exam 1 review Flashcards
what are the five components of language?
semantics, syntax, morphology, phonology, and pragmatics
what are Bloom and Leahy’s components of language?
form (phonology, morphology, and syntax),content (semantics), and use (pragmatics)
Lenneberg’s special characteristics of language
1) onset of speech is regular
2) speech is not suppressible
3) cannot be taught to other species
4) certain universals
areas of brain responsible for language processing
1) angular gyrus
2) broca’s
3) wernike’s
4) arcuate fasisculus
5) supramarginal gyrus
Petitto babbling study
5-12 m o infants’ babbling and non babbling facial expressions monitored for asymmetries
the larger R side of the mouth implicates LH processing during babbling
non babbling= no asymmetry
bi-directional learning
the brain effects learning and learning effects the brain
synaptogenesis
the formation of synapse’s, of which the infant brain overproduces. this allows children to have more plasticity of function due to synaptic redunancy as compared to adults who have lost some of these connections at timed points during development, which is referred to as pruning
newport studies
children/ adults who learn ASL from infancy perform it better than those who learn it after early childhood
pidgin
communication system formed when 2 cultures are forced to communicate
is not a language
creole
a language that arises from a pidgin due to younger generations being taught from birth
nicaraguan SL
opened a deaf school for children who shared no common language
NSL developed-structually simple to complex
complexity appeared in signing of those who began at younger ages (more spacial modulation)
what effects the representativeness of a transcription?
interactants, setting, objects/activities used
how long do you transcribe for?
normally at a min 100 utterances, depending on age and how many utterances are usabled
30 mins max
what are some cues for segmentation?
speaker turn, pauses and intonation contours
what are the 2 computerized transcripting systems?
SALT and CHILDES
mazes
filled pauses, false starts, repetitions
3 major communication skills of pragmatics
1) using language for different purposes
2) changing language according to needs of listener/situation
3) follow rules of convo
characteristics of child directed speech
paralinguistic, lexical, conversational, syntactic
paralinguistic
slower speech with long pauses, higher pitch, exaggerated intonation, fewer words per minute
lexical
more contextual support
syntactic
short sentences
conversational
repetitive
purposes of CDS
aids in language development, attracts childs attention, aids in bonding and attachment, delineate major sentence boundaries, highlight new words, distinguish Qs vs statements
rise-fall
approval
sharp burst
prohibition
smooth low
comfort
illocutionary period
8-12 mo
intentional communication, goal directed
how to measure intentionality?
gaze alternation/joint attention
theory of mind
piaget thought children were egocentric and had difficulty taking other people’s perspectives
mountains experiment
show children 4 different perspectives of a mountain view.
which showed piaget’s view?
children were not able to take his perspective
protoimperative
command pointing gesture
protodeclaritive
comment pointing gesture
informational
directing one’s attention
locutionary period
12+ mo
true words and protowords
perlocutionary period
1-7 mo
reflexive, emotional expression, early turn taking, not understanding yet that they can be agent
social interactionists
believe babies are trying to communicate from the beginning
learning theory
language is LEARNED
CDS responsive interactional style
follow the child’s lead “your looking at the ball”
CDS controlling interactional style
direct the child’s attention “look at this”
how to measure intentionality?`
- persistance/modification if communication is misunderstood
- pauses
dore’s primitive speech acts
1) labeling
2) repeating
3) answering
4) requesting action
5) requesting answer
6) calling
7) greeting
8) protesting
9) practicing