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3: Language development Flashcards

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1
Q

Linguists tend to focus on language _______, whereas, psychologists focus more on language _______.

A

Linguists tend to focus on language acquisition, whereas, psychologists focus more on language development.

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2
Q

What sort of language do we see exhibited by newborns?

A

Cooing.

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3
Q

What sort of language do we see exhibited by 6 month olds?

A

Reduplicated babbling.

“joojoojoo”

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4
Q

What sort of language do we see exhibited by 12 month olds?

A

First word.

“juice”

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5
Q

What sort of language do we see exhibited by 2 year olds?

A

Two-word combinations.

“juice please”

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6
Q

What sort of language do we see exhibited by 3 year olds?

A

Multi-word utterances.

“I want juice”

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7
Q

What sort of language do we see exhibited by 4-5 year olds?

1.
2.
3.

A
  1. Questions
  2. Complex sentence structures.
  3. Conversational principles.

“Where does juice come from?”

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8
Q

Earlier theories of language development:

The focus on input-output (observables) only observing a behaviour analysis perspective was put forward by:

A

B. F. Skinner

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9
Q

According to B. F. Skinner, language learning is based on:

A

operant conditioning.

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10
Q

According to B. F. Skinner, behaviours defined by their effects on their environment are called:

A

operants.

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11
Q

According to B. F. Skinner, the proposed model to explain language learning is called the:

A

ABC model.

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12
Q

According to B. F. Skinner, what does the ABC model stand for?

A

Antecedent
Behaviour
Consequent

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13
Q

According to B. F. Skinner, what is an antecedent in the ABC model?

A

Stimuli that occurs before subsequent behaviours.

State of deprivation from seeing toy and wanting to play with it.

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14
Q

According to B. F. Skinner, what is behaviour in the ABC model?

A

Any observable way in which a person responds to a certain condition or stimuli.

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15
Q

According to B. F. Skinner, in operant conditioning, verbal behaviour is comprised of:

1.
2.

A
  1. Tact

2. Mand

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16
Q

According to B. F. Skinner, in verbal behaviour, tact is:

A

labelling, naming or commenting about something.

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17
Q

According to B. F. Skinner, in verbal behaviour, tact is derived from:

A

contact with a stimuli.

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18
Q

According to B. F. Skinner, in verbal behaviour, mand is:

A

making a request

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19
Q

According to B. F. Skinner, in verbal behaviour, mand is derived from:

A

a command.

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20
Q

According to B. F. Skinner, what is consequent in the ABC model?

A

The outcome of feedback that occurs immediately after a behaviour.

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21
Q

According to Skinner, a response which generates a sound pattern similar to that of a stimulus is called:

(Hint: EB)

A

echoic behaviour

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22
Q

According to Skinner, when observing echoic behaviour, there is no similarity between the pattern of sounds and the muscular responses which produce a similar patter. For this reason he does not call it:

A

imitation.

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23
Q

Skinner rejected the idea that humans have an instinct to:

A

imitate.

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24
Q

Echoic behaviour is known by linguists as:

A

repetition.

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25
Q

What are the 4 main limitations of the behaviourists explanation of language development:

(Hint: RIGC)

A
  1. Reinforcement.
  2. Imitation
  3. Grammatical development
  4. Content vs. function
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26
Q

How is reinforcement a limitation of the behaviourists explanation of language development?

A

It is not possible to reinforce every bit of language spoken by a child.

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27
Q

How is imitation a limitation of the behaviourists explanation of language development?

A

Children can excel in speech development beyond their caregivers level.

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28
Q

How is grammatical development a limitation of the behaviourists explanation of language development?

A

Children are able to learn to produce phrases they have never learned before, suggesting an internal structure of grammar and not simple S-R principles.

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29
Q

How is content vs. function a limitation of the behaviourists explanation of language development?

A

It is not clear whether parents influence content or function of language.

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30
Q

According to Noam Chomsky, the idea that much of what we known about grammar is innate (genetically determined), this is known as:

A

nativism.

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31
Q

According to Chomsky, the rules of linguistic structure are determined by _________ and exist regardless of __________ differences.

A

According to Chomsky, the rules of linguistic structure are determined by biology and exist regardless of sociocultural differences.

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32
Q

According to Chomsky, do all humans share the same:

Hint: ULS

A

underlying linguistic structure.

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33
Q

According to Chomsky, a finite number of words and rules are capable of yielding an infinite number of grammatical sentences. This is known as the:

(Hint: POL)

A

productivity of language.

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34
Q

Children create sentences they have never heard before. According to Chomsky, this is called the:

(Hint: POL)

A

productivity of language.

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35
Q

According to Chomsky, “he holded the baby rabbit” is an example of:

(Hint: O-RE)

A

Over-Regulatisation Errors

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36
Q

According to Chomsky, children can apply rules to words in the:

A

Wug test.

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37
Q

As children learn to speak, they produce a variety of errors that demonstrate they learn the rules of grammar. These are known as:

(O-RE)

A

Over-Regulisation Error

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38
Q

Alex was observed saying:

“Daniel’s broked my mast.
And he sticked his tongue out at Snow White.
In the old days, they eated bad things.
I wish you buyed some for me.”

This is an example of when:

A

children apply rules to an extension to the rule.

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39
Q

Children retrieve irregular forms of verbs from memory as a whole (lexicon). In the case of regular verbs, what rule do children need to apply?

A

V + ed

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40
Q

The vocabulary of a language, including its words and impressions is called the:

A

lexicon.

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41
Q

Describe Berko (1958) Wug Test

A

Children were prompted to apply grammatical rules to nonesense words. This test elicited forms the children could not have heard before.

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42
Q

Every typical child knows far more about language than can be learned from experience. The linguistic environment of the child is insufficient for the acquisition of grammar. This argument is known as the:

(Hint: PotS)

A

Poverty of the Stimulus

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43
Q

What are the 3 aspects of the Poverty of the Stimulus argument?

A
  1. Degenerate linguistic input.
  2. Absence of negative evidence.
  3. Learning in absence of experience.
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44
Q

Explain the aspect of degenerate linguistic input in the Poverty of the Stimulus argument.

A

Parents language isn’t perfect and contains errors.

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45
Q

Explain the aspect of absence of negative evidence in the Poverty of the Stimulus argument.

A

Parents don’t tend to correct their children grammar. When they do, they are often met with resistance from he child.

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46
Q

Explain the aspect of learning in absence of experience in the Poverty of the Stimulus argument.

A

Children seem to figure out some implicit properties of grammar in absence of experience.

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47
Q

“The man who is tall is in the room.”

The part “who is tall” is called the:

A

Subject noun phrase.

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48
Q

“The man who is tall is in the room.”

This is changed to:

“Is the man who is tall in the room?”

Taking the first “is” and and moving it to the front is called the:

A

Word linear rule.

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49
Q

“The man who is tall is in the room.”

This is changed to:

“Is the man who is tall in the room?”

Taking the first “is” after the subject noun phrase and moving it to the font is called the

A

Structure dependent rule

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50
Q

Which evolutionary psychologist has advanced a series of arguments in support of Chomsky’s theories?

A

Steven Pinker

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51
Q

What are Stephen Pinker’s arguments about language development?

1.
2.
3.

A
  1. Innate language has a set of genes that help wire it into place.
  2. Disruption of certain genes could mean language suffers whilst other aspects of intelligence are spared.
  3. Cognitive deficits may occur without damaging language.
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52
Q

What developmental language disorders are used as supportive evidence of Stephen Pinker’s argument?

1.
2.

A
  1. SLI

2. Williams Syndrome.

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53
Q

Describe the developmental language disorder, SLI:

1.
2.
3.

A
  1. Genetically caused.
  2. Causes impairment in the production and comprehension of language.
  3. Intelligence intact and unrelated to other atypicalities.
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54
Q

Describe the developmental language disorder, Williams Syndrome:

1.
2.
3.

A
  1. Genetic condition.
  2. Good profession of language.
  3. Lower IQ and related to other atypicalities.
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55
Q

On which chromosome is the defective gene responsible for Williams Syndrome found?

A

chromosome 11

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56
Q

Stephen Pinker argues that the cognitive profile of children with SLI and Williams Syndrome are evidence of:

1.
2.

A
  1. The dissociation between language and cognition.

2. That language abilities are innate.

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57
Q

When a baby babbles “dadada” is she using language in a productive manner?

A

No.

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58
Q

When a toddler says “it broked” is she using language in a productive manner?

A

Yes.

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59
Q

Skinner argued that children learn language because they are reinforced by their parents for:

A

correct speech.

60
Q

What are the 3 limitations of Chomsky’s nativist perspective?

A
  1. Language specificity.
  2. Limited sample size.
  3. Role of environment.
61
Q

How is language specificity a limitation to Chomsky’s nativist perspective?

A

The innate processes Chomsky described may not be language specific and more related to our ability to discriminate between different sounds at a very young age.

62
Q

How is limited sample size a limitation of Chomsky’s nativist perspective?

A

We cannot claim language universals exist when we have only studied a few languages.

63
Q

How is the role of environment a limitation of Chomsky’s nativist approach?

A

Poverty of the Stimulus Argument.

64
Q

What are the 4 main areas of language study?

Hint: PGSP

A
  1. Phonology.
  2. Grammar.
  3. Semantics.
  4. Pragmatics.
65
Q

In language study, the system of sounds is known as:

A

Phonology.

66
Q

In language study, the structure of language is known as:

A

Grammar.

67
Q

In language study, grammar is comprised of:

1.
2.

A
  1. Morphemes

2. Syntax

68
Q

Morphemes are:

A

a meaningful unit of language that cannot be divided up into anything smaller.

E.g. The morphemes of incoming are: in, come, ing.

69
Q

Syntax is:

A

The arrangement of words to create well-informed sentences.

70
Q

In language study, the study of words meanings and combinations is known as:

A

Semantics

71
Q

In language study, the rules of how wider context contributes to somethings meaning, as an effective form of social communication is known as:

A

Pragmatics.

72
Q

What experiment demonstrates phonological development?

A

The cat in the hat womb study.

73
Q

How does the cat in the hat womb study demonstrate phonological development?

A

Although newborns couldn’t understand the content of th story, they were able to recognise the modulations in pitch which allowed them to recognise the story.

74
Q

Phonological development:

At what age can babies tell the difference between letter sounds?

A

1-2 months.

75
Q

Phonological development:

At what age can babies tell the difference between syllables or words?

A

3 months.

76
Q

Phonological development:

The ability for babies to discriminate speech sounds may be facilitated by the type of speech adults direct at infants. This is called:

(Hint: IDS)

A

Infant Directed Speech

AKA

Motherese

77
Q

What are the 3 modifications to speech exhibited by adults during Infant Directed Speech?

A
  1. Phonology.
  2. Vocabulary.
  3. Grammar.
78
Q

What are the 3 phonological adaptations exhibited by adults during Infant Directed Speech?

A
  1. Exaggerated intonation, higher pitch,
  2. Slower speech.
  3. Lengthened syllables with longer pauses.
79
Q

What are the 2 changes to vocabulary exhibited by adults during Infant Directed Speech?

A
  1. Focuses on the present and topics of interest to toddlers.
  2. Object words are placed at the end of sentences and pronounced loudly.
80
Q

What are the 2 changes to grammar exhibited by adults during Infant Directed Speech?

A
  1. Morphology.

2. Syntax.

81
Q

What morphological change is observed to grammar exhibited by adults during Infant Directed Speech?

A

Morphologically simplified.

82
Q

What 3 syntax changes to grammar are observed by adults during Infant Directed Speech?

A
  1. Grammatically well formed.
  2. Shorter sentences.
  3. Subject of discussion was of agent.
83
Q

Infant-Directed Speech changes according to the childs developing language, suggesting IDS is:

A

dynamic in nature.

84
Q

What experiment displayed the theoretical importance of Infant-Directed Speech?

A

The Human Speechome Project, observing the first 3 years of one child’s life at home.

85
Q

According to Bateson (1975), mothers tend to vocalise when their infants have finished vocalising, which stimulates turn-taking. These are known as:

(Hint: P-C)

A

Proto-Conversations

86
Q

In Proto-conversations, interactions evolve into a triadic interactions where infants point to objects. These 2 types of interactions are called:

1.
2.

(Hint: P-I, P-D)

A
  1. Proto-Imperative

2. Proto-Declarative

87
Q

At what age are reflexive vocalisations observed?

A

0-2 months.

88
Q

At what age is cooing and laughing observed?

A

2-4 months.

89
Q

At what age is babbling and vocal play observed?

A

4-6 months.

90
Q

At what age is canonical and modulated babbling observed?

A

6-10 months.

91
Q

Sounds combined in such a way that they sound like words (following the normal state of things) are called:

A

Canonical babbling.

92
Q

Sounds with different stress and intonation patterns added, which overlap with the beginning of developing meaningful speech is called:

A

Modulated babbling.

93
Q

What comes first, canonical or modulated babbling?

A

Canonical babbling.

94
Q

Language that indicates infants have started to understand the meaning of words is called:

A

Receptive language.

95
Q

At what age does receptive langue appear in infants?

A

9-10 months.

96
Q

Receptive language:

According to Fenson (1994), children at 10 months old know an average of __ words, and at 13 months know and average of __ words.

A

Receptive language:

According to Fenson (1994), children at 10 months old know an average of 30 words, and at 13 months know and average of 100 words.

97
Q

First words:

What does “da” refer to?

A

Anything the infant wants to have.

98
Q

First words:

What does “oof” refer to?

A

Any animal.

99
Q

First words:

What does “nene” refer to?

A

Any liquid drink, mum, or sleep.

100
Q

First words:

One word combined with a gesture to convey meaning is known as a

A

Holophrase.

101
Q

At what age does a childs first word typically appear?

A

12-13 months.

102
Q

After an infants first word, how long does it take for them to make any noticeable increase in vocabulary?

A

3-4 months.

103
Q

A child’s first word usually refers to:

A

objects or situations they can manipulate or are of interest to the child.

104
Q

At what age do we observe a rapid increase in a child’s vocabulary?

A

16-24 months.

105
Q

At 16 months old, what is a child’s typical vocabulary capacity?

A

50 words.

106
Q

At 16 months old, what is a child’s vocabulary typically composed of?

A

Names for things or people.

107
Q

At 24 months old, what is a child’s typical vocabulary capacity?

A

320 words.

108
Q

At 24 months old, what is a child’s vocabulary typically composed of:

A

Names and verbs.

109
Q

At what age do children begin to associate words with actions (verbs)?

A

18 months old.

110
Q

Using a word only for a specific context or single object, e.g. only using the word “banana” to refer to a real banana and not a picture of one, suggest that children:

A

Initially think of words as belonging to one thing and not categories.

111
Q

The idea that children only think of words as belonging to one thing, rather can categories, causing the to only attribute that word to a specific context or single object, is called the:

A

Gavagai problem.

112
Q

Toddlers are able to solve the Gavagi problem, but they do produce:

A

category errors.

113
Q

Using a word only for a specific context of single object, rather than categories, is called:

A

Underextension.

114
Q

Using one word in multiple contexts or entire category of objects inappropriately is called:

A

Overextension.

115
Q

At what age and developmental stage is overextension most commonly observed?

A

16-24 months during naming explosion.

116
Q

Why may children use overextension during naming explosion?

A

A lack of vocabulary.

117
Q

What is the evidence children compensate for a limited vocabulary during naming explosion at 16-24 months?

A
  1. Words used as lexical plugs to fill lexical gaps.

2. Inventing words. E.g. plant-man means gardener.

118
Q

In attempt to convey richer meanings with just one word, infants often incorporate gestures. These are known as:

A

Holophrases.

119
Q

At what age are holophrases typically observed?

A

12-18 months.

120
Q

At what age do children produce their first two-word sentences?

A

18 months.

121
Q

The type of two-word sentences used at 18 months is known as:

A

telegraphic speech.

122
Q

What are the 3 features of telegraphic speech?

A
  1. Short and simple.
  2. Grammatical markers missing.
  3. Reflect multiple meanings depending on context.
123
Q

At what age do children produce 3-4 word sentences?

A

2 years old.

124
Q

At what age do children have in increase in sentence length, followed by rapid growth of understanding of grammar?

A

2.5 years old.

125
Q

At what age do vocabulary size move children to Stage 2 sentences?

A

23 months.

126
Q

What are the 3 features of Stage 2 sentences?

A
  1. More complex.
  2. Use of plurals, past tenses, auxiliary verbs and prepositions,
  3. Slower addition of inflections.
127
Q

Development of grammar:

According to Fenson et al. (1994), there is a strong correlation between __________ size and __________ of a child’s sentences.

A

Development of grammar:

According to Fenson et al. (1994), there is a strong correlation between vocabulary size and complexity of a child’s sentences.

128
Q

Development of grammar:

At what age does telegraphic speech cease, inflections are added, and the child begins to form questions and negatives?

A

2-3 years.

129
Q

Development of grammar:

The application of basic rules to irregular words, is called:

E.g. “-ed” applied to all verbs (including irregular ones) for form past tense. “It broked”. “I goed.”

A

Overregularisation

130
Q

Development of grammar:

At what age does overregulisation occur?

A

3-4 years old.

131
Q

Development of grammar:

At what age do we tend for form more complex sentences?

A

3-4 years old.

132
Q

Development of grammar:

At 3-4 yrs old, in what way do children form more complex sentences?

1.
2.

A
  1. Using conjunctions to connect ideas.

2. Embedded clauses.

133
Q

Development of grammar:

What are conjunctions?

A

Words like “and” or “but”

134
Q

Development of grammar:

What are embedded clauses?

A

Information related to the sentence topic is put into the middle of the sentence to give the listener more information and enhance the sentence.

135
Q

Development of grammar:

Between what ages do we observe major strides in grammar?

A

1-4 years.

136
Q

The prelinguistic phase is comprised of:

1.
2.
3.

A
  1. Perception of language
  2. Non-verbal communication.
  3. Vocalisations.
137
Q

Both genetic and environmental factors seem to influence rate of language development. Of children who speak later, what proportion of them will catch up with their peers?

A

More than half.

138
Q

If a child fails to catch up with their peers in language development, these may be indicators of:

1.
2.
3.

A
  1. Poor receptive language.
  2. Difficulty with fast-mapping.
    3, Delay in cognitive development.
139
Q

What are the two dimensions used to explain the difference in theoretic views surrounding the complexity of language development?

A
  1. Innateness dimension.

2. Language specificity dimension.

140
Q

The two dimensions of innateness are:

A
  1. Empiricism

2. Nativism

141
Q

The two dimensions of language specificity are:

A
  1. General abilities.

2. Language specificity.

142
Q

The ability to discriminate between different phonemes is:

A

innate.

143
Q

The ability to discriminate between different phonemes is innate, but to activate this ability we need to learn:

A

that phonemes are important in the first place.

144
Q

The innate ability to discriminate phonemes but need to learn that phonemes are important to activate are called:

A

Usage-Based Theories

145
Q

Who was one proponent of Usage-Based Theories?

A

Tomasello

146
Q

Describe the results of Hart and Risley (1995) study on social class and vocabulary development.

A

The frequency to which parents talk to their children correlates with their vocabulary size.

NEW Developmental Psychology (11 decks)

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