Solution Manual For Kail Children and Their Development 7th Edition

Solution Manual for Kail, Children and Their
Development, 7th Edition
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Solution Manual for Kail, Children and Their Development, 7th Edition
Chapter 9
Language and Communication
CHAPTER OVERVIEW ............................................................................................................................................... 2
CHAPTER MODULE SUPPLEMENTS
Module 9.1: THE ROAD TO SPEECH .......................................................................................................... 3

Learning Objectives
Key Terms
Lecture Suggestions, Classroom Activities, and Discussion Topics
Films/Videos/Internet Sources
Module 9.2: LEARNING THE MEANINGS OF WORDS ............................................................................ 7

Learning Objectives
Key Terms
Module 9.3: SPEAKING IN SENTENCES .................................................................................................. 10

Learning Objectives
Key Terms
Module 9.4: USING LANGUAGE TO COMMUNICATE .......................................................................... 11

Learning Objectives
Key Term
CHAPTER 9 CASE STUDY....................................................................................................................................... 14
CASE STUDY ANSWERS ......................................................................................................................................... 15
HANDOUTS ............................................................................................................................................................... 16
1
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CHAPTER OVERVIEW
I. Module 9.1 – The Road to Speech
a. Elements of Language
i. Language
ii. Phonology
iii. Semantics
iv. Syntax
v. Pragmatics
b. Perceiving Speech
i. Phonemes
ii. The Impact of Language Exposure
iii. Identifying Words
1. Infant-directed speech
c. Child Development and Family Policy
i. Are Cochlear Implants Effective for Young Children?
d. First Steps to Speech
i. Cooing
ii. Babbling
iii. Intonation
II. Module 9.2 – Learning the Meanings of Words
a. Understanding Words as Symbols
b. Fast Mapping Meanings to Words
i. Naming explosion
ii. Fast mapping
iii. Joint Attention
iv. Constraints on Word Names
v. Sentence Cues
vi. Cognitive Factors
vii. Developmental Change in Word Learning
viii. Naming Errors
1. Underextension
2. Overextension
c. Spotlight on Theories
i. A Shape-Bias Theory of Word Learning
d. Individual Differences in Word Learning
i. Phonological Memory
ii. Word Learning Styles
1. Referential style
2. Expressive style
e. Focus on Research
i. Why Does Exposure to Parents’ Speech Increase Children’s Vocabulary?
f. Encouraging Word Learning
i. Impact of Video
g. Cultural Influences
i. Growing Up Bilingual
h. Beyond Words: Other Symbols
III. Module 9.3 – Speaking In Sentences
a. From Two-Word Speech to Complex Sentences
i. Telegraphic speech
ii. Beyond Telegraphic Speech
2
1. Grammatical morphemes
2. Overregularization
b. Mastering Grammar?
i. The Behaviorist Answer
ii. The Linguistic Answer
1. Semantic bootstrapping theory
2. Specific regions of the brain are known to be involved in language
processing
3. Only humans learn grammar readily
4. There is a critical period for learning language
5. The development of grammar is tied to the development of vocabulary
iii. The Cognitive Answer
iv. The Social-Interaction Answer
v. Summary Table 9-1 Different Approaches to Explaining Children’s Acquisition
of Grammar
c. Improving Children’s Lives
i. Promoting Language Development
1. Talk with children frequently and treat them as partners in conversation
2. Use a child’s speech to show new language forms
3. Encourage children to go beyond minimal use of language
4. Listen
5. Make language fun
IV. Module 9.4 – Using Language to Communicate
a. Taking Turns
b. Speaking Effectively
i. Preschool children tailor their messages to a listener’s knowledge and intentions
ii. School-age children speak differently to adults and peers
iii. African American English
c. Listening Well
MODULE SUPPLEMENTS
MODULE 9.1: THE ROAD TO SPEECH
LEARNING OBJECTIVES:
LO1 What are the different components of language?

LO2 What are basic sounds of speech, and how well can infants distinguish them?
LO3 What is babbling, and how does it become more complex in older infants?
(See Handout 9-1 for a listing of this chapter’s learning objectives.)
KEY TERMS:
language, p. 261 phonemes, p. 262

phonology, p. 262 infant-directed speech, p. 264
semantics, p. 262 cooing, p. 266
syntax, p. 262 babbling, p. 266
pragmatics, p. 262 intonation, p. 266
3
LECTURE SUGGESTIONS, CLASSROOM ACTIVITIES, AND DISCUSSION TOPICS:
Phonemic Awareness To illustrate the significant challenge facing infants during their first year of life,
ask your class to identify phonemes that DO NOT appear in English. Ask them to construct a list of
speech sounds from other languages that are not a part of the English language. After a few moments,
several students should have examples that they can share with the class. After the students have
demonstrated the non-English phonemes, ask your class to imagine how an infant perceives language.
How does an infant know which sounds are part of his/her language?
(If students struggle with responding to the above question, ask them what letters they would choose if
they were playing “Wheel of Fortune.” Why did they choose those letters? The same notion of frequency
that contestants use when choosing letters for “Wheel of Fortune” applies to how infants discriminate
between native language and non-native language phonemes.)
Observing Chats with Children In an effort to acquaint your class with infant-directed speech, ask your
students to informally observe parents talking with their infants or young children. Your students should
take note of how the parents change their speech when speaking to their children versus speaking to other
adults. Shopping malls, restaurants, and grocery stores are excellent locations for students to observe
infant-directed speech. Have your students present summaries of their observations to the class.
Talking with Tots If class size permits and toddlers are available, ask your students to have a
conversation with a toddler. If possible, each student should tape record his/her conversation, then
analyze it in an attempt to identify various aspects of infant-directed speech. Ask some students to play
their tapes to the class, identifying elements of infant-directed speech as they occur.
Class Debate: American Sign Language (ASL) versus Oral Language Speech pathologists and the deaf
community are struggling with a difficult issue regarding language development: Should hearing-
impaired children be encouraged to learn ASL or should oral language be emphasized? Children with
hearing impairments can develop language skills through ASL that parallel those of hearing children in
both content (i.e., the elements of language) and timing. However, mastery of ASL may segregate them
from the hearing community. Conversely, acquiring oral language skills is very difficult for many
hearing-impaired children. What form of language should hearing-impaired children be taught?
Assign half of your students to the ASL position and the other half to the oral language position. Ask
your students to review the available research for their respective positions in preparation for a class
debate on
the topic.
To effectively moderate the debate, you should prepare several questions that each side will address.
Some sample questions follow.
1. What does ASL entail? What does oral communication entail?
2. What do educators like/dislike about each approach?
3. What do parents like/dislike about each approach?
4. What is the ideal approach to language education for the hearing-impaired?
Class Debate: Cochlear Implants On a similar note, students can also debate the pros and cons of
cochlear implants for deaf children. In preparation for the debate, a viewing of the film Sound and Fury
(listed in the films/videos section) can assist students in conceptualizing the issues. Assign half of your
students to the PRO position and the other half to the CON position. Ask your students to review the
available research for their respective positions in preparation for a class debate on the topic. A format
for the debate follows:
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I. Constructive Speeches (Presentation of your side of the argument):
A. PRO side will present for 7 minutes
1. Cross-examination by the CON side for 3 minutes
B. CON side will present for 7 minutes
1. Cross-examination by the PRO side for 3 minutes
II. Rebuttal Speeches (Your response to the other side’s argument):
A. CON side will rebut for 5 minutes
B. PRO side will rebut for 5 minutes
III. Questions from Audience (5 minutes)
Guest Speaker: Speech-Language Specialist. Invite a speech pathologist or speech therapist to your
class to discuss language problems and the means of assisting young children who have language deficits.
My Virtual Child My Virtual Child is an exciting supplement that students are sure to find both
interesting and educational. With My Virtual Child, students log on to the course website where they will
be able to create their own virtual child (http://www.myvirtualchild.com). Students are then responsible
for “raising” this child from birth through age 18. Please see the Introduction to My Virtual Child
listed in Chapter 1 of this manual for more details.
Part 9 – 10 Years to 10 Years, 11 Months: In Part 9 of My Virtual Child, students are responsible for
raising their child from 10 years to 10 years, 11 months of age. As usual, students are asked to make a
series of parenting decisions, have access to video clips of children in this age range, and are given a set
of discussion questions to reflect on either orally or in writing. Discussion questions for this section are
as follows:
1. Describe changes in your child’s academic skills between ages 6 and 10 and assess how well
these skills are developing. The 5th grade report card will be useful for this but you should also
incorporate your own observations. What are you doing to help your child?
2. How well is your child adapting to social situations in the home and outside the home? Does
your child have any behavioral or emotional problems at this point? Why do you think these
problems are occurring and what are you doing about them?
3. Has your parenting changed since the preschool period and if so, why do you think it has changed
and what effect might this have on your child? Refer to your textbook or lecture notes for
evidence on typical changes in parenting that occur in middle childhood.
Students are able to print out these questions directly from the website in advance, and when their child
reaches 10 years, 11 months of age, they are given a 5th grade report card for their child and this set of
questions again to answer (either in writing, orally, or test format, depending on the instructor’s
preference). This section could be supplemented with activities or information on academic skills
(Chapter 7), emotional development (Chapter 10) and parenting styles (Chapter 14).
FILMS/VIDEOS/INTERNET SOURCES:
http://www.youtube.com/watch?v=_JmA2ClUvUY – twin toddlers have a conversation (2 minutes, 8
seconds)
YouTube Videos on Learning Sign Language

http://www.youtube.com/watch?v=2MqFJ8zD_3s&feature=channel_page – (2 minutes, 29 seconds)
http://www.youtube.com/watch?v=0WcK_CFN6ls&feature=channel – (1 minute, 28 seconds)
5
YouTube Videos on Cochlear Implants
http://www.youtube.com/watch?v=k9dTntdC9s4&feature=related – (4 minutes, 25 seconds)
http://www.youtube.com/watch?v=tf58cbVNHVE&feature=related – (4 minutes, 58 seconds)
Sound and Fury (Docurama, 2001, 80 minutes). This Academy Award winning documentary asks the
intriguing question – “If you could make your deaf child hear, would you?” – and then proceeds to
highlight both sides of the debate over cochlear implants. This highly recommended video is described in
more detail in “Class Debate: Cochlear Implants.”
Childhood, Program 3: Love’s Labor (Ambrose Video, 1991, 60 minutes). This program provides an
overview of the rapid development of children between the ages of 6 months and 3 years. Contained in
this overview is terrific footage of language development in a single child during this time frame.
The First 2 1/2 Years: Language Development (Concept Media, 1991, 25 minutes). Reviews the stages of
language development during the first 30 months, including coverage of infant-directed speech, nonverbal
communication, semantics and syntax.
Infancy: Beginnings in Cognition & Language, from The Developing Child series (Magna Systems, 1991,
2003, 29 minutes). This program traces the sensory and perceptual abilities used in early learning, in
addition to other means through which infants come to understand their world. The program also
examines language development from first communications to first words, emphasizing the important role
of adults in infant language development.
Language Development (Films for the Humanities and Sciences, 1997, 40 minutes). A comprehensive
review of language development from its origins in infancy to fluent speech during middle childhood.
Language Development (Magna Systems, 1993, 29 minutes). Language development from infancy to
middle childhood is reviewed, culminating in reading and writing skills. The role of adults in supporting
this development is demonstrated.
“Phonemic Awareness” modules from the “Early Childhood Training” series (Magna Systems, 2002):
▪ Foundational Blocks for Sound Awareness: Sentences, Compounds and Rhyming
(29 minutes). This video presents hands-on activities for teachers to help students master
the largest unit of phonemic awareness: sentences. The next level of phonological
awareness, rhyming, is also reviewed, as are interactive games designed to help a child
gain the ability to use/create compounds.
▪ Phonemes and Phonics (28 minutes). This video examines the smallest unit of sound,
phonemes, and stresses the importance of proper sound production. Teaching techniques
for teaching phonemic awareness and phonics are presented.
▪ Phonemic Awareness and Introduction to Print (26 minutes). This program begins with
an overview of phonemic awareness and theories underlying phonics. The importance of
print is also stressed, as are several techniques for teaching children the basic elements of
printed communication.
▪ Sound Manipulation (26 minutes). The importance of segmenting sound and blending it
back together is the main theme of this video. Instructional techniques are presented that
will allow children to recognize and separate phonemes, and to spell words
systematically.
Mockingbird Don’t Sing (Dorian Films, 2001, 98 minutes) – a film based off of Genie’s story (feral
children)
6
http://www.asha.org/public/speech/development/ – This site, maintained by the American Speech-
Language-Hearing Association, provides a broad overview of a wide variety of topics related to language
development.
http://www.handspeak.com/ – This site resources on American Sign Language, including a translation

tool.
http://www.naeyc.org – This home page for the National Association for the Education of Young
Children provides an impressive collection of links to information on early childhood and elementary
education, including information on language and literacy development.
http://www.zerotothree.org – The home page of Zero to Three, contains information on a wide range of
topics related to young children, including language and literacy development
http://speech-language-therapy.com/ – This web site is maintained by a speech pathologist. It includes an

overview of language development (including links to relevant sites) in addition to information about the
detection and treatment of delays in language development.
http://www.nichd.nih.gov/Pages/index.aspx – This website for the National Institute of Child Health and
Human Development contains a section on language, bilingual and biliteracy development, and disorders
as well as adult, family, and adolescent literacy.
http://www.babies-and-sign-language.com/infant-sign-language.html – a website about using sign

language with babies
http://www.fda.gov/MedicalDevices/ProductsandMedicalProcedures/ImplantsandProsthetics/CochlearIm
plants/default.htm – FDA website on cochlear implants
Websites about Language Development in Children

http://www.comeunity.com/disability/speech/young-children.html
http://www.talkingchild.com/chartvocab.aspx
MODULE 9.2: LEARNING THE MEANINGS OF WORDS
LO4 How do children make the transition from babbling to talking?

LO5 What rules do children follow to learn new words?
LO6 What different styles of language learning do young children use?
LO7 What conditions foster children’s learning of new words?
LO8 How does children’s understanding of symbols progress beyond language?
KEY TERMS:
naming explosion, p. 268 phonological memory, p. 272

fast mapping, p. 268 referential style, p. 274
underextension, p. 272 expressive style, p. 274
overextension, p. 272
7
Baby Charades Playing charades may sound silly, but your class will certainly enjoy this activity while
gaining an appreciation for the importance of gestures in early communication. Ask a few volunteers
from your class to use gestures to convey the meanings of the phrases that appear below. Have the rest of
the class form teams to guess the phrases (or at least the general messages being conveyed by each).
Phrases for Baby Charades:
“I want a bottle.” “I’m hungry.” “That frightens me.”

“My diaper is wet.” “Open the door.” “Wheee! Do that again!”
“Pick me up.” “I don’t like this food.” “Too loud!”
“Put me down.” “I’m happy to see you.” “Look at that.”
Observing Styles of Language Ask each of your students to observe the spontaneous speech of young
children between the ages of 12 and 24 months. For each child that your students observe, ask them to
record the number of words/phrases (see Handout 9-2) in which the child is naming or identifying
something (i.e., exhibiting the referential style) versus the number of words/phrases in which the child is
influencing others (i.e., exhibiting the expressive style). How would they classify each child they
observed based upon their use of language? This activity can be completed individually or in small
groups.
Understanding a Snork Handout 9-3 presents an exercise in fast mapping to your students. Ask your
students to complete the exercise quickly and without discussing it with other students. The first four
questions should be easy for them to complete, but the last question was designed to be impossible to
answer without further information. The series of questions puts your students in the shoes of toddlers
who are listening to adults speak. Like toddlers, your students must rely on context to comprehend the
strange vocabulary used to describe the snork. And, in the absence of adequate context (as presented by
question #5), comprehension is impossible.
Here’s to Sesame Street As noted in the text, educational programs like Sesame Street help children
develop their language skills. In small groups, ask your students to design an educational show or game
that will help children learn the meaning of new words. The show or game should be presented to the
class while each group explains how the show or game will facilitate the language development of
children. If you had your class develop a game for previous chapters, you may simply want your students
to add a component to enhance language development. If you have your class design an educational
show, have your students videotape a segment from their show that can then be played for the class.
Students are often more comfortable videotaping their productions rather than trying to present them
“live.”
Bilingual Education: Does it Help or Hinder Language Development? A discussion of this currently
“hot topic” in education should produce a lively discussion or debate among your students. To enable
them to better defend their position, ask your students to read reports supporting and arguing against
bilingual education. An excellent point/counterpoint presentation can be found in the book Taking Sides:
Clashing Views on Controversial Issues in Childhood and Society (2nd edition). Once they have
familiarized themselves with the controversy, require them to commit to a position (FOR or AGAINST
bilingual education). Students should be encouraged to share their views and not react personally or
negatively to the viewpoints expressed by others.
Reference: DelCampo, D. S., & DelCampo, R. L. (1998). Taking sides: Clashing views on
controversial issues in childhood and society (2nd ed.). Guilford, CT: Dushkin/McGraw-Hill.
Note: The debate format and guidelines presented in other modules can be used here.
8
Cognition and Language (Insight Media, 2001, 30 minutes). This video examines the components of
language, including the use of symbolic representations of objects, actions, ideas, and feelings. The
program also considers whether or not animals can learn human language.
Language and Thinking (Insight Media, 1992, 30 minutes). Several noted psychologists discuss language
acquisition during infancy and the development of grammar. The relationship between language and
other cognitive skills is also explored.
Language Development (Films for the Humanities and Sciences, 1997, 40 minutes). A comprehensive
review of language development from its origins in infancy to fluent speech during middle childhood.
Language Development (Magna Systems, 1993, 32 minutes). Language development from infancy to
middle childhood is reviewed, culminating in reading and writing skills. The role of adults in supporting
this development is demonstrated.
Learning to Communicate: Doing What Comes Naturally (RMI Media Productions, 1991, 60 minutes).
This video examines the sequence of language development, provides an overview of various theories of
language acquisition, and presents information on the language development of bilingual, learning
disabled, and deaf children.
Middle Childhood: Cognitive & Language Development, from The Developing Child series (Magna
Systems, 1997, 29 minutes). This program reviews several aspects of cognitive development during
middle childhood, and it also reviews the role of schools and parents in language development.
You Must Have Been a Bilingual Baby (Filmmakers Library, 1992, 46 minutes). This documentary
investigates how babies become bilingual, how school children fare in language immersion classes, and
how adults cope with learning foreign language.

development.
http://www.nabe.org/ – The home page for the National Association for Bilingual Education
http://www.ethnologue.com/ – This is a reference cataloguing all of the worlds 6,912 known living
languages.

9
http://en.wikipedia.org/wiki/Genie_%28feral_child%29 – This is a wiki describing Genie’s life, research,
and present situation. Students can go here for updates on her condition.
http://highschoolbioethics.georgetown.edu/units/cases/unit3_4.html - Another website describing the case

of Genie
MODULE 9.3: SPEAKING IN SENTENCES
LO9 How do children progress from speaking single words to creating complicated sentences?
LO10 How do children acquire the grammar of their native language?
KEY TERMS:
telegraphic speech, p. 279 overregularization, p. 280

grammatical morphemes, p. 279 semantic bootstrapping theory, p. 281
Observing Grammatical Advances Prior to your coverage of grammar, divide your class into small
groups and ask each group to locate children of an assigned age group (e.g., 18-24 months, 24-30 months,
30-36 months, 36-48 months, and 48-60 months of age). Each group of students should tape record a
5-10 minute sample of sentences used by children in their assigned age group. During the class session in
which you discuss grammar, play the tapes to the entire class. If you play them in chronological order,
ask the class to identify the features of grammar exhibited by each age group (e.g., telegraphic speech,
grammatical morphemes, overregularization, intonation, use of wh words, negation, etc.). If you play the
tapes in random order, ask the class to guess the age groups based upon the level of complexity they
detect in each child’s use
of grammar and sentence structure. Make sure to remind your class to secure parental permission before
tape-recording children.
Is the Grammar Lesson Over Yet? While language development is typically considered a childhood
phenomenon, improvements in language continue throughout life. Ask your students to consider
grammatical issues that they are still trying to master. What mistakes have been pointed out to them on
recent papers they have written? This activity can function as a catalyst for class discussion, or you can
modify it for use as a homework assignment by asking your students to locate a paper that was carefully
graded for content and expression by one of their professors. Completion of Handout 9-4 will not only
enhance their understanding of grammatical issues involved in the language development of children, but
should also shed some light on grammatical issues that they, themselves, must still master.
Testing Language Development Theories: The Tragic Story of Genie One of the most moving stories
regarding language development is captured in a PBS program entitled Genie (bibliographic information
appears below in the “Films/Videos” list). Classes have been greatly impacted by this video that details
the discovery of a 13-year-old girl who was called “Genie.” Genie had been raised by horribly abusive
parents who locked her in her bedroom for most of her life and neither spoke to her nor allowed her to
make any type of noise. The video, including extensive original footage of Genie and her therapists,
chronicles the attempts to help Genie while also using her as a research subject who was beyond the
hypothesized “critical period” for language development. There is no better way to convey information
about theories of language development and the significant role that parents play in the language
development of their children than by exposing your students to Genie. Many students will ask you for
updates on Genie semesters after the course is over. Note: As of the writing of this manual, Genie has
10
lived in at least 6 foster homes and is now living in a group home in Southern California according to
reports.
Discovering Psychology, Program 6: Language Development (Annenberg/CPB Collection. 1990, 30

minutes). This program reviews how children develop complex language abilities and how they use
language in social communication.
Genie: Secret of the Wild Child (PBS Video, 1993, 60 minutes). This NOVA program is a compelling
presentation of the story of a girl called “Genie” whose abusive upbringing by her parents set the stage for
a study of language development. This highly recommended video is described in more detail in “Testing
Language Development Theories: The Tragic Story of Genie.”
Language (Insight Media, 1990, 30 minutes). This video reviews the roles that innate capabilities and
experience play in language development. Stages of language development are chronicled, and research
on language disorders resulting from brain damage is presented in an effort to understand human
language processing.
Nourishing Language Development in Early Childhood (Insight Media, 1996, 31 minutes). This video
stresses the important role that language plays in intellectual, social, and emotional development. It also
reviews strategies that caregivers should use in the early stages of language development.

development.
languages.

MODULE 9.4: USING LANGUAGE TO COMMUNICATE
LO11 When and how do children learn to take turns in conversation?

LO12 When do children master the skills needed to speak effectively?
LO13 When do children learn to listen well?
KEY TERM:
11
African American English, p. 288
Observing Turn-Taking Divide your class into small groups of three per group and ask them to observe
toddlers and preschoolers engaging in turn-taking. Turn-taking in these age groups can be easily
observed in day care or preschool classes, at grocery stores, libraries, shopping centers, restaurants,
playgrounds, etc. What evidence did they observe of turn-taking? What criteria did they use to identify
turn-taking? How did turn-taking vary among different ages of children? Handout 9-5 will assist in their
completion of this assignment. Once completed, have your students present their findings to the class.
Demonstrating Shatz and Gelman’s (1973) Research To emphasize how children are capable of
speaking effectively to a variety of audiences, demonstrate Shatz and Gelman’s now classic 1973 study
on the effective communication skills of preschool children. Simply re-enact the study as it is described
in the text. Invite a few 2 to 5-year-old children and their parents to your class. Have several toys handy
for use in this demonstration. Ask an older child to describe a toy to a younger child, then to an adult
(another child’s parent typically works better than the child’s own parent). Have the class take notes on
the differences between the descriptions of the toys given to younger children versus those given to the
adults. Your students can then summarize their observations orally or in writing.
Diversity or Error? An Educator’s Dilemma Ask your students to assume the role of a preschool
teacher. How would they respond to language variety in preschoolers? Your students should first discuss
what “language variety” means, and what they would and would not tolerate. For example, are African
American English and other racial/ethnic dialects appropriate in the preschool classroom? What about
incorrect grammar? Slang? Expletives? Do they support or oppose bilingual education? What are the
risks and benefits of tolerating language variety?
Assessing Children’s Books Have each of your students bring a favorite children’s book to class. Then,
distribute Handout 9-6 to your students so that they can assess the linguistic complexities their books pose
to child readers or listeners. Ask for some volunteers to present their assessments of their favorite
children’s books. In effect, this activity combines the enjoyment of “show-and-tell” with the rigor of
critical thinking.
Internet Annotated Bibliography Have your students use the Internet to identify 10 websites that give
scholarly information on listening skills and/or speaking skills. Students should type an annotated
bibliography that includes:
1. The name of the website (e.g., Listening Skills).
2. A valid URL (website address, e.g.,
http://www.d.umn.edu/student/loon/acad/strat/ss_listening.html).
3. A brief (one or two paragraph) review of the website. Reviews should include a brief summary
of what students can expect to find if they visit the website and a brief evaluation of the website.
As a follow-up to this activity, students can combine all of the annotated bibliographies into an Internet
Resource Directory that could be distributed in class.
Developing Language: Learning to Question, Inform, and Entertain (Films for the Humanities &
Sciences, 1994, 24 minutes). In addition to documenting the development of language during infancy and
childhood, this program examines the skill of using conversation for establishing social relationships, the
ability to employ language as a part of games, the capacity to understand jokes, and the awareness of what
other people know and understand.
12
Language (Insight Media, 1990, 30 minutes). Characteristics of language and language learning are
reviewed.
Language Development (Magna Systems, 1993, 25 minutes). This video reviews language development
from infancy through adolescence, emphasizing the social and cultural influences on language
development.
Symbolic Formation and the Acquisition of Language (Worlds of Children Series, University of
Nebraska, 1992, 30 minutes). This video explores how humans learn to use a symbolic system such as
language to communicate.
Unlocking Language (Films for the Humanities and Sciences, 1998, 29 minutes). A far-reaching video
that covers the origins of language in humans, the development of language in children, and the
transmission of language between generations. The ability of language to express abstractions, brain
physiology implicated in language, language disorders, and the isolation of a speech gene are discussed.
http://www.ic.arizona.edu/~lsp/AAEnglish.html - website on African American English
http://africanamericanenglish.com/ - Online Journal on African American English

development.
languages.

13
CHAPTER 9 CASE STUDY
An aunt was talking with her 2½-year-old niece about the circus they attended yesterday
afternoon. When asked what she liked best about the circus, the niece responded, “I like the clowns
bestest!”
“Oh, so you liked the clowns the best. What else did you like?” the aunt asked.
“The kitty-cats!”
“The kitty-cats? Do you mean the lions and tigers?”
“Yeah, the lions and tigos. I no like the ephalants. They too big.”
“The elephants were as big as boxcars, weren’t they? Did you know that the elephants are the
muscle of the circus? The elephants help raise the tent and can carry heavy things with their trunks.”
At that moment, the niece’s mother chimed-in: “The elephants may be the muscle, but the lion
tamer is the bread and butter of that circus. He’s the one that most people go to see.”
“Do you want to go back to the circus again?” the aunt asked the niece.
“No. The circus goed away.”
1. Focus on what the niece said in the above conversation. Identify any phonetic and grammatical errors
that appeared in her speech. After you list each, describe the specific type of error made.
2. In speaking with her niece, what did the aunt do to facilitate the language development of her niece?
3. Do you think the niece understood what her mother was trying to say about bread and butter? Why or
why not? What is this language device called?
14
CASE STUDY ANSWERS
1. “bestest” -- an overregularization error.

“tigos” – an error in pronouncing the embedded /r/ phoneme.
“I no like ephalants” -- the child is learning to use negation, but erred in the grammar.
“ephalants” – an error in sequencing the phonemes that comprise the word “elephant”.
“They too big” – a grammatical error, resulting in an almost “telegraphic” sentence.
“goed” – an overregularization error.
2. The aunt was questioning the girl, forcing her to express herself.
The questioning was in the format of turn-taking.
The aunt was elaborating on what the niece said, recasting some of the niece’s comments into proper
grammatical form.
3. It is unlikely that the girl in the case understood her mother’s comment about bread and butter
because 30-month-old children interpret language quite literally, and they devote much of their
attention to learning the meanings of new words. The mom was attempting to use a metaphor,
something that the little girl will not comprehend until age 5 or so.
15
HANDOUT 9-1
Learning Objectives for Chapter 9:
LO1 What are the different components of language?
LO2 What are the basic sounds of speech, and how well can infants distinguish them?
LO3 What is babbling, and how does it become more complex in older infants?
LO4 How do children make the transition from babbling to talking?
LO5 What rules do children follow to learn new words?
LO6 What different styles of language learning do young children use?
LO7 What conditions foster children’s learning of new words?
LO8 How does children’s understanding of symbols progress beyond language?
LO9 How do children progress from speaking single words to creating complicated sentences?
LO10 How do children acquire the grammar of their native language?
LO11 When and how do children learn to take turns in conversation?
LO12 When do children master the skills needed to speak effectively?
LO13 When do children learn to listen well?
16
HANDOUT 9-2
Observing Styles of Language
Directions: Locate at least two children between the ages of 12 and 24 months. Record their spontaneous speech
over the course of 20-30 minutes or until you have recorded 10-15 words or phrases. After each recorded
word/phrase, indicate whether the child was naming something or trying to influence or interact with someone.
Tally the number of “naming” versus “influencing” phrases in an attempt to classify each child’s language style as
either referential or expressive.
CHILD #1’s Words/Phrases: Naming Influencing

(check one)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Overall language style (circle one): Referential Expressive
CHILD #2’s Words/Phrases: Naming Influencing

(check one)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Overall language style (circle one): Referential Expressive
17
HANDOUT 9-3
Understanding a Snork
Directions: Refer to the following drawing to answer the questions below.
1. This is a snork. It walks on its flaxes. How many flaxes does a snork have?
2. Snorks have twice as many flaxes as ampolinks. Draw an arrow pointing toward the ampolinks.
3. Snorks are covered with garslim. Garslim is like ____________________________.
4. Like dogs, snorks can wag their pangeers. Draw an arrow pointing toward the pangeer.
5. Do you think snorks can bispooche? Why or why not?
18
HANDOUT 9-4
Is the Grammar Lesson Over Yet?
Directions: Most people think of language development as something that occurs during childhood.
However, everyone makes occasional grammatical mistakes throughout their lifetimes. Locate a graded
paper that you recently completed for one of your classes. Ideally, you should choose a paper that was
graded carefully for both content and expression. If you cannot locate such a paper, try to remember
some of the feedback that you usually receive about the papers you turn in. Then, with paper in hand (or
in mind), complete the following tasks:
1. Copy some of the lines from your paper that were indicated as incorrect by your instructor. If you
were unable to locate a paper or if you write exceptionally well, describe some of the conscious
efforts you make to produce good written work.
2. What types of grammatical errors occurred in the lines that you listed above? For example, were
there errors in verb tense, plural/singular inconsistencies, run-on sentences, word-order problems,
incomplete sentences or sentence fragments, etc.? If you were unable to locate a paper or write
exceptionally well, list the types of feedback instructors frequently provide regarding your
grammatical expression.
3. After considering the information you provided for #2, what specific rules of grammar are you
apparently still trying to master? If you write exceptionally well, what rules are you consciously
employing as you write?
19
HANDOUT 9-5
Observing Turn-Taking
Directions: Working individually or with two other members of your class (as determined by your
instructor), observe the turn-taking abilities of toddlers and preschoolers. Turn-taking in these age groups
can be easily observed in day care or preschool classes, at grocery stores, libraries, shopping centers,
restaurants, playgrounds, etc. The following chart should help you accomplish this task.
Description of the turn-taking interactions Estimated age of Summary of the

the participants evidence of turn-
taking
Participant #1: Participant #1:
Participant #2:
Participant #2:
Participant #1:
Participant #2:
Participant #4:
Participant #4:
Participant #3:
Participant #4:
Participant #6:
Participant #6:
Participant #5:
Participant #6:
20
Solution Manual for Kail, Children and Their Development, 7th Edition
HANDOUT 9-6
Assessing Children’s Books
Directions: Find one of your favorite children’s books. Once you have located it (probably in a dusty box in an
attic at home or at a local library), assess the linguistic challenges it poses to a child reader or listener. Respond to
the questions below as you evaluate your favorite children’s book.
1. What is the title and who is the author of your favorite children’s book?
2. In what year was it written? ____________________
3. For what age of child was the book written? ____________________
4. At what age did you enjoy reading it or listening to it? ____________________
5. What are the most challenging vocabulary words in the book? List them below. If you did not know what the
words meant when you first read or heard them, do you recall how you learned their meaning?
6. What is the mean length of utterance (MLU) used by the author? The MLU is the average length of each
sentence. To compute the MLU, follow the instructions in (a) or (b) below.
(a) If the book is relatively short, make a list of the number of words in each sentence of the book, add these
numbers together, and then divide this sum by the total number of sentences in the book.
(b) If the book is relatively long, make a list of the number of words in each sentence of a page or chapter in
the book, add these numbers together, then divide this sum by the total number of sentences in the page or
chapter.
MLU: ____________________
7. Describe any grammatical challenges posed to the reader or listener. For example, does the story contain
sentences with negatives? Does the story include the use of metaphors or sarcasm? List any examples of these
grammatical challenges below.
21
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CHAPTER MODULE SUPPLEMENTS

Module 9.1: THE ROAD TO SPEECH .......................................................................................................... 3

Module 9.2: LEARNING THE MEANINGS OF WORDS ............................................................................ 7

Module 9.3: SPEAKING IN SENTENCES .................................................................................................. 10

Module 9.4: USING LANGUAGE TO COMMUNICATE .......................................................................... 11

CHAPTER 9 CASE STUDY....................................................................................................................................... 14

CASE STUDY ANSWERS ......................................................................................................................................... 15

Visit TestBankBell.com to get complete for all chapters

MODULE 9.1: THE ROAD TO SPEECH

LO1 What are the different components of language?

(See Handout 9-1 for a listing of this chapter’s learning objectives.)

language, p. 261 phonemes, p. 262

YouTube Videos on Learning Sign Language

http://www.youtube.com/watch?v=0WcK_CFN6ls&feature=channel – (1 minute, 28 seconds)

http://www.youtube.com/watch?v=tf58cbVNHVE&feature=related – (4 minutes, 58 seconds)

http://www.handspeak.com/ – This site resources on American Sign Language, including a translation

http://speech-language-therapy.com/ – This web site is maintained by a speech pathologist. It includes an

http://www.babies-and-sign-language.com/infant-sign-language.html – a website about using sign

Websites about Language Development in Children

MODULE 9.2: LEARNING THE MEANINGS OF WORDS

LO4 How do children make the transition from babbling to talking?

naming explosion, p. 268 phonological memory, p. 272

LECTURE SUGGESTIONS, CLASSROOM ACTIVITIES, AND DISCUSSION TOPICS:

Phrases for Baby Charades:

“I want a bottle.” “I’m hungry.” “That frightens me.”

http://www.asha.org/public/speech/development/ – This site, maintained by the American Speech-

http://speech-language-therapy.com/ – This web site is maintained by a speech pathologist. It includes an

http://highschoolbioethics.georgetown.edu/units/cases/unit3_4.html - Another website describing the case

MODULE 9.3: SPEAKING IN SENTENCES

telegraphic speech, p. 279 overregularization, p. 280

LECTURE SUGGESTIONS, CLASSROOM ACTIVITIES, AND DISCUSSION TOPICS:

Discovering Psychology, Program 6: Language Development (Annenberg/CPB Collection. 1990, 30

http://www.asha.org/public/speech/development/ – This site, maintained by the American Speech-

http://speech-language-therapy.com/ – This web site is maintained by a speech pathologist. It includes an

MODULE 9.4: USING LANGUAGE TO COMMUNICATE

LO11 When and how do children learn to take turns in conversation?

LECTURE SUGGESTIONS, CLASSROOM ACTIVITIES, AND DISCUSSION TOPICS:

http://www.ic.arizona.edu/~lsp/AAEnglish.html - website on African American English

http://africanamericanenglish.com/ - Online Journal on African American English

http://www.asha.org/public/speech/development/ – This site, maintained by the American Speech-

http://speech-language-therapy.com/ – This web site is maintained by a speech pathologist. It includes an

1. “bestest” -- an overregularization error.

LO1 What are the different components of language?

LO4 How do children make the transition from babbling to talking?

LO5 What rules do children follow to learn new words?

LO6 What different styles of language learning do young children use?

LO7 What conditions foster children’s learning of new words?

LO8 How does children’s understanding of symbols progress beyond language?

LO10 How do children acquire the grammar of their native language?

LO11 When and how do children learn to take turns in conversation?

LO12 When do children master the skills needed to speak effectively?

LO13 When do children learn to listen well?

CHILD #1’s Words/Phrases: Naming Influencing

CHILD #2’s Words/Phrases: Naming Influencing

Directions: Refer to the following drawing to answer the questions below.

3. Snorks are covered with garslim. Garslim is like ____________________________.