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+LING 112 > Chapter 7 - Child Language Acquisition > Flashcards

Chapter 7 - Child Language Acquisition Flashcards

1
Q

early experiments on isolating children

A

Psamtik I (Egyptian Pharaoh, 7th c. BC) - told the children spoke Phrygian (Herodotus, Histories)
King James V of Scotland told the kids spoke “verie guid Hebrew.”
Akbar (Mogul Emperor, India, 16th c.AD) - the kids didn’t speak at all; concluded that language was learned by example

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2
Q

Feral (Mawgli) children

A

+1725
Peter the Wild boy, discovered in Germany, lived in UK. Developed understanding of E, but could only say a few words

+1797
Victor, Aveyron, France; found at 11 alone in the wild. Never learnt to speak, learnt to understand simple speech
and read a few words (plus write one).

+1970
Genie, California; found at 13. Locked in a closet at 20 months old by father. She could understand some words (~20, including the colours, ‘Mother’ and some names, the verbs ‘walk’ and ‘go’, a few nouns like as ‘door’ or ‘bunny’. Could say only ‘Stopit’ and ‘Nomore’. Was taught how to speak. Stopped at the level of about 3-year old.

+1990
Oxana Malaya, Ukraine, with dogs until she was 8; developed fairly fluent speech

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3
Q

AGE: CRITICAL PERIOD

A

When does it start? At/before birth
When does it end?
A child has to be adequately exposed to language by 4 years to learn ANY language.
(Critical period 1)

A child has to be adequately exposed to a language by puberty age to acquire it as a native language.
(Critical period 2)

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4
Q

Cognitive theory

A 
Jean Piaget (1896-1980)
 Language acquisition follows cognitive development. True, yet HOW does it happen?
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5
Q

Behaviorist approach

A

approach (popular until the late 1950’s)
Children learn through imitation and positive reinforcement
Doesn’t account for creative use of language

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6
Q

Generative approach

A 
Noam Chomsky (since 1957)
Children are born with LAD (Language Acquisition Device), a set of instructions for what a human language can look like,  LAD separate from cognition or general intelligence
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7
Q

preliminary conclusions about CLA

A

1) natural consequence of human society.
2) success of first language acquisition does not depend on intelligence
3) the ability to acquire language is innate, but the specific form-meaning connections are learned by exposure

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8
Q

Naturalistic: diaries and observations

Parental diaries

A

Werner Leopold: German/Engl bilingual
Wrote 4 volumes of German/English acquisition by daughter
His wife: English +some German
Both parents were of German ancestry

Problems: 1 observer, 1 child, subjectivity, recording of ‘outstanding’ rather than everyday

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9
Q

Four universal stages in CLA

A

1.) Pre-speech. Begins before birth; child becomes accustomed to “soundscape” of language
2.) Babbling stage. random practice using organs of speech,
no specific lexical meaning expressed
3.) One-word (or holophrastic) stage. sounds with specific meanings appear (the first words)
4.) Combining stage – syntax appears

By 5 or 6 children have basic knowledge of their native language(s)

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10
Q

Gestures in language acquisition

A 
Pointing
Open-hand reaching
Object extending (pointing while holding an object)

Use of gestures facilitates language acquisition.

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11
Q

Telegraphic stage

A

Telegraphic stage
Can be found in German, French, Italian…
English: 2-2.5 years, lasts a few months
Use of lexical catgory words only; no or few function words
ex: “Mommy ride bike” “Daddy read book”
Isolating languages have no TS
ex: Chinese

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12
Q

Phonological development: newborn

A 
Is startled by a loud noise
Turns head to the direction of sound 
Is calmed by the sound of voice
Prefers mother’s voice to a stranger’s
Discriminates some speech sounds
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13
Q

Phonological development: 1-2 months

A

Smile when spoken to

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14
Q

Phonological development: 3-7 months

A

Responds differently to different intonation (e.g., friendly, angry)

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15
Q

Phonological development: 8-12 months

A

Responds to name
Responds to “no”
Recognize some words

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16
Q

Productive ability : Newborn

A

Cries

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17
Q

Productive ability: 1-3 months

A

Makes cooing sounds
Laughs
Cries differently when hungry/angry/hurt

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18
Q

Productive ability: 4-6 months

A

Plays with some sounds, usually single syllables

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19
Q

Productive ability: 6-8 months

A

Babbles with duplicated sounds

Attempts to imitate some sounds

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20
Q

Productive ability: 8-12 months

A

Babbles with consonant/vowel changes

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21
Q

Frequent babbling consonants

A

p b m t d n k g s h w j

22
Q

General tendencies of phonological acquisition

A

vowels are acquired earlier than consonants (by 3 yrs)

stops (including nasals) are acquired before other consonants

23
Q

Rule-governed early phonological processes

A

syllable deletion, syllable simplification, substituations (stopping, fronting, gliding, denasalization), assimilations
>slide 21

24
Q

Vocabulary development at 1 year

A

One-word (holophrastic) stage

25
Q

vocab development 1.5 years

A

about 50 words.
Words include:
Nouns – people, food/drink, animals, clothes, toys, vehicles, other
Adjectives/adverbs (‘properties’) – hot, more, dirty, cold
Verbs (actions) – sit, eat, sleep, see, go, walk
Socializers – yes, no, please, bye-bye

26
Q

STRATEGIES FOR ACQUIRING WORD MEANING

A

The Whole Object assumption
(the word is likely to relate to the whole object)
Mutual exclusivity assumption
(an object can only have 1 name)

27
Q

Social-pragmatic theory

A

Babies use non-verbal clues (adults’ eye-gazes, gestures directed towards the object)

28
Q

Associative-learning theory

A

A word is likely to relate to a new item in the center of attention

29
Q

Syntactic bootstrapping theory

A

Babies know the sentence structure and the positions in sentences when new and important things appear:
This is a ….
Look at the …
Do you want a …

30
Q

Errors in mapping (meaning errors)

A

overextensions (kitty&raquo_space;fluffy animal, mommy>photograph)
underextensions (doggy> ‘the name of a family pet’, but not other dogs)

errors in verb meanings
Russ nadet’/odet’/odevat’sa

errors in dimensional terms
tall, long, wide

31
Q

First inflectional morpheme acquisition

A

-ing (present progressive)
-s (3rd person singular)
‘s (possessive)
-ed (past simple)
Forms of “be”

32
Q

Development of MODAL and AUXILIARY VERBS

A

(1.5-2.5 years)
Can run
Where shall we shall go?
Did you went work?

33
Q

Development of inversion

A

(around 3 years)
Play Bobby?
Bobby play train?

34
Q

development of WhH (dspecial questions)

A

(soon after 3 years)

what, where > who, how why > when > which > whose

35
Q

development of PRONOUNS

A

after 3.5

36
Q

devleopment of passives

A

PASSIVES (production, from 3) (adequate processing from 3.5-4 up to 8-9 yrs)

37
Q

Nativist

A

Babies are born with syntax

38
Q

Principles and Parameters

A

Babies are born with syntax but some

parameters need “adjusting” (e.g., subject)

39
Q

Constructivist

A

Babies are not born with syntax, but as they learn the behavior of objects, they learn their
behaviours in sentences too

40
Q

MORPHOLOGY + SYNTAX: stage 1

A

10-26 months Present tense or present progressive (-ing) only, 1st person subject pronoun, questions signalled by intonation and later in the form “what+X+doing/going” and no/not added to sentence structure, here/there/this/that used only with gesture.

41
Q

One-word stage

A

(10-16/18months)

42
Q

Two-word stage

A

(16/18 – 26/30)

43
Q

MORPHOLOGY + SYNTAX: Stage 2

A

27-30 months Quasi-model verbs used “wanna, hafta”, past tense copula (was, were) and some regular past tense verbs, 1st person object and possessive pronouns and later 2nd person pronouns, some question inversion and questions form “what/verb + V + O?”, auxiliaries such as can’t, don’t used in negative sentences.

44
Q

MORPHOLOGY + SYNTAX: Stage 3

A

31-35 months Future tense used, articles “a”, “the”, 3rd person pronouns, auxiliary form used in questions “I can’t play?”, later inversion occurs “Can’t I play?”,copula verb acquired and regular past tense “-ed” used, coordinating ans subordinating conjunctions such as “and”, “or”, “but” used correctly.

45
Q

MORPHOLOGY + SYNTAX: Stage 4

A

36-40 months Plurals emerge and possessive “‘s” acquired, plural pronouns, modal verbs, questions words “who, which, when how” emerge.

46
Q

MORPHOLOGY + SYNTAX: stage 5

A

41-46 months Irregular and regular past tense, reflexive pronouns, question tags and negative copulas used

47
Q

MORPHOLOGY + SYNTAX: stage 5+

A

47+ months behind/in front, negative questions, negative pronouns “nothing, “nowhere”

48
Q

How to grow smart children?

A

Get educated, learn some big words;
Have children later than in your teens;
Increase frequency of participation in learning activities (shared bookreading, storytelling)
Increase stylistic variability and amount of information in parent/child communication,
Respond to your child’s questions, provide support for meanings

49
Q

How to be a smart child

A

Be a girl
Be a first-born
Select your parents carefully by education, income, race, ethnicity

50
Q

IMITATION UTTERANCES

A

(age 2-3)

51
Q

Reasons for speech impairments

A

1) oral impairments
problems with the tongue or palate (e.g. too tight frenulum - the fold beneath the tongue)
2) oral-motor problems: inefficient communication in the areas of the brain responsible for speech production.
3) hearing problems (inner ear infections)

+LING 112 (7 decks)

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