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PS275 - Dev Psych - Infancy and Childhood > Chapter 11 - Development of language and communication skills > Flashcards

Chapter 11 - Development of language and communication skills Flashcards

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1
Q

what is phonology

A

the basic units of sound
- also called phonemes
- p and b

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2
Q

what is morphology

A

rules for how sounds form words
- past tense adds -ed
- plurals add -s
- prefixes and suffix

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3
Q

what are semantics

A
  • meaning expressed
  • free morphemes: dog (can be alone)
  • bound morphemes: -s (can’t be alone but changes words)
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4
Q

what is syntax

A
  • rules for meaningful word combinations
  • ex. the cat chased the dog or the dog was chased by the cat
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5
Q

what are pragmatics

A
  • knowledge of how language is used to communicate
  • ex. speaking to a young child
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6
Q

what is sociolinguistic knowledge

A
  • cultural rules of language use (“social editors”)
  • please, thank you
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7
Q

what is the empiricist perspective on learning

A
  • operant conditioning (skinner)
  • imitation (bandura)
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8
Q

what are the criticisms of the empiricist perspective on learning

A
  • grammar not shaped
  • early errors creative, not imitated
  • bi-directional imitation of mother-child interactions observed
  • “truth value”
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9
Q

nativist perspective on learning

A
  • humans biologically programmed do acquire language
  • Noam Chomsky’s language acquisition device (LAD): universal grammar
  • Dan slobin’s language-making capacity (LMC)
  • the earlier language is learned, the better and easier it is
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10
Q

support for the nativist perspective

A
  • linguistic universals
  • brain specialization (broca’s area, wernicke’s area)
  • sensitive-period hypothesis
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11
Q

what is the sensitive-period hypothesis

A

age: child aphasics, early versus late second language acquisition, deprivation: genie, cochlear implants
- sign language

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12
Q

criticisms of the nativist perspective on learning

A
  • LAD/LMC concepts vague
  • descriptive rather than explanatory
  • ignores contribution of environment
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13
Q

what is the interactionist perspective on learning

A
  • learning theorists and nativists partially correct
  • explanation for linguistic universals
  • all children share many common experiences
  • not a LAD or LMC
  • acquisition depends on slow cognitive development
  • children acquire experiences as they mature
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14
Q

the interactionist perspective says language acquisition is a result of…

A
  • biological maturation
  • cognitive development
  • environment
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15
Q

support in the environment of the interactionist perspective

A
  • joint activities with parents
  • child-directed speech (motherese)
  • negative evidence
  • expansion and recast
  • conversation important
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16
Q

early sensitivity to speech

A
  • neonates react to human speech
  • recognize mother’s voice at 3 days old
  • young infants can discriminate more phonemes than adults
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17
Q

cooing

A
  • 2 months of age
  • ooohs, aaahs
18
Q

canonical babbling

A
  • 6 - 9 months
  • vowel consonant combinations: mamama
19
Q

vocables

A
  • language specific speech production
  • consistent use of sounds in specific situations
20
Q

what are declarative gestures

A

infant directs others’ attention to an object by pointing at or touching it

21
Q

what are imperative gestures

A

infant tries to convince others to grant his requests through such actions

22
Q

what is receptive language

A

language comprehension

23
Q

what is productive language

A

language expression

24
Q

what is holophrase

A

single word utterance with meaning of entire sentence

25
Q

the holophrastic period

A
  • single words to represent whole sentences
  • holophrase
  • word learning slow at first
  • immature vocal tract
  • naming explosion
  • multimodal motherese
26
Q

referential style in the holophrastic period

A

mostly refers to people and objects

27
Q

expressive style in the holophrastic period

A

use words to express feelings

28
Q

what is the fast mapping process

A
  • linking word and meaning after one or two exposures
  • improves with age
29
Q

common errors of the holophrastic period

A

overextension and under extension

30
Q

what is overextension

A
  • specifics used to describe broader set
  • car for all motorized vehicles
31
Q

what is underextension

A
  • general words used to describe specific instance
  • candy only for peppermints
32
Q

what are the processing constraints that aid word learning

A
  • object scope constraint
  • taxonomic constraint
  • lexical contrast
  • mutual exclusivity
33
Q

what is object scope constraint

A

the assumption that words refer to whole objects rather than to parts of the objects or to object attributes
- child concludes “kitty” refers to the animal he sees rather than to the animals ears, tail, meowing or colour

34
Q

what is taxonomic constraint

A

the assumption that words label categories of similar objects that share common perceptual features
- child concludes that “kitty” refers to the animal she has seen and to other small, furry, four legged animals

35
Q

what is lexical contrast constraint

A

the assumption that each word has a unique meaning
- the child who already knows the meaning of “doggie” assumes that a label such as Dalmatian applied to a dog refers to that particular kind of dog

36
Q

what is mutual exclusivity

A

the assumption that each object has one label and that different words refer to separate, non-overlapping categories
- the child who already knows the word for doggie assumes that the word kitty refers to the fleeing animal if he hears someone say “look at the doggie chasing the kitty”

37
Q

what is telegraphic speech

A

like telegram, contains only crucial content
- nouns, verbs, adjectives
- more milk, where ball, pretty dress

38
Q

what is the telegraphic period

A

18 to 24 months old
- children begin to combine words into simple “sentences” such as “Daddy eat,” “Kitty go,” and “Mommy drink milk”

39
Q

what is over-regularization

A
  • overextension of grammatical morphemes to irregular cases
  • occurs after learning grammatical morphemes
  • i wented there, the mices are squeaking, the dog runned really fast
40
Q

when do complex sentences form

A

by age 3

41
Q

advantages to being bilingual

A
  • cognitive advantages
  • better language proficiency
  • nonverbal intelligence
  • metalinguistic awareness
42
Q

when is it easiest for children to become proficient in more than one language

A

before age 3

PS275 - Dev Psych - Infancy and Childhood (8 decks)

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