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YEAR 2 Developmental > Early multi-word speech: Nativist approaches > Flashcards

Early multi-word speech: Nativist approaches Flashcards

1
Q

What do nativist assume about language learning?

A

Children approach
the task of learning language with innate machinery that is
specific to language

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2
Q

Children approach
the task of learning language with innate machinery that is
specific to language

Is this the nativist or constructivist approach?

A

Nativist

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3
Q

Children approach
the task of learning language with innate machinery that is
specific to language

This can be described as…?

A

Language Acquisition Device

or

Universal Grammar (UG)

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4
Q

Language Acquisition Device or Universal Grammar (UG) is known as…?

A

The way children approach
the task of learning language with innate machinery that is
specific to language

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5
Q

Children’s utterances are creative because they have
access to innate grammatical rules

Is this…?

a. Nativist
b. Constructivist

A

a. Nativist

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6
Q

Children’s utterances are creative because creativity is based on the use of lexical frames learned from the language children hear, with new items inserted into variable ‘X’ slots

e.g. I want X

Is this…?

a. Nativist
b. Constructivist

A

b. Constructivist

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7
Q

Children observe adult word order because they have an
abstract rule

Is this…?

a. Nativist
b. Constructivist

A

a. Nativist

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8
Q

Children observe adult word order because they pick up highly frequency lexical frames from their input (which, of course, follow the adult word order)

Is this…?

a. Nativist
b. Constructivist

A

b. Constructivist

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9
Q

Generalisations demonstrate that children learn these patterns gradually from distributional analysis of the language they hear

Is this…?

a. Nativist
b. Constructivist

A

b. Constructivist

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10
Q

Generalisations (e.g. adding inflections to words, wug ->
wugs) provide evidence of abstract (innate) rules

Is this…?

a. Nativist
b. Constructivist

A

a. Nativist

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11
Q

What do Nativists argue about utterances that are creative?

A

Children’s utterances are creative because they have
access to innate grammatical rules

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12
Q

What do Constructivists argue about utterances that are creative?

A

Children’s utterances are creative because creativity is
based on the use of lexical frames learned from the
language children hear, with new items inserted into variable ‘X’ slots

e.g. I want X

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13
Q

What do Nativists argue about observing adult word order?

A

Children observe adult word order because they have an
abstract rule

Subject - Verb - Object

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14
Q

What do Constructivist argue about observing adult word order?

A

Children observe adult word order because they pick up
highly frequency lexical frames from their input (which, of course, follow the adult word order)

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15
Q

What do Nativists argue about generalisations?

A

Generalisations (e.g. adding inflections to words, wug ->
wugs) provide evidence of abstract (innate) rules

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16
Q

What do Constructivists argue about generalisations?

A

Generalisations demonstrate that children learn these patterns gradually from distributional analysis of the language they hear

Simply = Children generalise patterns based on the sounds they hear

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17
Q

Assume that grammar is a symbolic computational system which processes the relationships between abstract variables

Is this…?

a. Nativist
b. Constructivist

A

a. Nativist

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18
Q

What do Nativists assume about grammar?

A

Assume that grammar is a symbolic computational system which processes the relationships between abstract variables

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19
Q

Assume that grammatical categories and rules are given apriori in the child’s brain from birth (UG)

Is this…?

a. Nativist
b. Constructivist

A

a. Nativist

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20
Q

Predict that the acquisition of a particular aspect of
grammar should have an all-or-nothing quality.

‘As soon as an item is assimilated into a class, that item automatically inherits the privileges of that category.’

Is this…?

a. Nativist
b. Constructivist

A

a. Nativist

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21
Q

What do nativists assume about grammatical categories?

A

Assume that grammatical categories and rules are given apriori in the child’s brain from birth (UG)

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22
Q

What do nativists predict in the acquisition of a particular aspect of grammar?

A

Predict that the acquisition of a particular aspect of
grammar should have an all-or-nothing quality.

‘As soon as an item is assimilated into a class, that item automatically inherits the privileges of that category.’

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23
Q

As soon as a child learns that the word “dog” is a noun, they will treat any other noun words like “dog”

What does this suggest about nativists’ view on acquisition of grammar?

A

Acquisition of a particular aspect of grammar should have an all-or-nothing quality

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24
Q

What are the 2 general predictions nativists have?

A

1) Children should learn these innately specified aspects of grammar very early on

2) Children should show consistent treatment of
members of a particular grammatical category

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25
Q

According to Radford, ‘…Once a child is able to parse an utterance such as “close the door!”, he will be able to infer from the fact that the verb “close” in English precedes its complement “the door”, that all verbs in English precede their complements…’

What does this mean?

A

Children will catch on to the fact that an object has to come after the verb in English sentences

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26
Q

What are the 4 principles and parameters of nativist approach to language acquisition?

A

1) All the possible rules for languages are innate.

2) Grammar is universal (UG) – the rules of grammar apply in all languages.

3) Where the rules of grammar differ across languages, they do so in highly constrained ways which are encoded by
parameters (kind of like a lightswitch, can switch on an off)

4) Children need to work out which parameter settings apply for the language they are learning.

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27
Q

What do nativists believe about rules of language?

A

All the possible rules for languages are innate.

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28
Q

What do nativists believe about grammar?

A

Grammar is universal (UG) – the rules of grammar apply in all languages

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29
Q

What do nativists believe about the rules of grammar across languages?

A

Where the rules of grammar differ across languages, they do so in highly constrained ways which are encoded by
parameters

(kind of like a lightswitch, can switch on an off)

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30
Q

What do nativists believe about children leaning parameter settings for language?

A

Children need to work out which parameter settings apply for the language they are learning.

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31
Q

Give 2 examples of parameter settings

A

1) Word order

Verb-Object (English) or Object-Verb (Japanese)

2) Subject use

In some languages subjects are obligatory (English)
In others subjects are
optional (Italian)

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32
Q

I eat sashimi

What word order does this follow?

A

Verb-Object (English)

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33
Q

“Watashi-wa sashimi-o tabe-tai-desu“

= I sashimi eat-want

A

Object-Verb (Japanese)

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34
Q

It is raining

Does this sentence have an obligatory or optional subject?

A

Obligatory (English)

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35
Q

Sta piovendo = is raining

Does this sentence have an obligatory or optional subject?

A

Optional (Italian)

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36
Q

What are the 2 theoretical advantages of universal grammar?

A

1) Avoids problem of explaining how children
acquire complex grammatical rules

2) Allows a unified theory of acquisition across languages whilst explaining how languages differ

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37
Q

Avoids problem of explaining how children
acquire complex grammatical rules

What is this an advantage of?

A

Universal grammar

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38
Q

Allows a unified theory of acquisition across languages whilst explaining how languages differ

What is this an advantage of?

A

Universal grammar

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39
Q

Children’s early utterances (usually) observe adult word order

What is this evidence of?

A

That the relevant parameter is set

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40
Q

Children are productive from early on (allgone sticky)

What is this evidence of?

A

Children are applying rules of grammar

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41
Q

There are some evidence that children understand the role of word order (Subject-Verb-Object transitive construction) from preferential looking studies at what age…?

A

Age 2 yrs or earlier

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42
Q

What are the 3 empirical evidences for principles and parameters of the nativist approach?

A

1) Children’s early utterances (usually) observe adult word
order

= Taken as evidence the relevant parameter is set

2) Children are productive from early on (allgone sticky)

= Taken as evidence they are applying rules of grammar

3) Some evidence that children understand the role of word order (Subject-Verb-Object transitive construction) from
age 2 yrs or earlier from preferential looking studies

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43
Q

Describe preferential looking/pointing studies

A

1) The infant looks at 2 pictures on the screen

e.g. A picture of a monkey hugging the frog

e.g. A picture of a frog hugging a monkey

2) They hear a sentences that describes one of the pictures

e.g. “The frog is kradding the monkey”

3) Experimenters measure where the children the children look at to see if they are able to match the sentence with a suitable image

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44
Q

At what age can children identify the correct picture to match Subject-Verb-Object sentences from a choice of 2 causal actions

A

1 year 9 months

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45
Q

Children aged 1;9 can identify the correct picture to match _____ sentences from a choice of 2 causal
actions

A

Subject-Verb-Object

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46
Q

Children aged 1;9 can identify the correct picture to match Subject-Verb-Object sentences from a choice of 2 causal actions

What is this evidence of?

List 2 things

A

Being able to set the word order parameter and universal grammar

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47
Q

What did constructivists argue about comprehensions vs production?

A

Maybe children require stronger knowledge for language production compared to comprehension

Because production requires more detailed knowledge

Children learn enough details for comprehension but not enough for production

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48
Q

What are the 3 theoretical problems for universal grammar?

A

1) Parameters not clearly specified.

  • How many parameters are there?
  • Which aspects of language are coded by parameters
    and which are not?

2) Unclear how children avoid setting parameters
incorrectly.

  • Want a drink?, Got to go now

3) Bilingualism

  • How do children set two (or more) versions of same parameters?
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49
Q

Bilingualism is a theoretical problem for…?

A

Universal grammar

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50
Q

Bilingualism is a theoretical problem for universal grammar? Why?

A

How do children set two (or more) versions of same parameters?

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51
Q

It is unclear how children avoid setting parameters
incorrectly

Why?

A

Because in informal/causal conversations in English, we sometimes drop the subject

e.g. Want a drink? instead of Do you want a drink?

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52
Q

Unclear how children avoid setting parameters
incorrectly is a theoretical problem for …?

A

Universal grammar

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53
Q

Parameters not clearly specified is a theoretical problem for…?

A

Universal grammar

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54
Q

Children display limited knowledge of Subject-Verb-Object word order in production and act-out studies

What is this evidence of?

A

Evidence against the principles and parameters of nativist approach

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55
Q

Naturalistic data studies provide evidence of partial,
lexically specific knowledge within a grammatical category

– verbs, auxiliaries, determiners

What evidence does this provide

A

Evidence against the principles and parameters of nativist approach

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56
Q

Many studies show a very close relation between what children hear, how often, and what and when they learn

What evidence does this provide?

A

Evidence against the principles and parameters of nativist approach

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57
Q

List 3 evidence against the principles and parameters of nativist approach

A

1) Children display limited knowledge of Subject-Verb-Object word order in production and act-out studies

2) Naturalistic data studies provide evidence of partial,
lexically specific knowledge within a grammatical category

3) Many studies show a very close relation between what
children hear, how often, and what and when they learn

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58
Q

Nativist approaches provide an account of children’s early multiword utterances that emphasises their similarity to …?

A

Adult language

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59
Q

Continuity accounts (that posit grammatical rules from the outset) explain development in terms of ….?

A

Limitations on performance rather than limited knowledge

Simply = Limitations in how knowledge is expressed not limitation of knowledge itself

60
Q

Children’s language develops (changes over time).

What do many researchers argue?

A

That this provides evidence that they do not start out with a full innate universal grammar (contra continuity accounts)

61
Q

Children’s language develops (changes over time).

This provides evidence that they do not start out with a full innate universal grammar

What is one solution to this problem?

A

To build in a part of universal grammar that matures over time according to a biologically-determined timescale.

62
Q

Who proposed the maturational model?

A

Radford (1990)

63
Q

At what age do infants go through the Lexical Stage of development?

A

Around 20 months

64
Q

At the Lexical Stage of development (around 20
months), children’s utterances consist of mainly …?

A

Content words

e.g. nouns, verbs, adjectives and prepositions

But other parts of the corresponding adult utterance are omitted

65
Q

At what age do infants go through the functional stage?

A

Around 24 months

66
Q

At the Functional Stage (around 24 months) what happens to the child’s innate grammar?

A

The child’s innate grammar ‘matures’ and the parts governing the use of more complex grammatical components switch on;

For instance:

1) Auxiliary verbs (e.g. to mark modality,
certainty, futurity - can, will, might)

2) Determiners (to
distinguish definite and indefinite referents - a/the)

3) Inflections (to mark tense and agreement-watch/watched, I watch/He watch-es)

67
Q

What does Radford’s (1990) maturational model propose?

List 2 points

A

There are 2 stages of development

1) Lexical Stage of development

Utterances only contain content words

2) Functional Stage of development

Innate grammar matures

68
Q

Kathryn no like celery

Is this an example of…?

a. Lexical utterances
b. Functional utterances

A

a. Lexical utterances

69
Q

Hair wet

Is this an example of…?

a. Lexical utterances
b. Functional utterances

A

a. Lexical utterances

70
Q

I don’t need that

Is this an example of…?

a. Lexical utterances
b. Functional utterances

A

b. Functional utterances

71
Q

She likes icecream

Is this an example of…?

a. Lexical utterances
b. Functional utterances

A

b. Functional utterances

72
Q

Mummy doing?

Is this an example of…?

a. Lexical utterances
b. Functional utterances

A

a. Lexical utterances

73
Q

I watched the ducks

Is this an example of…?

a. Lexical utterances
b. Functional utterances

A

b. Functional utterances

74
Q

A 20 month old infant is more likely to say which sentence?

a. I’m pulling this
b. I don’t need that
c. Pig say oink
d. I watched the ducks

A

c. Pig say oink

75
Q

A 24 month old infant is more likely to say which sentence?

a. I’m pulling this
b. Hair wet
c. Pig say oink
d. Hands dirty

A

a. I’m pulling this

76
Q

What does the maturational model explain?

A

Explains why early utterances are not fully
grammatical

77
Q

True or False?

The maturational model cannot be applied to developing children who are deaf or blind

A

False

The maturational model can be applied to developing children with normal hearing, deaf, blind despite their experiences of the world being different

78
Q

What are the 3 advantages of the maturational model?

A

1) Explains why early utterances are not fully
grammatical

2) Allows for development over time so more likely
to fit the empirical data

3) Similar results for developing children with
normal hearing, deaf, blind, despite their experiences of the world being different

79
Q

What are the 3 problems with the maturational model?

A

1) Difficult to identify precise point in development when maturing aspects of the grammatical system come ‘on-line’

2) From earliest stages children show some use of
most grammatical functions, although inconsistent, and varies across languages

3) At around 24 months, children’s use of many
‘functional’ words related to lexical frames

80
Q

Difficult to identify precise point in development
when maturing aspects of the grammatical
system come ‘on-line’

This is an empirical problem for…?

A

Maturational model

81
Q

From earliest stages children show some use of
most grammatical functions, although
inconsistent, and varies across languages

This is an empirical problem for…?

A

Maturational model

82
Q

At around 24 months, children’s use of many
‘functional’ words related to lexical frames

Can I X?, Don’t X etc

This is an empirical problem for…?

A

Maturational model

83
Q

Universal grammar approaches claim innate abstract grammar, but explain changes in children’s language over development in terms of …?

A

Biological maturation of parts of the grammatical system or due to gradual learning from input

84
Q

What is the Linking problem?

A

How do children link up their innate knowledge of
grammatical categories to the words they are
hearing?

85
Q

Is the linking problem specific to…?

a. Nativist approach
b. Constructivist approach

A

a. Nativist approach

86
Q

How do children link up their innate knowledge of
grammatical categories to the words they are
hearing?

This is known as…?

A

The linking problem

87
Q

Children learn words from their environment but how do they know which category the words belong to, especially when caregivers don’t label particular words as nouns, verbs

This is known as…?

A

The linking problem

88
Q

What is the solution for the linking problem?

A

Semantic Bootstrapping

89
Q

Assumes:

Grammatical (syntactic) categories and rules innate

This is known as…?

A

Semantic Bootstrapping

90
Q

What is semantic bootstrapping related to?

A

Meaning

91
Q

How does Semantic
Bootstrapping help with the linking problem?

A

Children use semantics (meaning) to map words in the input onto innate grammatical syntactic categories by using innate Linking Rules to map semantics onto syntax

Simply = They access meaning of words from the real word

92
Q

What is Semantic Bootstrapping?

A

When children use semantics (meaning) to map words in the input onto these innate syntactic categories by using innate Linking Rules to map semantics onto syntax

Simply = They access meaning of words from the real word

93
Q

When children use semantics (meaning) to map words in the input onto these innate syntactic categories by using innate Linking Rules to map semantics onto syntax

Simply = They access meaning of words from the real word

This is known as…?

A

Semantic Bootstrapping

94
Q

How do children link rules between meaning and syntax?

A

The child ‘links’ individual words to innate grammatical categories

(e.g. noun, verb, adjective, preposition, …)

95
Q

When given the word “Attribute”, a child assumes the word is a …?

a. Preposition
b. Noun
c. Verb
d. Adjective

A

d. Adjective

96
Q

When given the word “Table”, a child assumes the word is a …?

a. Preposition
b. Noun
c. Verb
d. Adjective

A

b. Noun

97
Q

When given the word “Run”, a child assumes the word is a …?

a. Preposition
b. Noun
c. Verb
d. Adjective

A

c. Verb

98
Q

When given the word “In”, a child assumes the word is a …?

a. Preposition
b. Noun
c. Verb
d. Adjective

A

a. Preposition

99
Q

When given the word “Run”, a child assumes the word is a verb

What does this suggest?

A

The child links individual words to innate grammatical categories

100
Q

True or False?

A child can only link grammatical categories

A

False

They can also link semantic roles and syntactic roles

101
Q

How do children link semantic roles?

List 2 categories

A

1) Agent = the person carrying out the action

2) Patient = the person or thing affected by the action

102
Q

Children can link ______ by:

1) Agent = the person carrying out the action

2) Patient = the person or thing affected by the action

A

Semantic roles

103
Q

How do children link syntactic roles?

A

1) Agent = Subject of sentence

2) Patient = Object of sentence

104
Q

Children can link ______ by:

1) Agent = Subject of sentence

2) Patient = Object of sentence

A

Syntactic roles

105
Q

Describe how linking words with the experiment involving the sentence “wug tamo pim”

List 5 points

A

1) ‘Wug’ means ‘dinosaur’

2) ‘Pim’ means ‘puppet’

3) Ps are shown a picture. The agent in this picture/event is the puppet (‘Pim’)

4) So the puppet is the Subject

5) So the Subject comes after the Object in this language (Object-Verb-Subject word order)

106
Q

1) ‘Wug’ means ‘dinosaur’

2) ‘Pim’ means ‘puppet’

3) Ps are shown a picture. The agent in this picture/event is the puppet (‘Pim’)

4) So the puppet is the Subject

5) So the Subject comes after the Object in this language (Object-Verb-Subject word order)

What does this show?

A

Children are able to link words through their understanding of Object-Verb-Subject word order

107
Q

What are the 3 problems with working out grammatical categories from meaning?

A

1) Not all verbs are actions (Believe, want, need)

2) Not all nouns are concrete objects (Idea, dream, justice)

3) Not all subjects are agents (She wants a drink)

108
Q

1) Not all verbs are actions (Believe, want, need)

2) Not all nouns are concrete objects (Idea, dream, justice)

3) Not all subjects are agents (She wants a drink)

These are problems related to…?

A

Working out grammatical categories from meaning

109
Q

What is the solution to the problems with working out grammatical categories from meaning?

List 2 points

A

Use a form of distributional analysis to determine word
order for the language from prototypical sentences.

Then apply knowledge of word order to work out
grammatical category of more abstract terms

110
Q

Use a form of distributional analysis to determine word
order for the language from prototypical sentences.

Then apply knowledge of word order to work out
grammatical category of more abstract terms

This is a solution to…?

A

Problems with working out grammatical categories from meaning

111
Q

Sentences that follow the Subject-Verb-Object word order

This is known as…?

A

Transitive sentences

111
Q

Give an example of using prototypical sentence to work out word order and
grammatical categories for non-prototypical

A

Prototypical transitive sentence:

The cat [Agent=Noun=Subject]

Chased [Action=Verb]

The mouse [Patient=Noun=Object]

111
Q

What are transitive sentences?

A

Sentences that follow the Subject-Verb-Object word order

111
Q

The cat [Agent=Noun=Subject]

Chased [Action=Verb]

The mouse [Patient=Noun=Object]

This is an example of…?

A

A transitive sentence

112
Q

Mapping the words you are learning to innate systems is known as…?

A

Semantic bootstrapping

113
Q

What are the 3 advantages of semantic bootstrapping?

A

1) Explains how children break into innate system.

2) Explains why early utterances follow adult word order.

3) Explains how children learn verbs which are not
actions, nouns which are not objects etc

114
Q

These are advantages of…?

1) Explains how children break into innate system.

2) Explains why early utterances follow adult word order.

3) Explains how children learn verbs which are not
actions, nouns which are not objects etc

A

Semantic bootstrapping

115
Q

Semantic bootstrapping explains how children break into …?

A

Innate systems

116
Q

Semantic bootstrapping explains why early utterances follow…?

A

Adult word order

117
Q

Semantic bootstrapping explains how children learn verbs which are not…?

A

Actions, nouns which are not objects, etc.

118
Q

What are the 2 disadvantages to semantic bootstrapping?

A

1) Many of children’s early lexically-specific utterances are not semantically prototypical, and therefore are unlikely to be based on innate knowledge of semantic linking rules

e.g. I want a drink, I don’t like it

2) In passive sentences, the noun phrase (NP) which is
usually the object of an active transitive becomes the subject

119
Q

1) Many of children’s early lexically-specific utterances are not semantically prototypical, and therefore are unlikely to be based on innate knowledge of semantic linking rules

e.g. I want a drink, I don’t like it

2) In passive sentences, the noun phrase (NP) which is
usually the object of an active transitive becomes the subject

These are problems with…?

A

Semantic bootstrapping

120
Q

Many of children’s early lexically-specific utterances are not semantically prototypical

What does this mean?

A

Children’s utterances are unlikely to be based on innate knowledge of semantic linking rules

121
Q

Children’s utterances are unlikely to be based on innate knowledge of semantic linking rules

Why?

A

Many of children’s early lexically-specific utterances are not semantically prototypical

e.g. I want a drink, I don’t like it

122
Q

Children’s utterances are unlikely to be based on innate knowledge of semantic linking rules

What do constructivists argue about this?

A

Children may not know the grammar yet but they say phrases like this because they’ve heard it somewhere before

123
Q

In passive sentences, the noun phrase (NP) which is
usually the object of an active transitive becomes _____?

A

The subject

124
Q

The cat (agent: Subject) chased the mouse (patient:Object)

Is this:

a. Active sentence
b. Passive sentence

A

a. Active sentence

125
Q

The mouse (patient: Subject) was chased by the cat (agent:Object)

Is this:

a. Active sentence
b. Passive sentence

A

b. Passive sentence

126
Q

In passive sentences, the noun phrase (NP) which is
usually the _____ of an active transitive becomes the subject?

A

Object

127
Q

Why are passive sentences a problem?

A

If the child hears passive utterances early on, they may use semantic bootstrapping to conclude that their language is object-verb-subject

(e.g. the postman
was bitten by the dog)

There would be problems parsing other utterances

128
Q

What would result in problems parsing other utterances?

A

Passive sentences in early language development

129
Q

Some nativists propose that the passive ‘Parameter’
doesn’t mature until what age?

A

5 years

130
Q

Why are passive sentences learned late, according to nativists?

A

The passive ‘Parameter’
doesn’t mature until later (5yrs)

131
Q

True or False?

Children do not hear and use passive sentences from fairly early on

A

Children do hear and use passive sentences from fairly early on, especially in some other languages

132
Q

Nativist approaches claim an innate abstract…?

A

Universal grammar

133
Q

_____ is proposed as a solution based on children’s perceptual understanding of the world around them and innate linking rules

A

Semantic Bootstrapping

134
Q

Semantic Bootstrapping is proposed as a solution based on …?

List 2 points

A

1) Children’s perceptual understanding of the world around them

2) Innate linking rules

135
Q

Nativists assume children operate with _____ knowledge specific to grammar

a. Learned
b. Innate

A

b. Innate

136
Q

Assumes children operate with innate knowledge specific to grammar

a. Nativist
b. Constructivist

A

a. Nativist

137
Q

According to nativists, to account for differences between languages, grammar is encoded in …?

A

Principles and Parameters

138
Q

______ assume children start out with full grammatical knowledge

A

Continuity accounts

139
Q

What do continuity accounts assume about grammatical knowledge?

A

Children start out with full
grammatical knowledge

140
Q

What do maturational accounts assume about grammatical systems?

A

Parts of the grammatical system ‘switch on’ at different stages in development based
on a predetermined biological timetable

141
Q

______ assumes parts of the grammatical system ‘switch on’ at different stages in development based
on a predetermined biological timetable

A

Maturational accounts

142
Q

What is the key challenge of the nativist approach?

A

The linking problem

143
Q

How do children link up the language they hear with their innate grammar?

This is known as…?

A

The linking problem

YEAR 2 Developmental (5 decks)

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