Brainscape's Knowledge GenomeTM

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


See full index

UMass Dev Psych > Dev of Language + Symbol Use (ch. 6) > Flashcards

Dev of Language + Symbol Use (ch. 6) Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Symbols

A

System for representing our thoughts, feelings, and knowledge by communicating them to others
- use fo this frees us from the present

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

Language Comprehension

A

Understanding what others say (or write or sign)

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

Language Production

A

The process of speaking (or signing/writing)

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

Generative

A

A system in which a finite set of words can be combined to generate an infinite number of sentences, thus expressing infinite ideas

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

Phonemes

A

smallest units of meaningful sound
(rake and lake differ by “r” and “l” and have diff meanings)

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

Syntax

A

Rules specifying how words from diff categories (nouns, verbs, etc) can be combined
(in English, the order of the words in a sentence is crucial)

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

Morphemes

A

Smallest units of meaning in a language (dog vs dogs –> 1 morpheme vs 2 morphemes)

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

Pragmatics

A

Knowledge about how language is used in specific cultural contexts

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

Lang Dev + Human Brain

A
  • This is the key
  • language is a species-specific behavior = only humans acquire lang in the normal course of deve
  • it’s also species-universal = language learning is achieved by typically developing children across the globe
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Brain-language Lateralization

A

right handed = left hemisphere controls language
- life long signers process sign languages in left-lateralized language centers in the brain, whereas non-signers don’t
- suggests left-hem regions aren’t solely specialized for spoken language

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

Sensitive period for language dev

A
  • Early years constitute a sensitive period during which languages are learned relatively easily
  • after this ends (betw ~5yrs and puberty) language acquisition outcomes become more variable and less successful
  • As you get older, more difficult to learn a new language
  • suggestion of changes in plasticity for diff ages could be for this proficiency difference
  • ALSO, children’s native leang knowledge impinges on 2nd language learning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Exposure to Language (Environment)

A

-Infants identify speech as something important early on
- Infants prefer human speech over artificial sounds

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

Infant directed speech

A
  • the distinctive mode of speech used when speaking to infants and toddlers
  • greater pitch variability, slower speech, shorter utterances, more repetition and questions
  • coupled with exaggerated facial expressions
  • draws infants attention to speech, they have a preference for this compared to adult-directed speech
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Bilingualism

A
  • evidence shows that being bilingual improves aspects of cognitive function in childhood and beyond
  • Can begin prenatally = mothers who spoke two languages with fetus, they have equal preference for them
  • bilingual infants attention to speech cues is heightened
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Speech Perception (Prosody)

A
  • the characteristic rhythmic and intonation patterns with which a language is spoken
  • differences in prosody are responsible for why languages sound so diff from one another
  • speech perception involves determining which differences between speech sounds are important and what can be ignored
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Categorical perception of speech sounds

A

Both adults and infants perceive sounds (phonemes) as belonging to categories

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

Voice onset time (VOT)

A

the length of time between when air passes through the lips and when the vocal cords start vibrating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Dev changes in speech perception

A

Infants increasingly hone in on sounds of their native lang, and by 12 mo, can become less sensitive to the differences between nonnative sounds
- at 6 to 8 mos, English-learning infants discriminated between on-English phonemes (Hindi vs Indigenous lang)
- BUT by 10 to 12 mos, they no longer perceived the differences they had detected earlier

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Word Segmentation

A

discovering where words begin and end in fluent speech
- infants appear to be very good at pulling out words from speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Distributional Properties

A

in any language, certain sounds are more likely to occur together than are others (remember how infants are skilled in statistical learning)
- infants will listen to repetitions of their name than repetitions of a diff name

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Babbling

A

Begins between 6 + 10 mos, average 7mos
- produce strings of consonant-vowel syllables drawn from a fairly limited set of sounds
- language exposure is a key component to this
- deaf infants exposed to ASL babble with their hands!
- with time, eventually take on the sounds, rhythms, and intonational patterns of the language infants hear

22
Q

Intersubjectivity + Joint attention

A
  • successful communication requires two interacting partners who share a mutual understanding.
  • the foundation of intersubjectivity is joint attention = caregiver follows the baby’s head looking and commenting on whatever the infant looks at
  • by 12mos, infants have begun to understand the communicative nature of pointing
23
Q

Early world recognition

A
  • by 6mos hear ‘mom” or “dad” they turn their head to the image of the appropriate person
  • infants understand more words than they can actually produce
  • parents think infants know LESS words than they actually do
24
Q

Rapid word comprehension

A

Infants become skilled in this with linguistic experience
- 15 most presented a pair of objects and hear one of them labeled; they wait until the entire word is heard to then look at correct object, whereas 24mos looked at correct object after hearing only the first part of its label, just as adults do

25
Q

Overextension

A

an overly broad interpretation of the meaning of a word
EX: any four legged animal is a dog

26
Q

underextension

A

an overly narrow interpretation of the meaning of a word
EX: dog only refers to the child’s dog not others etc

27
Q

Early Word Production

A
  • infants initially express their thoughts with one-word utterances but what they want to talk about outstrips their limited vocabularies
28
Q

Word Learning

A
  • talking to children is very important for this
  • adults facilitate word learning by stressing or repeating new words
  • when talking about an object, better to label it when it’s centered in child’s visual field rather than periphery
29
Q

Children’s contribution to word learning

A
  • with new words, children exploit the context in which the word is used in order to infer its meaning
30
Q

Pragmatic Cues

A

aspects of the social context used for word learning
- children will use the adults label of something if they believe the adult had intention behind it

31
Q

Linguistic Context

A
  • the gramatical form of a word influences how children interpret its meaning
    EX: sib vs sibbing vs some sib
32
Q

Object shape for word learning

A

children extend a novel noun to a novel object of the same shape, even when those objects duffer dramatically in size, color, and texture

33
Q

cross-situational word learning

A

determining the word meanings by tracking the correlations between labels and meanings across scenes and contexts

34
Q

synaptic bootstrapping

A

the strategy of using grammatical structure to infer the meaning of a new word
EX: duck and rabbit task

35
Q

Duck and Rabbit “Kradding” Task

A

figure that out

36
Q

First sentences

A

most children begin to combine words into simple sentences by the end of their second year
- but they can UNDERSTAND sentences earlier than they can produce them

37
Q

Tech and word learning study

A
  • infants who learned from parents performed best in the study’s measure of word learning
38
Q

Telegraphic speech

A

children’s two word utterances
- short utterances that leave out non-essential words

39
Q

overregularization

A

speech errors in which children treat irregular forms of words as if they were regular
EX: feets, breaked, goed

40
Q

Private speech

A
  • vygotsky thought that young children’s private speech serves as a strategy to organize their actions
  • gradually, it’s internalized as thought and children become capable of mentally organizing their behavior, so they no longer need to talk out loud to themselves
41
Q

Collective monologue

A

Conversation between children that involves a series of non-sequiters

42
Q

Narratives

A

descriptions of past events that have the form of a story in correct order

43
Q

Pragmatic development

A
  • crucial aspect of becoming good conversational partner
  • allows children to understand how language is used to communicate
  • listener goes beyond the words and grasps their actual meaning
    EX: sarcasm, rhetorical questions
44
Q

Behaviorists (skinner)

A

believed that development is a function of learning through reinforcement and punishment of overt behavior
- argued that parents teach children to speak by means of the same kinds of reinforcement techniques that are used to train animals

45
Q

Noam Chomsky

A
  • countered skinner’s thoughts by pointing out some of the reasons why language CAN’T be learned via reinforcement and punishment
  • i.e. we can understand and produce sentences that we have never heard before
  • proposed that humans are born with a universal grammar rule
46
Q

Connectionism

A

a type of computational model that emphasizes the simultaneous activity of numerous interconnected processing units

47
Q

Nonlinguistic symbols

A

virtually anything can serves as a symbol as long as it stands for something other than itself

48
Q

Dual representation

A

treating a symbolic artifact both as a real object and as a symbol for something other than itself
- Using symbols as info
EX: a map
- young children have difficulty with this until they’re older

49
Q

Scale model task

A
  • tests children’s ability to use a symbol as a source of info
  • 3yro readily use their knowledge of the location of the mini toy in the model to figure out where the large toy is in the adjacent room
    -IN CONTRAST = 2.5 yro fail to find the large real life toy from the miniature –> don’t treat the model as both an object and a representation of the large room
    HOWEVER, that changes if a “shrinking machine” is used because the child thinks the model IS the room, thus no symbolic relation between the two spaces and no need for dual rep.
50
Q

Drawing + Writing

A
  • scribbles reflect emerging understanding of writing
  • Exposure toe representational symbols affects the age at which children begin to produce them
  • children simplify their drawings at first

UMass Dev Psych (6 decks)

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