April 24,2005
Review Questions.
Dear students,
Here are the guided questions for the reading discussions beginning with Chapter Three. You may use these to help you prepare for the final exam. I would also suggest that both sections read through all the postings in each other's sections. Good luck with your review.
Chapter Three
1. Development of speech includes several factors. What factor does Chapter Three focus on?
2. Give an example of a "cue" that summons a child to enter a conversation.
3. Give an example of a "cue" that signals a child to take her turn.
4. Give an example of a "flag" in a self-initiated repair.
5. Does an other-initiated repair correct a problem?
6. How do we know that a 3-5 year old child's language ability develops as a coherent whole?
7. At what age do we find evidence of self-initiated repair?
8. In what socio-economic ethnic group is Motherese most noticeable? Why is this significant?
Chapter Four
1. Name the four responses an infant includes in his repertoire.
2. What feature of the face does the child focus on?
3. Briefly explain the "habituation paradigm."
4. In which direction does synchronization of behavior flow? From child to mother or from mother to child?
5. At what age does scaffolding of language begin according to Bruner?
6. Besides games, what is another example of a prelinguistic carrier of language-related activity?
8. What is a characteristic of early cognitive development (not language) according to Sugarman? How does the idea of person-object coordination fit into this explanation?
Chapter Five
1. What are the building blocks of a language? How many does English have?
What do they signal?
2. Identify the manner and place of consonant sounds in English.
3. Explain differentiation, its importance, and how it relates to universality.
4. Why is the acquisition of "features" rather than phoneme important to
speech therapists?
5. Explain why children have trouble pronouncing words with more than one
consonant in it.
6. Define suprasegmental and the two broad areas of pitch and stress.
7. Briefly describe how an infant advances to the babbling stage. Discuss the debate about the usefulness of babbling in learning speech.
Chapter Six
1. How does the concept of object permanence from chapter 4 relate to
individuation?
2. Explain the process concept development. Why is it important?
3. Relate the importance of the child's early interaction with the environment to
language acquisition.
4. What is meant by over- and under-generalization?
5. How can a child's two-word utterance be interpreted? Give several semantic
relations.
6. Define "semantic meaning."
7. Relate the ideas of protodeclarative and protoimperative to pragmatic meaning.
8. How does intonation relate to the preword stage?
9. In which semantic-pragmatic stage does the birth of language begin?
Chapter Seven
1. A holophrase is a little sentence. How many utterances does it have and how does it relate to intentional communication?
2. Explain case grammar and its relationship to syntax.
3. Why is 18 months a pivotal time regarding syntax?
4. What is predication?
5. What is the difference between surface structure and deep structure?
6. List the four stages of syntax development. In which stage does the child acquire the 14 grammatical morphemes?
7. What is a proposition? How does it relate to language acquisition?
Chapter Eight
1. What do the authors mean by function?
2. Define speech act and list the four types.
3. List the four aspects of situation and briefly describe each one.
Chapter Nine
1. Does language underlie cognitive development or does cognitive development underlie language?
2. According to Piaget, which aspect of development is more important: order or rate?
3. How does differentiation of action and object occur?
4. When does deferred imitation occur and why is this important?
5. What are the characteristics of the preoperational stage?
6. Explain the idea of "private speech."
7. Why is the "perceptual strategy" important?
Chapter Ten
1. According to the behaviorist's theory, is the child an active or passive participant in the language learning process?
2. Which researcher is responsible for shifting the focus of language learning from process to product (he also originated the term "linguistic competence")?
3. Which psychologist shifted the emphasis from form (product) to meaning?
4. Another view of language development focuses on context. What is the name of this theory and how would you describe it?
5. List the five learning strategies and briefly describe each one.
Chapter Eleven
1. What is the difference between referential and expressive children in learning vocabulary according to Nelson?
2. List several factors that affect the process of language learning.
3. Which SES uses language to avoid and settle conflicts?
4. What lack of experiences disadvantage a child in the school setting?
5. Define nonstandard dialect.
6. Discuss the debate surrounding Black English. Be prepared to go beyond my simplistic answer.
7. Discuss the importance of context in establishing communication between middle-class and minority or SES students.
Chapter 12
1. Is there evidence that teaching grammar at the secondary level is effective in improving writing and speaking?
2. What is the difference between implicit and explicit
knowledge of grammar?
3. What are the three dangers in teaching the "new linguistics" to children?
4. What is a teacher's strongest teaching lever?
5. How do children learn to communicate?
Chapter 13
1. List five problems that arise from using standardized tests to evaluate language problems.
2. If a child is missing some language behaviors that typically appear early in development, could the missed distinctions possible represent a problem?
3. If a child's speech sounds immature compared to his or her motor development, could this be a cause for concern?
4. What are some other forms of assessment (besides the standardized test)
that can be used to aid in evaluating language problems?
Chapter 14
1. What do all theorists agree on regarding the relationship of language and literacy?
2. What provides the verbal and linguistic structures upon which literacy is built?
3. What should a teacher probably do if a child's written composition is poor according to Lundsteen?
4. What does Olsen identify as the primary task of the child in school?
5. Explain what is meant by "decontextualized."
6. Describe the differences between hierarchical and divergent models for becoming literate.
7. Briefly explain Kroll's mode for the transition to literacy.
8. What are the three kinds of activities that Kroll describes during the consolidation stage?
9. Give an example of an autonomous ORAL decontextualized use of language.
10. How can you distinguish a literate child from a nonliterate child?
11. At what age do students begin to comprehend the idea of cohesion?
12. At what age do students begin to use inference?
13. At what age are students comfortable with expository texts?
14. How do you describe an "active learner"?
15. List several ways to help a child learn about written language.
*This is the next step toward THE One World Language.
Step Sixteen: *Your transitive verb dances naked on the veranda.
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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