of Meaning
Chapter Six
Fact Formulators
Data Stamp
Jennifer Lovette
Thursday, June 9, 2005 3:34pm
1. Children are active, developing, learning individuals and language is a process that is
continued through life.
2. Before children can obtain language, they must find that objects exist separately in
the environment and they exist apart from the child's ability to see or touch them.
3. Children use words and sentences to convey semantic and pragmatic meaning.
4. A child's concept of the environment comes from experience.
5. At the same time that children are learning about the meanings of words, they are
learning about the different relationships in the environment.
Data Stamp
Blaire E. Woodward
Thursday, June 9, 2005 11:42 pm
1. The child that is developing concepts must develop individuated terms. To do this, the child must have some conception of the permanence of recurring objects.
2. Before acquiring language, a child must discover that objects exist as separate entities in the environment and that they exist permanently apart from the child's own ability to see or touch them.
3. One of the first things children learn in their language development and practice consistently is word order.
4. Semantic meaning is what we use to make sense of our own world. This has to do with how objects and events relate to each other in language. Pragmatic meaning is speaking to fill some function. This relates words to people. In the earliest stages of language use, children express two pragmatic meanings: asserting and requesting.
5. There are seven stages of utterances:
- Preword stage: nonverbal
- Nonstandard word stage: Where parent and child establish a language they understand.
- Single-word stage: Child is able to say something that everyone can understand, not just their primary care giver.
- Presyntactic stage: The child begins to show understanding that pragmatic meanings previously carried by intonation can also be expressed by position of items.
- Two-word stage: The child can actually put two words together to express what they want. Instead of using a single word and then and action, the child understands how to use two words instead of a word and an action.
- Object-action stage: The child is still limited to a two- or three-word utterance, but one of these words performs reference and the other specifies function.
- Mature stage: The child has fully developed their language.
Chapter Six
Word Wizards
Data Stamp
Melinda O'Malley
Wednesday, June 8, 2005 10:56pm
1. Individuated terms: The concept of the permanence of recurring objects. Realizing that the moon in the sky one night is the same moon seen on any other night, or the
apple a child eats one day is not the same apple the child eats another day.
2. Percepts: Organizations of sensory input that might be responsible for instances of
over generalization by children.
3. Rich interpretation: The meanings of utterances are assigned to children by adults.
4. Semantic meaning: Relates language to concepts.
Pragmatic meaning: Relates words to people.
5. Protodeclaratives: The child's use of something in the environment to gain the adult's
attention.
Protoimperatives: The child's use of the adult to get something in the environment.
Data Stamp
Zane J. Graham
Thursday, June 9, 2005 9:25 pm
1. Individuated terms- a child who is developing concepts must also develop this. For this to happen, they must have some conception of the permanence of recurring objects.
2. Total sentence meaning- the sentence must make sense to the speakers and listeners.
3. Semantic meaning- this relates language to concepts and is concerned largely with how objects and events relate to each other in language.
4. Pragmatic meaning- these involve speaking to fill some function, for example a child saying "kitty" so they can hold the cat.
5. Rich interpretation- this happens when adults treat children as though they meant what the adult would mean.
Data Stamp
Brooke E. Parker
Thursday, June 9, 2005 10:32 pm
Definition- The idea that words have referents in the real world, that words stand for things.
Individuated terms- Some conception of the permanence of recurring objects.
Percepts- Organizations of sensory input.
Total sentence meaning- When you put words together to make a sentence, you make a statement that is somehow more than the sum of its parts.
Agents- or causes
Recipients- that which feel the effects of the actions
Rich interpretation- Using word order and context to interpret children's meaning gives children maximum credit for knowing precisely what they mean in early cryptic or telegraphic utterances.
Semantic meaning- Kind of meaning that speakers use to make perceptual and conceptual sense out of their world.
Pragmatic meanings- speaking to fill some function.
Chapter Six
Cyber Citer Summarizers
Data Stamp
Hayley Wages
Thursday, June 9, 2005 11:05 am
Meaning is something that all words have. For babies meaning is almost an
abstract thought. They can make connections with objects, but in reality they
do not know the meaning behind it. Children do begin to organize reality by
grouping objects, people, and events as the observe them.
Children begin to use words that they can relate to in reality. They put them
in categories in how they see it coming from adults. They learn concepts to know
what words mean, and they are also learning about the relations between
objects, people, and events in the environment.
Semantic meaning relates language to concepts. There is also pragmatic meaning,
which is speaking to fill some function; it relates words to people.
There are 7 stages to semantic development they are as follows:
1. Preword
2. Nonstandard
3. Single-word
4. Presyntactic
5. Two-word
6. Object-action
7. Mature
The child also starts to make individuated terms; that is, they realize that
each object has a name, and they begin to make that connection and understand
that there are different names for each object.
Chapter Six
Quiz Questors
Data Stamp
Leia Jackson
Tuesday, June 7, 2005 11:47am
1. Most children develop concepts, the set of semantic markers for
a given word, through ____________.
A) listening B) others C) experience
2. Words for active or manipulative objects are used ___________
than words for static or immovable objects.
(sooner, later)
3. What provides the basis for early categorization?
4. What two aspects are primarily used to interpret children's
meanings?
5. Asserting and requesting are two ___________ meanings used
in the earliest stages of language use.
A) pragmatic B) semantic
ANSWERS
1. experience
2. sooner
3. active experience with the environment
4. word order and context
5. pragmatic
Data Stamp
Cassandra Y. Deaton
Thursday, June 9, 2005 10:55 pm
1. What is one of the first aspects of language structure that young children use with any consistency?
a. rich interpretation b. word order
2. A child must have some conception of this, __________, in order to develop individuated terms.
a. object permanence b. definition
3. Children must be able to organize reality into conceptual categories so that they can communicate.
a. True b. False
4. Semantic meaning reflects the relation between words and concepts of reality. Pragmatic meaning reflects the relation between words and _______.
a. dogs b. people
5. The correct order for utterances is: Preword stage, Nonstandard word stage, Single-word stage, Presyntactic stage, Two-word stage, Object-action stage, and Mature stage.
a. True b. False
Answer Key:
1. b 2. a 3. a 4. b 5. a
*This is the next step toward THE One World Language.
Step Sixteen: *Your proper nouns imprisoned by the Sith.
Planet Gnosis is ruled by Freddie A. Bowles, a professional educator and fellow at the Department of Curriculum and Instruction, the University of Arkansas at Fayetteville. An independent entity in the CornDancer consortium of planets, Planet Gnosis is dedicated to the exploration of education and teaching. CornDancer is a developmental website for the mind and spirit maintained by webmistress Freddie A. Bowles of the Planet Earth. Submissions are invited.
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