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Dev Psy Test 4 > Language > Flashcards

Language Flashcards

1
Q

When does word comprehension begin?

A

In the middle of the first year

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2
Q

When is the average time children say their first word?

A

12 months

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3
Q

You visit Greece and the locals there speak so fast, you wonder how can you analyze the rapid flow of speech into organized strings of words. What is this an example of?

A

Phonology- rules governing the structure and sequence

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4
Q

What component of language do children require so they can start using words as adults? Define it.

A

Children need to refine meanings of many words and connect them into elaborate network of related terms. They must master

Semantics-the way underlying concepts are expressed in words and word combinations.

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5
Q

Define grammar and it’ 2 parts.

A

Grammar is made of 2 parts: Syntax and Morphology.

Syntax: Words and phrases to complete a sentence.

Morphology: Grammatical markers (changing meaning of sentence by indicating tense, case, person, gender… endings like -s and -ed.)

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6
Q

Dick keeps interrupting Sally every time she speaks… he is engaging in inappropriate communication. What is this an example of?

A

He is not following Pragmatics.

Since pragmatics involve sociolinguistic knowledge, he should know how to speak properly in social situations.

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7
Q

Who took a nativist approach, and what did this person believe about this theory? What is LAD?

A

Noam Chomsky believed children all had an language acquisitiion device (LAD)– an innate system that biologically permits them to understand and decipher meanings in language.

Within the LAD is a universal grammar- built-in for all of human language.

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8
Q

What supports the Nativist theory of language?

hint* animal, brain, sensitive

A

1) Animal language- Language is really unique to humans. Even though chimps are very identical in DNA to humans, they cannot produce sentences. Not even bonobos who are smarter… they might communicate just to get what they want (like food), but do not share ideas.

2) Brain structures-
Regions predisposed to language processing like Brocas and Wernikes.
Brocas- left frontal; production.
+Other parts of brain take over language development if Broca’s becomes damaged earlier in children.
Wernikes- left temporal; comprehension of word meaning

3) Sensitive period coincides with brain lateralization.

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9
Q

What supports the Nativist theory of language?

hint* animal, brain, sensitive

A

1) Animal language- Language is really unique to humans. Even though chimps are very identical in DNA to humans, they cannot produce sentences. Not even bonobos who are smarter… they might communicate just to get what they want (like food), but do not share ideas.

2) Brain structures-
Regions predisposed to language processing like Brocas and Wernikes.
Brocas- left frontal; production.
+Other parts of brain take over language development if Broca’s becomes damaged earlier in children.
Wernikes- left temporal; comprehension of word meaning

3) Sensitive period coincides with brain lateralization. Deaf children are not adaptable and learn better than those who learn ASL later in life (like Simon and his parents).
>2nd language acquisition declines after 5-6 years old

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10
Q

What is the Interactionist theory for language? What are the 2 different sub-theories?

A

Interactionist theory proposes that inner capacities (cog abilities) and environment influence language development.

1) Information-processing- some blend nativist theory and suggest human brain is skilled at detecting patterns and can process the external world.
2) Social interactionists- emphasize social aspects with strong desire to communicate with others… (Williams syndrome).

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11
Q

What are newborns most sensitive to?

A

mother’s voice and their native language.

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12
Q

Define phonemes and categorical speech perception.

When do children start organizing speech into phonemic categories?

A

Phonemes are smallest sound units that signal change in meaning, such as “ra” and “la”. Japanese speakers don’t distinguish between the two.

Distinguishing and organizing phonemes is called Categorical speech perception is the tendency to perceive.

Children organize speech by 6-8 months.

We also did this in class.

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13
Q

How do babies detect internal structures of sentences and words? *hint statistical and rule learning

A

They are statistical analyzers of sound patterns- at 6 months, they can distinguish adjacent syllables that frequently occur together.

They are also rule learners- learning to distinguish ABA from ABB pattern, a capacity that may help them grasp syntax.

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14
Q

What are some characteristics of infant directed speech? (IDS)

A

high-pitched

exaggerated expressions

clear pronunciation

pauses

gestures

repetition

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15
Q

What kind of speech sound does a 2 month old make?

A

Cooing… and vowel sounds.

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16
Q

What kind of speech sound does a 6 month old make?

A

They babble repeating consonant-vowel combos like ba-ba-ba-ba

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17
Q

When do babies start communication with eyes?

A

Newborns make eye contact and terminate it by looking away.

3-4 months, babies acquire joint attention and start to gaze in the same general direction adults are looking at. This contributes to language and communication.

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18
Q

What are the 2 different preverbal gestures that appear at 1 years old? How do they affect development?

*proto…

A
  • Protodeclarative- baby points to or holds an object while looking to see that someone notices
  • Protoimperative- baby gets someone else to do something while reaching to or pointing to something

> These are the stepping stones and predicts early vocabulary… the earlier these gestures are used, the earlier vocab. growth.

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19
Q

What does the early phase of phonological development indicate about babies and children?

A

They can also understand a whole lots of words before they can even produce.

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20
Q

What are the steps in phonological strategies? When do they master it?

A

First children focus on the stressed syllable and try to pronounce the consonant-vowel combo (“du” or “ju” for juice).

They then add the consonants (“ju-ice”) and add the unstressed syllables.

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21
Q

When do children start refining syllable stress patterns? *meaning

A

By 4th and 6th grade, children can understand abstract words and meanings involved.

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22
Q

When is phonological dev. mostly completed?

A

By 5 years old, phonological dev. is largely complete.

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23
Q

What does the 5 month lag refer to?

A

If a kid knows 50 words at 13 months, 5 months later at 18 months, they may PRODUCE 50 words… this is because children’s comprehension comes before production.

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24
Q

How many words do average 6 year old know?

A

10,000- 5 a day.

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25
Q

What are first words linked to?

A

Cognition and emotion such as people, objects that move, and social terms.

MAMA, HI, KITTY, VROOM

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26
Q

When do they believe Vocabulary spurts occur? What is it? *fast-mapping

A

Between 18-24 months, fast mapping occurs when a child shows ability to connect new words to underlying categories and concepts they already know.

Formation of networks (maps) of related concepts.

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27
Q

List some individual differences in language development.

A
  • Gender- girls slightly ahead… maybe it’s due to lateralization and physical growth.
  • Temperament- shy children… child may wait to think before speaking
  • Language environment- richness and interaction of words… lower SES children have less verbal stimulation and communication
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28
Q

List some individual differences in language development.

A
  • Gender- girls slightly ahead… maybe it’s due to lateralization and physical maturation - promoting earlier dev. of left cerebral hem.
  • Temperament- shy children… child may wait to think before speaking
  • Language environment- richness and interaction of words… lower SES children have less verbal stimulation and communication
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29
Q

Describe the 2 language styles.

Referential and expressive

A
  • Referential-words that refer to objects

- Expressive- social pronouns like please and thank you.

30
Q

Harry is a toddler who thinks words are for talking about people’s feelings and needs… what kind of language style does he engage in more?

A

Expressive!

31
Q

Mary loves to refer to objects when learning to speak- what type of language style is she familiar with?

A

Referential.

32
Q

Who vocabulary is more likely to grow faster- referential or expressive? Why?

A

Referential because all language contain many more nouns than social terms.

33
Q

Young learners in other cultures have more action or object words?

A

Object- because they most likely refer to concepts such as bird, dog, table that are eay to perceive.

34
Q

What are examples of State words

A

Refers to qualities of objects and actions.

State words are attributions of objects such as size and color and possessions: My big red truck toy!

35
Q

Place the following state words in order, and what age they learn by:

on
under
in

A

in, on, and under… by 2.5 years old.

36
Q

Explain what overextension is and under-extension is. Provide examples.

A

Overextension is inappropriately applying one word to a wider collection of objects and events.

ex) Baby uses the word CAR for buses, trains; etc.

Under-extension is an error where children apply words too narrowly.

ex) Baby uses the word BEAR to explain just one specific special teddy bear he loves.

37
Q

What’s more common in children 1-2.5 years old: over or underextension?

A

Overextension

38
Q

A toddler’s overextension reflects what?

A

A toddler’s overextension reflects their remarkable sensitivity to categorical relations. They add the word “dog” to furry, four-legged animals.

As vocab and pronunciation improve, overextensions disappear.

39
Q

How many words do children in elementary know?

A

They can comprehend about 40,000- learning 20 words a day.

40
Q

What are some examples of semantic development that school aged kids 8 to adolescence understand?

A

Sarcasm, irony, metaphors, proverbs like “every cloud has a silver lining”

41
Q

When given only the first 2 or 3 phonemes of a word, 2 year old Harry recognizes familiar words on the basis of it’s initial sound, such as “ba” for baby or “daw” for doggie.

What does this suggest? *phonological… fast-mapping…

A

This suggests that Harry is really good at transferring new words to LTM and connecting them to relevant concepts.

His fast-mapping skills is supported in STM and he has an advanced phonological store that permits him to retain speech-based information.

42
Q

What are the advantages of identifying a word based on the initial sound?

A

It frees up WM for other complex language tasks like comprehending longer strings of words.

43
Q

In short, how do young children add new vocabulary to their language?

A

By figuring out meanings and contrasting them with what they already know and assigning the new label to a gap in their vocab.

44
Q

The assumption that words refer to entirely to separate categories refers to __________ _________________

A

Mutually exclusivity bias

45
Q

By about how many words do children acquire a Shape Bias? What is it?

A

Around 75 words- previous learnings of nouns based on shapes, heightens attention to others with same shape quality.

They learn that similarly shaped items have the same name.

46
Q

What is it called when preschoolers discover many word meanings by observing how words are used in syntax, or structures of sentences?

Define it further.
*hint: citron

A

Syntactic bootstrapping - Children can infer by deduction what something might mean… for example, a child who hears the word citron in the context of a lemon and a taxi might infer citron means yellow.

47
Q

How would a child apply mutually exclusivity bias to an object (bottle) which has a part that stands out (spout)?

A

Once the name of a whole object is familiar, hearing a new name for an object will encourage mutual exclusivity bias.

After hearing “bottle”, the “spout” will get a new label.

48
Q

Mary is a small child who can tell the difference between the word “dax” and “daxes”- one object to multiples of the same object. What is she relying on?

A

She is relying on syntactic bootstrapping.

49
Q

What type of cues do infants and toddlers rely on for language development? *hint: 3 things

A

Infants rely solely on Perception cues, like a parent shaking a toy while naming it.

Toddlers rely on the perceptual features (object shape and physical action), and attend to Social cues.

Finally, as they improve, Linguistic cues like syntax and intonation.

50
Q

“Go car” “More cookie” are examples of what?

A

This is a first word combination.

These 2 word utterances are Telegraphic Speech and like a telegram focus on high-content words and omit less important ones like can, the, and to.

51
Q

Would a 3 year old know newly learned verbs in which they have not heard the verbs used before?

A

No, they have not grasped subject-verb and verb-object relations- the foundations of English grammar.

52
Q

How many words do children form before they start to add grammatical morphemes?

Define Grammatical Morpheme and some examples.

A

Once children have formed 3-word sentences, they add Grammatical Morphemes.

That is, small markers that change the meaning of sentences… it morphs the sentences like “John’s dog” and “he IS eating.”

ex) verbs = he singing
preposition “on” = on horsie
past tense = he liked it

53
Q

What explains the differences in sequence of development such as Grammatical Morphemes? *2 things

A

1) Structural Complexity: adding -ing or -s is less complicated than using verbs like to be.
They still need to express correct tense to make the subject and verb agree “I am coming vs. They are coming”

2) Semantic Complexity- adding -s to a word indicates more than 1. The verb to be adds more ambiguity and includes understanding of a person, number, time; etc.

54
Q

“My toy breaked… “ “We have 2 foots!”

What is this an example of? Around when does this occur?

A

Overregularization- occurs from 2- middle childhood.

55
Q

What opens the door to new expressions?

A

verbs like to be opens the door to many other new expressions like Negatives and Questions.

56
Q

What are the 3 types of Negatives in speech that 2.5-3 year olds make?

A

1) nonexistence- “no cookie” “all gone crackers” - child remarks of absence of something
2) rejection- “no take bath” - child opposes
3) denial- “that not how we eat” “that not my kitty” - denial of truth

57
Q

What is a common error in Questions during speech in young children?

A

Aux verbs like “What he doing?”… or failing to invert subject and aux verb like “What she will do?”

58
Q

Which are harder for children to understand and answer due to it’s semantically and structurally difference?

a. what, where, who
b. how, why, when

A

b. How, why, when is more difficult.

59
Q

What are the things that children in later grammatical development master better?

A

Passive voice like “the hat was worn by Mary” and advanced understanding of phrases that sound similar like “harry is eager to please” and “harry is easy to please.”

60
Q

What does Semantic Bootstrapping refer to?

A

Relying on other properties of language to detect basic grammatical regularities.

61
Q

What are the 2 things adults do to reformulate children’s grammar when they make a mistake?

A

1) Recast- Restructure inaccurate speech to correct form.
2) Expansion - Elaborate on speech to expand it’s complexity.

Ex. of both Recast and expansion:

child: “I gotted new shoes”
parent: “Yes, you GOT a pair of new red shoes.”

62
Q

What is illocutionary intent? Example.

A

What a speaker means to say without saying it.

“That trash is starting to smell babe.” aka, take the trash out please!

63
Q

What is speech registers in Sociolinguistic Understanding?

A

Language adaptations to social expectations… like when imitating socially dominant roles, children used more commands.

64
Q

Child: What’s that?
Parent: It’s a food processor
Child: No, you’re a food processor, that is a food process!

What is this an example of?

A

Metalinguistic awareness- ability to think of language as a system.

65
Q

What are the social rules for the following:

2 year olds
Early childhood-turnabout
Middle childhood-shading

A

2 year-olds can have effective conversations with eye contact, appropriate turns in conversation…

-Early childhood- turnabout
>when speaker comments or adds a request which gets the other’s response and keeps the conversation going…

-Middle childhood - shading
>gradually initiating a change in subject with addition…

66
Q

Give an example of some of the Narratives with adults, and their age for the following:

  • Leapfrog
  • Chronological
  • Classical
A
  • leapfrog-unorganized a 4 year old might jump around and not tell you a straight story
  • chronological- 4-5, to place events in a time sequence
  • classical- 6, add resolution and ending to a story.
67
Q

Define Sociolinguistics.

What does it do for children?

A

Social norms and expectations

They engage in speech registers- politeness like please and thank you… manners…

68
Q

Which type of bi-lingual learning might be better as far as speed of learning?

A

Learn both at the same time? It doesn’t impair language dev… quickly and effectively by pre-school.

69
Q

Define Phonology:

A

Rules of engaging in appropriate and effective communication, such as socio-linguistics.

70
Q

What is an example of phoneme in relation to our class activity?

A

Changing the basic sounds like “ilgay” to “iljay” signaled the change in meaning.

Dev Psy Test 4 (3 decks)

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