Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

LING228- Child language acquisition > 3>word learning > Flashcards

3>word learning Flashcards

1
Q

when do infants learn their first words?>

A

12 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

features of infants first words>

A

usually relevant & frequent words in environment (i.e. greetings, objects, toys, pet names)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

when does a child reach (on average) 600 words?

A

36 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

features of infants first 600 words> (2)

A

-these words as expansion to different types & more abstract words
-these words as mainly still common nouns verbs & greetings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

when does comprehension of words begin?

A

around 8-10 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

when does production of words begin?>

A

around 11-13 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

word comprehension=

A

mapping a word to its referent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what is word comprehension indicated by?> (2)

A

> Retention=remembering the word-referent pair (mapping)
Generalisation= generalising the word to a new category member (e.g. extend to other types of car)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

word retention=

A

remembering the word-referent pair (mapping)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

word generalisation=

A

generalising the word to a new category member (e.g. extend to other types of car)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what is the reference problem?>

A

there are infinitely many possible referents for a word
(e.g. point & gavagi> what is referring to? obj, part of obj, environment etc)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

children’s ‘intrinsic biases’ on figuring out word meaning=

A

how every child has innate specific expectations of how labels map onto objects, (with these limiting no of potential referents)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

types of children’s ‘intrinsic biases’ on figuring out word meaning (2)

A

> lexical constraints
social-pragmatic cues

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

how do children figure out word meaning> (2)

A
  • intrinsic biases
  • extrinsic cues
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what are extrinsic cues for figuring out word meaning>

A

co-occurences between specific objects & labels; (properties of external communicative situation which assist word learning)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Types of extrinsic cues for figuring out word meaning> (2)

A

statistical associative info, distributional learning (e.g. hear & see together–>pair)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Lexical constraints> 1>whole object assumption study> (3)

A
  • children 3-4 shown image of NOVEL obj & NOVEL label
  • asked which of 2 things it is (part/whole)
  • children chose entire object as referent (fits with assumption)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what is the whole object assumption?>

A

children expect a word to refer to a WHOLE object, not a part/property of it

19
Q

lexical constraints: mutual exclusivity study> (4)

A
  • showed children novel word for ENTIRE object & told them what it is
  • Now children know of word
  • asked on diagram where another label is
  • as don’t accept 2 labels for things then apply this principle & infer this must refer to part
20
Q

what is the mutual exclusivity assumption?>

A

children expect object to have one and only one name

21
Q

Lexical constraints> taxonomic assumption study> (4)

A

-children showed an object with novel label (car & ‘sud’)
-showed objects that thematically similar
-asked to find another (‘sud’) & chose another car
-thus generalised words to other members of category (when use word to refer to 1st one)

22
Q

lexical constraints> taxonomic assumption ALTERNATE study condition> (4)

A

-children showed an object with novel label (car & ‘sud’)
-showed objects that thematically similar
-asked to find another but didnt repeat label
- children chose policeman (as thematically similar)

23
Q

summary on lexical constraints>

A

-aims to solve complex problem by simple set of constraints

24
Q

problems with idea of ‘lexical constraints’>

A

-children do not always adhere to these
-children do learn words that refer to parts of objects
-children do learn MULTIPLE labels for an object

25
Q

Socio-pragmatic- joint attention study> (3)

A
  • after labelling children were asked to find ‘toma’ out of 3 objects
  • when both parent & child were looking ast same thing 16 months+ identified correct obj
  • when no joint attention only 18 month identified correct obj
26
Q

socio-pragmatic cues> communicative intentions study on mutual focus> (4)

A
  • children (2) & 3 hidden novel objs without lang
  • asked child to find ‘toma’ new word but no corresponding obj
  • adult find 2 of ‘wrong’ objects & vocalises this
  • once all toys out, children chose correct obj without direct lexical link (through understanding communicative intentions/goals)
27
Q

socio-pragmatic cues: communicative intentions> study on monitioring adults’ intentions (‘toma’) (3)

A
  • objects hidden in buckets
    -asked “where is toma”
  • adult takes out 3 novel objects & frowns at each until last which smile at
  • children chose correct, understanding communicsative intention of ‘happy’ as found object
28
Q

socio-pragmatic cues: communicative intentions> study on monitioring adults’ intentions (widget) (4)

A
  • 2/3 year olds taught ‘widget’
  • in 1 conditon “widge it” presented as an action; in another presented as an object
  • asked to show “widge it”
  • children in action condition were more likely to demonstrate the action; children in no action condition were more likely to make link between obj & label
29
Q

socio-pragmatic account evidence

A

children’s word learning starts to take off about same time as socio-cognitive skills

30
Q

problems with socio-pragmatic account

A
  • children do learn word before their joint attention & intention reading skills have developed
  • children with autism who find interpreting socio-pragmatic cues difficult do learn words
31
Q

extrinsic cues> statistical associative info study> (5)

A
  • children presented with novel object & novel labels (6 overall)
  • presented in pairs
  • have to keep track of which object goes with which label (as not explicit)
  • asked to find ‘bosa’ ; can only find by co-occurence
  • both 12 &14 months were able to form associations between novel objects & labels
32
Q

pros of associative learning account>

A

pros
- simple (no need for innate knowledge)
- powerful (shown to be in place young

33
Q

cons of associative learning account>

A

-evidence is from very simplified lab environment (1 label, few objs)
- might not be able to scale up to learning in real world
- doesnt account for learning of abstract words

34
Q

Emergentist coalition model=

A

a hybrid account that is sensitive to multiple strategies children use to learn words

35
Q

what is ‘statistical associative info’ extrinsic cue>

A

idea children associate words to their referents based on the probability of co-occurence of these pairs across multiple situations

36
Q

3 key ideas of emergentist coalition model>

A

-children are sensitive to MULTIPLE cues
-children differentially weight certain cues over others at different time points
-children can move from using immature, basic constraints to more mature, sophisticated ones as they develope

37
Q

emergentist coalition model> study> (3)

A
  • 10, 12, 18, 14 months presented with 2 objects: one as interesting looking & the other as boring
  • when ‘interesting’ object is asked to find AND looked at –>all children picked correct
  • when asked to find ‘boring’ object–> only after 1 1/2 years were children able to shift attention away from ‘interesting’ obj
38
Q

source of quantitative differences in word production> (4)

A

-child gender
-birth order
-personality
-language

39
Q

how is gender a source of quantitative difference in word production>

A

-found female advantage prior to 24 m
-rates of acquistion found to differ

40
Q

how is birth order a source of quantitative difference in word production>

A
  • found advantage in first born, prior to 20 months
41
Q

how is personality a source of quantitative difference in word production>

A

-children high on positive sociability showed advanced lang production at 20/21 months
- shy children less likely to learn & retain names of novel objects

42
Q

how is ‘language’ a source of quantitative difference in word production>

A
  • noun bias in english-speaking children
  • vs noun bias not found in mandarin-speaking children (due to mandarin often having N’s omitted>thus not exposed to more N’s)
43
Q

how is curiosity/interest a source of quantitative difference in word production>

A
  • 24 month olds more readily learn word for a new category member of categories they ALREADY know more words for
  • 30 month olds more readily learn words about objs that are in categories of their interests

LING228- Child language acquisition (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions