 |  Child Psychology: A Contemporary Viewpoint, First Canadian Edition E. Mavis Hetherington,
University of Virginia
Ross D. Parke,
University of California
Mark Schmuckler,
University of Toronto at Scarborough
Language and Communication
Learning Objectives
| Describe what language is. Define phonology, semantics, grammar, and pragmatics. |
| | | | Discuss the nativist, learning, and interactionist approaches to language acquisition, including criticisms of each approach. |
| | | | Discuss the critical period hypothesis, as well as evidence both for and against this idea. |
| | | | Describe various forms of nonverbal communication, including the idea of joing visual attention. |
| | | | Describe the role of parents as facilitators of language development. Know the tactics and speech modifications made by parents and be able to comment on the effectiveness of parental speech modifications. |
| | | | Describe the antecedents of language development and the production of first words. Include examples of common errors in early word use. Include acquisition of grammar. |
| | | | Explain how syntax is mastered in language development. Include the emergence of modifiers, grammatical categories, questions, and negatives. |
| | | | Describe the course of pragmatic development, including learning to communicate and learning to listen. |
| | | | Briefly describe children's understanding of figurative expressions. |
| | | | Define metalinguistic awareness and its development in relation to other language abilities. |
| | | | Discuss the nature of bilingual development, as well as the implications for bilingualism on language learning and cognitive development. |
|
2002 McGraw-Hill Higher Education