FINAL Flashcards
surrounds an event and contains all sorts of information, sequences, temporal or causal information, new vocabulary, etc. Children use scripts to learn
event based (WORLD) knowledge
consists of categories and classes of words. Exactly what it sounds like, definition of the word
Taxonomic (WORD) knowledge
Overall, preschoolers rely on ____________________ knowledge and kindergartners move towards more ____________ learning of groupings.
event-based, scripted
- Develop in parallel throughout the lifetime
- Especially during the first 2-5 years of life
- representation is found in BOTH
Cognition and language
When we are first learning, representation takes on a variety of ______________ _____________.
different faces
Through age 2, ____________ is highly context dependent, talking about things that are here and now
comprehension
Within the first _____ words, _____________ seems to precede production
50, comprehension
2 comprehension strategies that children uses include
1) probably event - do what you usually do
2) act on the object in the way mentioned
By ____ months, a child can use word order in a limited way
28
Late preschool, _______ order used consistently
word
Toddler (12-24 months) receptive strategies include:
Reference principle
Extendability principle
Whole-object principle
Categorical assumption
Novel name-nameless assumption
Conventionality assumption
toddler receptive strategy: people use words to refer to entities
Reference principle
toddler receptive strategy: words are extendable
Extendability principle:
toddler receptive strategy: a given word refers to the whole entity and no it’s part (show me the car, can point to anything on the car and it’s still car
Whole-object principle
toddler receptive strategy: words can refer to categories of related entities
Categorical assumption
toddler receptive strategy: new name must go with things that have been nameless
Novel name-nameless assumption
toddler receptive strategy: the process of naming is systematic
Conventionality assumption:
toddler expressive strategies
- Making statements and waiting for feedback
- Testing hypothesis (rising intonation)
- Asking (what’s that)
- Selective imitation (different types - from whole to partial to delayed)
- Formulas
- Role of selective imitation and formulas
verbal routine or unanalyzed chunk of language
Formulas
scaffolding and conversational turns, can be beneficial but should phase out.
Role of selective imitation and formulas
what is bootstrapping?
problem solving as it relates to language. Using what you know to figure out what you don’t know.
What is used to analyze syntax or syntactic bootstrapping?
semantics
using what you know about sentence construction to figure out word meanings. Children usually use S-V-O sentence rigidly to begin
Syntax or syntactic bootstrapping
What are the Universal Language Learning Principles?
1) Pay attention to the ends of words
2) Phonological forms can be systematically modified
3) Pay attention to thee order of words and morphemes
4) Avoid interruption and rearrangement of linguistic units
5) Underlying semantic relations should be marked clearly and overtly
6) Avoid exceptions
7) Grammatical markers should make sense
Children’s processes of language acquisition
intention reading, pattern finding, statistical learning, and production
fancy way of saying figuring out the context. using clues to figure out context.
intention reading
if mom says “daddy” “john” and “he” is an example of what children’s processes of language acquisition?
analogy
children’s processes of language acquisition; an interruption
preemption
fancy way of saying look for the patterns
functional based distributional analysis
high frequency words are learned before low frequency
statistical learning
will use familiar forms with novel information
production
ADULTS conversational techniques
Modeling
Prompting
responding
ADULTS conversational techniques - toddler modeling
Paralinguistic, Lexical, Semantic, Syntactic, Conversational
- Slower speech with longer pauses
- Higher pitch
- Exaggerated intonation and stress
- Varied loudness pattern
- Fewer disfluencies
- Fewer words per minute
modeling, paralinguistic
More restricted vocabulary
3 times as much paraphrasing
More concrete reference to here and now
modeling, Lexical
More limited range of semantic functions
More contextual support
modeling, Semantic
Fewer broken or run on sentences
Shorter, less complex sentences
More well-formed and intelligible sentences
Fewer complex utterances
Majority of imperatives and questions
modeling, syntactic
Fewer utterances per conversation
More repetitions (16% of utterances are repeated within 3 turns)
modeling, conversational
ADULTS conversational techniques - toddler PROMPTING
Fill-ins
Elicited imitations
Questions
How parents respond to early communicative behaviors on the child’s part predicts early word learning
ADULTS conversational techniques - toddler RESPONDING
ADULTS conversational techniques - toddler RESPONDING components
Reformulation
expansion
extension
imitation
Taking what the child has said and making it more correct
If the parent says “ba go” the parent says “yes the ball went under the table”
Reformulation
Taking what the child says and not reformulated it, but expanding on it
Expansion
taking expansion and add something else that is still cohesive and appropriate about the interaction
Extension
ADULTS conversational techniques with preschoolers: what children hear:
5 to 7k utterances every day
⅓ questions
¼ imperatives
80% full adult sentences
15% SVO
80% pronoun for subject
keep the conversation going, an utterance that responds to the previous utterance and requires response
turn abouts
