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Exam 3 - Dev Psych > Language > Flashcards

Language Flashcards

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1
Q

Generativity

A

Using the finite set of words in our vocabulary, we can put together an infinite number of sentences and express and infinite number of ideas

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2
Q

Phonemes

A

smallest units of meaningful sounds (rake v.s. lake example)

cultural differences in Hindi example

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3
Q

Morphemes

A

the smallest units of meaningful language (dog = one morpheme, dogs = two morphemes)

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4
Q

syntax

A

Rules specifying how words from different categories (noun, verbs, adjectives, etc.) can be combined

By age 5, children can generate novel sentences that are correct in terms of phonology, semantics, and syntax of their native language

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5
Q

Pragmatics

A

knowledge about how language is used

the understanding of the cultural contexts of language - including shifts in tone and body language, which allow two strangers who speak the same language to communicate successfully

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6
Q

Semantics

A

meaning of word phrase of sentence

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7
Q

Infant directed speech (IDS)

A

a distinctive mode of speech used when speaking to infants and toddlers -> higher pitch, happy -> not used in all cultures

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8
Q

Prosody sensitivity

A

developing very early, with newborns becoming attuned to the prosodic properties of the ambient language, and it continues to develop during childhood until early adolescence.

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9
Q

Categorical perception

A

the perception of phonemes as belonging to discrete categories

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10
Q

voice onset time

A

the length of time between air passes through the lips when vocal cords vibrate

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11
Q

word segmentation

A

discovering where words begin and end in fluent speech

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12
Q

Segmentation by statistics

A

when babies presented with chain of sounds and one sound follows another 100% of the time. showing word like ‘bidaku’ of which sounds in this order 100% of time, babies think it’s a word over ‘kugola’ which is not always together

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13
Q

babbling: when does it start & what is it

A

begins between 6-10 month, repetitive consonant vowel sequence (baobab) or hand movement (for sign language)

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14
Q

overextension v.s. underextension

A

an overly broad interpretation of the meaning of the word v.s. an overly narrow interpretation of the meaning of the world

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15
Q

mutual exclusivity

A

children are guided by a number of assumptions about the possible meaning of a new word -> presented with two objects and they know the name of one, when unknown name is asked for they know it must be the other thing

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16
Q

pragmatic cues

A

aspects of the social context used for word learning

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17
Q

whole object assumption

A

children expect novel word to refer to a whole object

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18
Q

linguistic context

A

syntatic form of word (ex: noun, verb) influences interpretation of what the word refers to -> infer based on linguistic context

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19
Q

shape bias

A

children generalize a novel word to objects of the same shape no matter what size and texture

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20
Q

taxonomic constraint

A

children extend words to other things in the same category

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21
Q

syntactic bootstrapping

A

use linguistic context to show what the unknown word means/see what words surround that word to find the meaning
use grammatical structure to infer meaning of a new word

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22
Q

cross-situational word learning

A

determining word meanings by tracking correlation between labels and meanings across scenes and context –> narrow down possible meaning of new words

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23
Q

telegraphic speech

A

short 2 word utterances that leave out non essential words (“knee hurt”)

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24
Q

overregularization

A

speech errors in which children treat irregular forms of words as if they were regular

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25
Q

Developmental patterns of infant phoneme perception (methods and findings): Possibility 1 v.s. Possibility 2

A

Possibility 1: we need to learn to tell the different phonemes (speech sounds) apart through experience
Possibility 2: we need to unlearn recognizing the variation of sounds that aren’t important in our language

26
Q

Developmental patterns of infant phoneme perception (methods and findings): the conditioned head-turn task

A

used sounds from other cultures that are not used in english and played them for babies to see if they could distinguish differences

taught the baby to turn head where there was a change in sound and toy reward would be presented

27
Q

results of the conditioned head-turn task & reasoning for results

A

results: 6 month old in English speaking family could discriminate between sounds in Hindi and Nlakapamux, but 10-12 months olds could not

reasoning: reorginaztion of speech perception over life; we become between at one language when we lose the ability to perceive others; synaptic pruning and perception narrowing

28
Q

Quine’s “Gavagai” problem: problem of reference

A

What does a word refer to? Labeling is ambiguous

Problem: Alien comes down and you point to somehting and say a word but how are they supposed to know what you’re referring to?

Ex: point to a rabbit and say “gayvagai” but do not know what exactly the word is referring to (near infinite possibilities -> rabbit, jack rabbit, mammal, animal, white, furry??)

29
Q

Word Learning

A

babies had default rules/assumptions that allow them to understand what words are applying to

there must be some default assumption that make word learning possible

biases/constraints

30
Q

Whole-object bias (object perception)

A

“Truck” -> assume you’re talking about whole object not just bed or wheel

children assume the word refers to the whole object and not a part, action, or property of the object

object perception –> whole object might share the same color or same shape/space

31
Q

Space bias

A

“Dax”

Children generalize a novel word to objects of the same shape no matter what size/texture

All things being equal, shape is more important than color

32
Q

taxonomic constraint

A

“Flurg” -> when shown stuffed animal then stuffed animal and sponge, and ask “can you show me another flurg” they would point to other stuffed animal

taxonomic - refers to category

children extend worlds to other things in the same category

33
Q

mutual exclusivity

A

“Can you show me the blicket” when presented with an amp cord and rubber duck -> no one has taught the child what a blicket is but they know that the other object is a duck so they assume it must be the other thing

asummptions that a given entity will have only one name and if they hear another word, the person must be referring to another object

one object gets one exclusive name -> learn other word when they know the names of the things around it (using logic)

learn new word by constrasting with a family word (aka Lexical contrast)

34
Q

Linguistic context

A

Syntactic form of word (ex: noun, verb) influences interpretation of what the word refers to -> infer based on linguistic context

show a child the picture (bowl with hands going into it with something in the bowl (looks like square pieces))
- “sib” : container, “sobbing”: the action (-ing referring to verb), “some sib”: the substance (referring to quantity)

35
Q

Syntactic bootstrapping

A

show children two characters that are interacting -> characters are tapping other and other hand moving in circle motions

changes way the phrase is being used to show who is doing the action

“the duck and rabbit are kradding” - they are both doing the action

“the duck is craddling the rabbit” -> only one is doing action

use linguistic context to show what the unknown word means/see what words surround that word to find the meaning

36
Q

over-regularization

A

over-regularization errors: mistakes made by over applying the rules of grammar. treating irregular words as regular (“he goed to the store”)

Ex: child - “when i growed up”, parent - ‘you mean when you grew up’, child - “yeah when i grewed up”

word = man, irregualr form = men, overregularize -= mans

this shows they are not just learning words through exposure but by association -> using/overapplying abstract rules to create words they have never heard

37
Q

critical period

A

to learn language, children must be exposed to other people using language - spoken or signed - and timing matters

38
Q

Case Study: Nicaraguan Sign Language

A
  • nicaraguan people born deaf without access to language because was not taught sign language until a special needs school was opened and put in classroom with 50 deaf people -> 50 rudimentary ways to communicate
  • they did not have sign language but were taught to write even though it went over their head
  • through interaction at recess and bus, children made their own sign system to communciate with each other –> created a language
  • signed national anthem
39
Q

Case Study: Nicaraguan Sign Language
What does it tell us about language development?

Relationship between language & thought

A

Compared younger signers to older signers -> showed them the same video and asked them to sign what they saw
- older signers more spastic, full body movements
- younger signers -> all movemetns in hand & wrist
- main difference - older signers described only events, younger described characters feelings. kids were better at thinking about thinking

test thinking about others thinking: next showed different age groups comic strips of little brother moving older brother toy when he wasn’t there and asked where older brother would look for his toy
- older signers would pick the wrong place that the older brother would look
- younger signers know where older brother would actually look because younger children had more words for the concept of thinking

when went back 2 years late, older signers were doing better -> younger kids hung around other people at deaf association and taught them

learning that took place in adulthood that geve them insight into toher peoples thinking

40
Q

active learning

A

learning by engaging with the world, rather than passively observing objects and events

41
Q

instrumental conditioning

A

involved learning the relationship between a behavior and its consequences

42
Q

perceptual narrowing

A

developmental chnages in which experience fine-tunes the perceptual system

43
Q

intermodal perception

A

the combining of information from two or more sensory systems

44
Q

violation of expectancy procedure

A

a procedure used to study infant cognition in which infants are shown an event that should evoke surprise or interest if it goes against something the infant knows

45
Q

damage to Broca’s area:
near what cortex? associated with what?

A

near the motor cortex and is associated with difficult in producing speech

(broca’s = speech is broken)

46
Q

damage to wernicke’s area:
near what cortex? linked to what?

A

near auditory cortex and is linked to difficulties in understanding meaning

47
Q

Developmental dissociation: What are the two genetic brain conditions?

A

Williams syndrom & Specific language impairment

48
Q

Developmental dissociation: Language skill is…

A

distinct from cognitive skill and intelligence level because of different parts of the brain are responsible for language

49
Q

Williams Syndrome (and language)

A

cognitive impairment paired with high levels of linguistic skills

characteristics: Low IQ, unique facial characteristics but high language abilities

50
Q

Specific Language Impairment

A

Linguistic impairments paired with otherwise normal cognitive functioning

51
Q

What does the left hemisphere show (infancy & age)

A

Left hemisphere shows some socialization in infancy and increases with age

52
Q

Adults who learned a second language at 1-2 years show:

A

normal pattern of greater left hemisphere activity in a test of grammatical knowledge

53
Q

As you get older

A

you need to utilize more of your brain

54
Q

What side of the brain do you use when you learn a language past the 1-2 year mark?

A

Right hemisphere

55
Q

Critical period: language

A

to learn language, children must be exposed to other people using lamguage - spoken or signed - and TIMING MATTERS

56
Q

Case study Genie: Key points

A

Able to memorize language but deficit in grammar and order

Genie was neglected by parents & never heard language
Rescued from abusive parents -> able to learn language but did not learn grammar
Had trouble understanding the order of language

57
Q

Testing Critical Period Hypothesis: Results & Reasoning

A

Best results when moved to USA between 0-6/7 years of age and drastically decline with age
Because of: Neural plasticity

English grammar test on adults originally from korea and china

Directly related to the age at which they came to the US

58
Q

Neural Plasticity

A

Brain is sensitive to neural input from the environment early in life

59
Q

Animal Language

Nim-Chimpski: results

Giving animals (chimps) same language exposure as child

A
  1. Many “words” -> pointing to things and signing
  2. Little evidence for word ordering & Highly repetitious
  3. Learned slowly through extensive training based on association

After years of training -> “nim eat nim eat”, “banana me me eat”

main result: difference in way brains work in language as for as order and grammatical rules

Nim-Chimpski was a chimp that was raised as a human being

similar results in almost every animal study

60
Q

Alex the Parrot

A
  • Can answer simple questions
  • Impressive cognitive abilities
  • Dozens of words
  • No sensitivity to word order (grammar)
61
Q

What makes animals and humans different

Humans are…

A
  1. built for languages
  2. children have order (grammar) by 2 years old
  3. Children acquire language in a wide range of environments

When there is input and is chaotic, children structure it
When language is absent, they create it

62
Q

Humans have..

innate or adaptive

A

innate linguisitic abilities which fill in adequacies of the environment

Exam 3 - Dev Psych (4 decks)

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