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topic and issues in developmental psychology > constructivist: multi world speech > Flashcards

constructivist: multi world speech Flashcards

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1
Q

at what age do most infants acquire the majority of their grammar by?

A

age 5

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2
Q

what does syntax allow?

A

productivity and understanding between speakers

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3
Q

what are multi word combinations?

A

mainly content words referring to here and now, observes adult word order

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4
Q

what are lexical rules?

A

item specific, based on individua words or schemas

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5
Q

what are schemas?

A

combinations of words

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6
Q

how do lexical rules limit word utterances?

A

limited variety of utterances until infant able to generalise between schemas

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7
Q

what are syntactic rules?

A

abstract, based on grammatical categories

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8
Q

what are grammatical categories?

A

verb + object, subject + verb

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9
Q

how do syntactic rules limit word utterances?

A

rules are not restricted so all utterances are available

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10
Q

what is the constructivist approach?

A

infants start out with a limited set of rules, most language acquisition is context-dependent

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11
Q

what is grammar used for?

A

communication

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12
Q

how is language learned according to the constructivist approach?

A

language is learned using cognitive mechanisms

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13
Q

what are the 3 cognitive mechanisms used for language learning?

A
  • communicative intention reading
  • drawing analogies
  • distributional learning
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14
Q

how do routines help infants learn language?

A

they predict what happens next so can map what language is being used refers to

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15
Q

what representations does the constructivist approach say children start of with?

A

lexically based linguistic representations

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16
Q

what happens after children learn lexically based linguistic representations?

A

gradual generalisation to create more syntactic categories and rules

17
Q

what is tomasello’s (1992) verb island hypothesis?

A

verbs are acquired in a social context

18
Q

what did tomasello (1992) discover about verbs and subjects?

A

infants dont always generalise the verb to the subject

19
Q

what did akhtar & tomasello (1997) discover about novel verbs?

A

infants struggle to explain who does what with novel verbs

20
Q

what are infants’ limited lexical constructions?

A

early utterances are based around individual words. using slot and frame patterns

21
Q

what is structure combining?

A

constructions infants learn reflect the frequenct of patterns in input

22
Q

what did lieven et al (2003) discover about structure combining?

A

infants’ complex utterances are based around repetitions or small changes

23
Q

what ‘operations’ do infants use to change sources into targets?

A

substitution, addition and dropping

24
Q

how many exact/reduced self-repetitions did children produce in lieven et al’s (2003) study?

A

63%

25
Q

how many single operation novel utterances did infants produce in lieven et al’s (2003) study?

A

74%

26
Q

how does structure combining explain how children operate language?

A

infants operate with an extensive inventory of utterances

27
Q

what is semantic analogy?

A

infants need to learn a large number of verbs before they can recognise the similarities between them

28
Q

what do infants do after they learn a large number of verbs?

A

they build more general schemas, learn agent-action-patient pattern

29
Q

what did matthews & bannard (2010) discover in their repeated sequences study?

A

infants make fewer errors when items at the end of the 3 word frame are more similar

30
Q

what do matthews & bannard (2010) say about the importance of overlaps in meaning?

A

they help children build flexible constructions

31
Q

what is distributed learning?

A

learning the patterns in language itself

32
Q

what did childers & tomasello (1998) discover about pronouns?

A

pronouns help infants understand the subject-verb-object pattern for novel verbs

33
Q

what does distributed learning say about early language organisation?

A

early language is organised around the same categories and rules as adult speakers

34
Q

what does distributed learning say about gradual generalisations?

A

gradual generalisations are based on similarities in form and meaning

topic and issues in developmental psychology (6 decks)

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