Chapter 10

Question 1

turn-taking

Answer 1

alternating roles as listener and speaker

Question 2

proto-converstaions

Answer 2

adults and infants vocalizing after one another, precursor to turn-taking

Question 3

dyadic interaction

Answer 3

interaction with child and adult

Question 4

triadic interaction

Answer 4

interaction with child, adult and an object

Question 5

proto-imperatives

Answer 5

infant pointing at an object and alternating their gaze between the adult and the object until they have obtained it.

Question 6

proto-declaratives

Answer 6

using pointing or looking to direct an adults attention towards an object.

Question 7

mirror neurons

Answer 7

cells that respond to you performing an action but also to someone else performing it, may be an explanation for early imitation in infants

Question 8

speech stream

Answer 8

undifferentiated series of words produced when we communicate

Question 9

phoneme

Answer 9

the smallest unit of speech that can affect the meaning. discriminating them decreases with age

Question 10

motherese aspects

Answer 10

higher pitch, more rhythmic and more exaggerated

Question 11

categorical perception

Answer 11

discriminable stimuli are treated as belonging to the same category

Question 12

stages of speech production

Answer 12

reflexive vocalisation (0-2 months)
cooing and laughing (2-4 months)
babbling and vocal play (4-6 months)
canonical babbling (6-10 months)
modulated babbling (10- speech)

Question 13

reflexive vocalisations

Answer 13

cries, coughs, burps and sneezes

Question 14

babbling

Answer 14

first types of controlled vocalizations, range of sounds. No actual words yet

Question 15

canonical babbling

Answer 15

babbling that sounds like actual words but are not actual words

Question 16

manual babbling

Answer 16

equivalent of vocal babbling but seen in deaf children and children learning to sign.

Question 17

modulated babbling

Answer 17

Beginning of meaningful speech very extensive babbling

Question 18

Are children aware of their incorrect and correct pronunciation?

Answer 18

Yes, they are. They can even produce phonological distinctions that adults can not perceive.

Question 19

syntax

Answer 19

how words are related in terms of grammar.

Question 20

s-structure

Answer 20

Chomsky, surface structure or the spoken sentence. The s-structure is determined by the d-structure

Question 21

d-structure

Answer 21

Chomsky, deep structure or the abstract representation of a sentence or the meaning.

Question 22

the one-word period

Answer 22

10-18 months, take caution in interpreting the d-structure

Question 23

the two-word period

Answer 23

18-24 months, d-structure becomes more apparent

Question 24

overregularisation

Answer 24

applying standard grammar rules (syntax) to exceptions.

Question 25

overgeneralisations

Answer 25

creating new verbs by treating a noun as if it was a verb.

Question 26

Chomsky’s arguments for innate knowledge:

Answer 26

1. Language requires to relate the d-structure to the s-structure
2. Any knowledge of the d-structure is not available in the environment, so it must be innate
3. children hear complex and ungrammatical sentences
4. children receive little feedback on grammatical correctness
5. children acquire language quick and easily

Question 27

overextension

Answer 27

extending the meaning of a word too broadly

Question 28

underextension

Answer 28

using the meaning of a word too narrowly

Question 29

constraints to word meaning development

Answer 29

whole object constraint and mutual exclusivity constraint

Question 30

whole object constraint

Answer 30

assumes that children believe that words refer to whole objects instead of single parts.

Question 31

mutual exclusivity constraint

Answer 31

assumes that children believe that there is a one-to-one correspondence between words and meanings.

Question 32

semantic system

Answer 32

a system that categorizes words in relation to their meaning

Question 33

2 strategies children use when there is a gap in their semantic or conceptual knowledge:

Answer 33

1. acquiring a new word - see if an existing concept fits, if not construct a new one.
2. acquiring a new concept - see if you can attach a known word to it. If not look for one.

Question 34

pragmatic system

Answer 34

turn taking etc.

Question 35

phonological system

Answer 35

perception and production of language

Question 36

syntactic system

Answer 36

understanding and producing grammar

Question 37

semantic system

Answer 37

understanding the meaning of words

Question 38

statistical learning

Answer 38

unconscious cognitive process where repeated patterns/ regularities are extracted from the environment. (use of transitional probabilities in word segmentation)

Question 39

Pinkers thoughts on language

Answer 39

1. language is universal
2. language conforms to an universal design
3. children pass through universal stages in acquiring language.
4. If no pre-existing language, they will develop their own.
5. Language and intelligence are double dissociable in disorders.