PSYCH-190 Lecture Notes - Lecture 11: Executive Functions, Simultaneous Bilingualism, Working Memory
9 Sep 2020
School
Department
Course
Professor
Document Summary
Children transition from word-gesture to joining 2 words ( mommy"s shoe, go car ) Focus on high-content words and omit smaller, less important ones, such as can, the, and to. Small markers that change the meaning of sentences, as in john"s dog and he is eating . Structural complexity (adding ing or s is structurally less complex than using forms of to be . Semantic complexity: number and difficulty of meanings they. When children apply a regular morphological rule, they extend it to words that are exception. My toy car breaked we each have two foots . They hear frequently used irregular forms in adult speech and probably learn those by rote memory. Child says i gotted new shoes, parent responds yes, you got a pair of new shoes . Recasting the incorrect features of the child"s statement while also expanding its complexity. Parents use scaffolding conversation uses whatever the baby does to have a conversation.
