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HESP 400 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Phonemes occur at the ____

A

Linguistic level

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2
Q

Sound is a _____

A

Pressure wave

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3
Q

String Fallacy

A

Speech sounds are separable and sequential

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4
Q

Speech segmentation is hard because:

A
  • Phonemes overlap

- Phonemes affected by adjacent elements

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5
Q

Voice onset time

A

Time between consonant release and vocal chord vibration

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6
Q

Continuous perception

A

Notice every change in perception

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7
Q

Categorical Perception

A

Perception doesn’t always change just because physical properties do

  • Between category is more effective
  • Neonates have it
  • Innate and domain general
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8
Q

Motor Theory

A

Acoustic of speech perception continuous, actions of speech perception categorical
-Only infants talking have categorical perception

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9
Q

Conditioned sucking

A

Infants react at a VOT of 20 for between category, and a VOT of 60 for within category

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10
Q

McGurk Effect

A

Phoneme categorization can be affected by visual info

-Infants dishabituate and seem interested in perceiving /da/ when audio is /da/

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11
Q

Hindi has 2 stops: ___ and ____

A

Dental and retroflex (English is between the two)

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12
Q

After 6/8 months, _____

A

infants-adults do not perceive differences in non-native language

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13
Q

Maintenance/loss view

A

Non-native boundaries disappear, native language becomes the spotlight, BUT children can learn new languages without accents

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14
Q

Functional Reorganization

A

Native language phonemes built from universal perceptual categories, helps to learn words

  • Innate
  • Phonological at 10 months
  • Lexical at 14 months
  • Syntactic at 18 months
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15
Q

Toddlers have difficulty learning words that change by ___ feature

A

One

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16
Q

What info creates representations? (3 hypotheses)

A
  1. Represent categories heard most often (frequency)
  2. Learning through presence of contrast (contrast)
    3.
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17
Q

Learning by contrast

A 
Bimodal= sensitivity between tokens 3 and 6 (two mountains) 
Monomodal= sensitivity between tokens 1 and 8 (one mountain)
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18
Q

Lexical distinctions—>___

Non-lexical distinctions—->____

A

Bimodal distribution

Unimodal distribution

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19
Q

Speech production stage 1

A

Reflexive vocalization

  • birth to 8 weeks
  • automatic responses to environment
  • hunger cry, pain cry, temper cry
20
Q

Speech production stage 2

A

Cooing

  • 2-4 months
  • intentional vowel-like sounds
  • /e/ and /u/
21
Q

Speech production stage 3

A

Isolated vowel-like sounds

  • 4-7months
  • pre-canonical babbling
  • vocal experimentation
  • vocal tract changes- soft palate shifts up, tongue separates from jaw
22
Q

Speech production stage 4

A

Canonical babbling

  • 7 months on
  • reduplicated babbling
  • true words
  • variegated babbling 12 months on
  • jargon babbling
23
Q

Why do infants babble?

A

Motor development, language development

24
Q

Babbling sounds

A

12 most frequent consonants make up 95%- stops, glides, nasals

25
Q

Jaw oscillation theory

A

Alternating between open and closed vocal tract due to single action
-Vowels= resting tongue

26
Q

Jaw oscillation consonants and vocal tract

A
  • Bilabial (b,p) consonants with central vowels (a)= neutral tongue
  • Frontal (t, d) consonants with front vowels (i)= tongue stays front
27
Q

Chain shift

A

Substitute a different sound (guck for duck)

28
Q

Stored articulatory routines

A

Can’t generalize sounds to other contexts

29
Q

Syllable Simplification

A

Cluster Reduction- stop to top
Final Consonant Deletion- bat to ba
Reduplication- doggy to dada
Weak Syllable Deletion- banana to nana

30
Q

Fast Mapping

A

“Give me the chromium crayon” then repeat a week later

-mapping between sound and representation

31
Q

Original word learning theory

A

people show kids objects then tell them the name

32
Q

Word learning constraints

A

Biases that limit the hypotheses that the child entertains

33
Q

Taxonomic Constraint (word learning constraint)

A
  • Assume words refer to category of things that are the same
  • Assume words don’t refer to category of things that have related associates

Cake—> other desserts, other candles, NOT kinds of parties or kinds of lights

Extension of novel words- categorization, “dax”

34
Q

Whole object constraint (word learning constraint)

A
  • Assume that word refers to entire object
  • Don’t assume that word refers to part of object, its substance, its color

Whole object bias helps us learn nouns but slows verbs, adjectives, etc

35
Q

Mutual Exclusivity (word learning constraint)

A
  • Assume every object has one name
  • Assume there are no synonyms
  • Can override whole object constraint
36
Q

Social cues in word learning

A

Word learning occurs socially, child is attempting to discover another’s intent to refer

37
Q

Joint Reference

A

When speaker and listener both interpret a phrase as the same thing

38
Q

Follow-in labeling

A

Mothers label the object a child is looking at

39
Q

Disjoint labeling

A

A parent isn’t talking about the object the child is looking at

40
Q

Why do children learn nouns before verbs

A

3 hypotheses:

  1. Input determines word learning- children learn words that parents directly teach
  2. Limits of cognitive development- infants don’t have abstract concepts/words
  3. Limits of linguistic development- relational words relate concrete words
41
Q

International Adoptees

A

Lose native language and switch to new language, by adulthood no evidence of native language.

  • verbs increase as vocab does
  • no difference in vocab composition in adopted vs infant learners
  • shifts from nouns to verbs are not cognitively driven
  • adopted children actually learn words faster
  • vocab and syntax work together
42
Q

Children’s morphology

A
  • smallest unit that has meaning
  • start to appear in two-word stage
  • first acquisition is present (ing) and last is auxiliary contractable (she’s going to school)
  • tend to over regulate past tense and plural
43
Q

How to children learn morphology? (theories)

A
  1. They memorize
  2. They analogize
  3. They go by rules
44
Q

Linear syntax

A

pronoun cannot precede main referent

45
Q

Co-referential syntax

A

pronoun cannot c-command main referent

-children know principle C

46
Q

C-command

A

Node B commands node __ only if:

  • B does not dominate __
  • ___ does not dominate B
  • The first branching node that dominates B also dominates ___

HESP 400 (2 decks)

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