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yr 2 Sem 1 > Developmental wk 1-4 > Flashcards

Developmental wk 1-4 Flashcards

1
Q

phonology

A

language is compromised of small units that are combined

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2
Q

Also do week 10 and 11 cognition 1st yr

A

Also do week 10 and 11 cognition 1st yr

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3
Q

semantics

A

language conveys meaning

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4
Q

what does it mean by language is generative

A

there is a finite of units we can use in speech but we can organise and swap to make infinite unique meanings

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5
Q

phonemes

A

perceptually distinct units of sound in a language that distinguish one word from another

languages differ in the sounds they use as phonemes

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6
Q

syntax

A

rules about how words go together

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7
Q

what is prosody of language

A

the underlying musicality . pattern of stress and intonation. infants are sensitive to this

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8
Q

the foetal auditory system is _____functioning during the last trimester.

A

fully

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9
Q

newborns : (true or false)

1* prefer their own mothers voice
2* prefer their native language compared to a foreign language
3* discriminate languages with similar prosody
4* cry with an accent

A

1) T
2) T
3) False. they discriminate only languages with different prosody
4) T

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10
Q

what is interesting about a children’s “babbling” in development - in terms of phonemes

A

initially a wide range of sounds (phonemes).

In first year, move towards producing only sounds of target language

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11
Q

Finding words.

infants can segment words from their language at approx which age.

which age can they not

A

approx 7.5 months, but not 6 months

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11
Q

Between which two months do instants ability to distinguish sounds from non target language systematically decrease and ability to distinguish target language sounds increase.

A

between 7 and 11 months

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11
Q

How do infants segment words syllables that co-occur often are likely part of the same word

what age has this been found to happen

A

syllables that co-occur often are likely part of the same word.

e.g. happy baby
ha is often followed by pee
pee is not often followed by bay

8 months

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12
Q

properties of infant directed speech (IDS)

A
  • Higher Pitched
  • slower speaking rate
  • Important words generally at the end and are exaggerated more
  • The boundaries between phrases are enhanced, making it easier to segment speech.
  • Infants prefer to listen to IDS and interact with people who use IDS
  • More attentive around IDS
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13
Q

how does IDS impact infants speech segmentation

A

better segmentation with IDS

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14
Q

What factors aid an infants word segmentation

A
  • prosody, IDS
  • statistics, co-occurring syllables
  • Frequency
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15
Q

How does frequency aid with word segmentation in infants

A

highly frequent salient words (e.g. mummy, childs name)

  • highly frequent linguistic words e.g. the, he/she

These words act as an anchor
identifying a words speech stream = identify a boundary

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16
Q

research support for frequency aiding word segmentation

A

Highly familiar words help 6 months segment words,

e.g. baby Hannah recognised words next to hannah in a sentence.

This word segmentation is usually not present in 6 mnth olds.

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17
Q

how do the order of function and articles in their language impact word organisation

A

in english, function words tend to go before (articles, pronouns, prepositions)
e.g. An apple

But not in all languages.

in Japanese, this is the opposite.

So, japanese infants would tend to organise word segments as having the common sound (representing the function words such as articles that are common in language) at the end of a made up segment.

Whereas English would organise it before

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18
Q

Primary intersubjectivity

A

During first months, babies pay a lot of attention to faces, eye contact,
produce vocalisations, imitate sounds and facial gestures. One at a time interactions.

(babies probs not trying to communicate)

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19
Q

secondary intersubjectivity

A

Older infants (around 9 months): more sophisticated, pointing, turn taking, shared attention.

(probably babies trying to communicate)

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20
Q

during primary intersubjectivity, how do caregivers and infants share experiences

A

in face to face interactions.

but these interactions are dyadic. (baby and caregiver, baby and object)

  • no assumption of perspective of others.
  • These interactions are not intentional
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21
Q

in early socialisation, do 6mnth old babies interpret gazing as information?
what are the conditions necessary

A

yes. Only follow the gaze if preceded by mutual eye gaze

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22
Q

Secondary intersubjectivity

how do caregiver and infant share experiences

A

interactions start to become triadic (the infant and caregiver interacting together with a toy; social referencing)

Interactions become intentional, and infants start to assume that others have their own perspective

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22
Q

what are some research evidence that infants cooridnate emotional response with another person

secondary intersubjectivity

A

Still face experiment
- parent freezes, stops responding
- interaction breaks down
- child attempts to repair the interaction (social engagement cues)

Visual cliff example.
- to test depth perception. baby placed on glass that goes over acliff edge.
- infants will look at the parent for an emotional cue on how to respond

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23
Q

beginnings of intentional communication from the student is signalled by

A
  • use of eye contact/pointing to direct others attention
  • Consistent use of vocalisation to indicate specific goal.
  • evidence of child waiting for a response
  • persistence if understood
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24
Q

at what age can children control turn taking in language

what are the problems with studying this

A

3rd year

in the early stages, the caregiver ensures a smooth interaction between speakers

Difficult to establish exactly when mutually intentional

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25
Q

Turn taking (speaking) in early development

A

young infants (from around 3 mnths) alternate vocalisations with their caregivers.

By 12 month, very few overlaps between ‘speakers’

proto conversation - similarities between turn taking in early vocalisations and later conversation.

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26
Q

types of joint attention

A

sharing
following
directing attention

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27
Q

what age do children look to adults in unfamilliar or threatening situations to gauge emotional response

A

9 months

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28
Q

why is joint attention useful for language dev

A

Topic comment
caregiver talks ab object of joint attention

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29
Q

sharing attention.

is it usually just by chance that caregiver and child share attention of the same object

A

No. during first year, mothers constantly monitor the child’s line of regard.

when childs attention shifts , mother attempts to regain attention

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30
Q

mothers sensitivity to childs focus of attention is linked to

A

child’s vocabulary development

31
Q

Joint attention - Following points.

at which ages to children respond in which way to pointing

A

9 months : can follow points in front of another person

12 months: begin to check back with pointer

14 months: follows a point across the line of sight

32
Q

at what age do infants turn to follow an adults gaze and share a point of attention

A

9 months

33
Q

Infants aren’t
tracking the
GAZE
specifically until
around which age?

(Corkum
& Moore,
1995; Moore &
Corkum, 1998).

A

18
months

34
Q

12-month-olds
will follow a head
turn….________
* 14-month-olds
will only follow
when the eyes
are _____
(Brooks and
Meltzoff, 2002)

A

even if the
person is
blindfolded!

visible

35
Q

But, 12-motholds will gaze
follow if the
partner has their
eyes _____, but
not if the eyes
are ____!

A

open

closed

36
Q

Infants follow
gaze …. (Moll &
Tomasello,
2004)

A

behind
barriers

37
Q

do infants understanding communicative intentions study

what was it

what was the intetresting finding

A

Behne studied whether14, 18 and 24 month olds will follow a helpers point.
do they understand there is a shared goal of finding the toy?

infants follow both point and gaze

special condition where experimenter looked to the side while pointing. babies don’t look there.

38
Q

Imperative vs declarative pointing

by 9 months a child does what. by 18 a child does what

A

imperative - to get adult to do smth
declarative- direct adult’s attention to something

9 - points, then checks mothers line of regard

18 - checks mothers line of regarrd before pointing

39
Q

Criticisms of joint attention : directing attention

A

imperative : children learn that if she oints, she gets what she wants

Declarative: infant learns she gets more attention by pointing at things
BUT
12 mnth olds indicate when adulot retrievs weong object. respond negatively

40
Q

Word learning is hard

why is it not just pointing and naming

A

Point and name is not common (and not universal)

  • Usually only nouns
41
Q

The mapping problem

under and over extension

A

under-extension. when a child uses a word too narrowly. e.g. dog is the name for family dog only.

over extension: too broadly. e.g. dog refers to horses, lions etc.

42
Q

The mapping problem

A

How do children know hwat a word refers to when there are many stimuli. Also what other situations do these words apply to

43
Q

infants appear to comprehend nouns as early as..

they start to comprehend verbs when

A

6 months

~10 months

44
Q

Comprehension precedes production

e.g.

A

2 yr olds comprehend 2-3x more words than they can produce

45
Q

common first word categories

what is there a lack of

A

Nouns
verbs
social routines ( bye, hello, please)
Adjectives

Lack of things like Articles (the, a)

46
Q

what age do infants usually speak their first words

when do they produce around 500 words

A

Around 12 months

by 24-30 months know 500 words

HOWEVER
loads of variability

47
Q

is infants first word production predictive of later language ability?

A

not necessarily.

Language comprehension is more indicative

48
Q

early noun bias. Socially mediated word learning

A

learning occours in situations where it is easiest to read adults intentions, regardless of word class.

This happens often with nouns.
Not all are nouns, not all are discrete objects.

48
Q

Early noun bias

what is it

what cross linguistic evidence supports this bias

what hypothesis explains this bias

A

Cross-linguistically, predominance of nouns in early vocabularies (e.g. 40% of english-speaking children’s first 50 words - Nelson, 1973)
-more nouns even in verb-friendly languages.

Natural partitions hypothesis explains this bias.

Early nouns denote concrete objects easily individuated from surroundings.

Actions, states etc. tend to entities labelled by nouns, less clearly defined in space and time.

49
Q

words are often used in a variety of situations e.g.

A
  • names for people and objects (stay same across diff contexts)
  • Names for actions - e.g. open jar, open door
  • Names for properties - gone, more dirty
50
Q

generally, children make over extension errors until what age

A

2.5 years.

51
Q

Some possible mechanisms for word learning

A
  • Innate constraints
  • Structural cues in language
  • The social pragmatic approach
52
Q

innate constraints on early word learning

2 types of constraints

A
  1. Object constraint
    - words refer to objects
    - Explains early noun bias
  2. Whole object constraint.
    - refer to whole objects rather than parts
    - Gavagai = whole animal, not tail, ears, legs
53
Q

innate constraints on early word learning

2 additional constraints

A
  1. Principle of Contrast
    - no two words have exactly the same meaning
    - explains how overcomes over extension
  2. Mutual exclusivity
    - No object has more than one name.
    - helps child overcome whole object constraint and learn words for parts of objects.
54
Q

problem with constraint theories

A
  • do constraints explain lang learning or just describe it?
  • are constraints innate or learned ?
  • Are constraints specific to language?
    e.g. more about figuring out the intentions and what they are trying to communicate
55
Q

structural cues to word learning

evidence

A

where the word is placed in a sentence suggests it’s meaning.

e.g. asked 3-5 yr olds

do you know what a sib is
do you know what it means to sib?
have you seen any sib?

Task = pick out pictures of action, substance, containers

child accuratly chose
sibbing = picture of kneading
a sib = picture of a bowl
sib = pic of substance

56
Q

what evidence is there that structural cues to word learning are learned

A
  • children are good at using structural cues to apply nonesense words to Nouns (18 months), but are not good at applying to adjectives (21 months)
57
Q

issues with structural cues to word learning

A
  • children sensitive to some aspects of sentance structure. Not sure what and when
  • Chicken and egg problem. need to understand words to understand structure to understand words..
  • Do experimental studies reveal ab long term learning or immediate problem solving?
  • structural info can’t solve all problems
    The man is tamming over the bridge. Does tamming mean walking, strolling etc
58
Q

The social pragmatic approach

social world is constrained in two main ways.

A
  1. social world is structured
    - routines, games, patterned social interactions.
  2. Social-cognitive skills the infant has.
    - Joint attention, intention reading
59
Q

Social revolution begins at around what age

A

9 months. childs become really good at intention reading , interpreting communicative contexts

60
Q

Intention reading e.g.

what age do they show this

A

child already knows the name of the familiar object on the table and knows the adult knows them too.
- so can assume (using intention reading) that that the adult intends to ask about the novel object when adult asks her to “show the modi”.

2 years

61
Q

Acquisition of verbs

A

children able to interpret adults anticipation of what will happen and learn verbs which relate to forthcoming action

Children can differentiate between intended and accidental actions.
e.g. swinging, acidentally let go.
Can you meek the string.
they will swing it, not throw it.

62
Q

when do children start to put words togeahter to create multi word utterances/multi word speech

A

18 mnths - 2 years

63
Q

what is syntax

A

The ways in which a language allows words to be
combined:  Enables understanding between speakers, e.g. ‘who did
what to whom’  Allows productivity – with a finite set of words we can
produce an infinite number of possible sentences. (and allows understanding of these new sentences)

64
Q

Language is speiceis _____
and species ______
meaning

A

Species-specific: other primates can’t acquire syntax level language

Species-universal: virtually all children have acquired the majority of the grammar of their language by 5 years

65
Q

what are early word combinations like

A

mainly content words e.g. got daddy shirt
- refer to here and now, easily understood in context
- Creative e.g. more sing
- Observes adult word order e.g. truck gone vs gone truck.

66
Q

Lexical (word based) Rules of multi words

A

Rules are item specific. based on indiv words or schemas.

Get + X
where’s the + X

67
Q

syntactic (grammatical) rules

A

Rules abstract - based on grammatical categories.

verb THEN object
subject + verb

(should be able to produce large range of utterances)

some beleive children start off with these

68
Q

What is the constructivist approach?

A
  • grammar is used for communication
  • Infants are motivated to learn to communicate
  • Grammar can be learned using general cognitive learning mechanisms , such as:
  • communicative intention-reading
  • Drawing analogies. similarities between (like category learning)
  • Distributional learning (pattern finding in language and sounds)
69
Q

The role of routines (in constructivist approach)

A

allow children to predict what happens next :. what the lang they’re hearing might refer to

Repetitive chunks of language can then be learned in context where the relation between linguistic form and meaning is more transparent

70
Q

what kind of evidence would support a constructivist/ usage based approach?

A
  • Childre begin with lexically-based linguistic representations
  • High frequency items learned early
  • Only gradual generalisation across exemplars to create more abstract syntactic categories and rules. Will tke time to sort into categories
71
Q

evidence for lexically based rules: The verb island hypothesis

A

knowlege of grammar is initially tied to individual verbs until 2.5 - 3 years.

Child initially unable to generalise between verbs with similar meanings or used in similar sentence types.

e.g.
Form: X Kick Y

Meaning: Kicker (verb) Kickee

72
Q

evidence for verb island hypothesis

A
  • Eith familiar verbs, 2 yr olds able to describe actions correctly, explaining who is chasing and whom is being chased.

BUT with unfamiliar (novel) verbs (e.g. weefing), before 3 years children struggle to explain who is doing what to whom.
Said to be because they don’t have a verb island for verb weefing .

and if they knew gramatical structure, they woul be able to.

73
Q

evidence for 1. Structure combining
(Lieven, et al, 2003) and what is it

A

Many of the child’s apparently complex utterances are
based around repetitions or small changes to what
she has said before.

Most small changes are simple substitutions within a lexically based frame, or the addition/subtraction of a single word

suggests child has an extensive inventory of specific utterances, and fairly limited mechanisms for altering these utterances to match the demands of the convo

74
Q

Semantic analogy in language learning

A

looking at meaning.
begin with lexical based rules. learn a number of verbs before can recognise similarities between them and begin to build more general schemas.
C
X verb Y.
X is always the doer
verb is action
Y is done-to

x verb y as a schema

75
Q

distributional learning

A

children learn to group nouns and verbs based on the co-occurrence characteristics of the input - (the sound of their endings. walking/walked/walks vs nouns dogs dog’s cat/cat’s. can be identifiers) i.e. words which occur together or in similar contects

e.g. why are the tiger s eating?
vs
why is the dog running?

are and S sound

IS and no S sound

76
Q

 Children begin to combine words together at ________ months

A

18-24

77
Q

Constructivist theorists argue that children access meaning and learn to combine words by

A

interpreting the intentions of their interlocutors
– from hearing language used in predictable contexts

78
Q

Children build up grammar by

A

starting with more limited
scope rules (e.g. lexical rules) than those used by adults
and using general cognitive mechanisms to generalise

yr 2 Sem 1 (17 decks)

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