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Cognitive Psychology > Language > Flashcards

Language Flashcards

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1
Q

Preference for speech sounds
Ability to distinguish many speech sounds
Categorial speech perception
Narrow to native speech with maturation and experience

A

Phonological Development-Perception

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2
Q

4-6 months: babbling
Universal onset
Similar sounding across languages
Experience matters somewhat

A

Phonological Development-Production

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3
Q

Babies can:

Direct...
Engage...
Get...
Maintain or...
Navigate...
Persist...
Respond...

DEGMNPR

A

Get people’s attention
Direct others’ attention
Engage in joint activity

Can maintain or break interaction with eye gaze

Navigate turn-taking
Persist in requests
Respond to others’ actions

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4
Q

_______ > ______

A

Comprehension, production

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5
Q

Learn _____ level categories first

A

Basic

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6
Q

“cat” to refer to squirrel

Applied to perceptually similar objects

A

Overextension

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7
Q

“cat” to refer only to one’s own cat
Involve absence of a correct response
Harder to detect

A

Underextension

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8
Q

________ precedes _______

A

Comprehension, production

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9
Q

Two types of words:

A

Referential and expressive

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10
Q

_____ are faster to acquire words

A

Girls

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11
Q

Meaning relations expressed more clearly with _____ word utterances than with _____ word utterances

A

Two, one

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12
Q

Facilitates later verb understanding

Order and structure: agents&raquo_space; actions, actions» objects

A

Grammar

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13
Q

_______ modulate meaning

A

Morphemes

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14
Q

_______ does not matter; ______ _______ does

A

Frequency, grammatical complexity

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15
Q

What morpheme is acquired in different orders?

A

Morpheme ‘s’

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16
Q

Rule bound and can be extended

Not based on modelling, but on rule-learning

A

Inflection acquisition

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17
Q

breaked, goed, feets are all examples of _______

A

Overregularizations

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18
Q

Creating meaning with combinations of words

Two- word, then extends, then inflections

A

Propositional semantics

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19
Q

Lexical Semantics

A

Word meaning
Relational comparisons
Marked and Unmarked terms

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20
Q

______= Positive, label for entire dimension

A

Unmarked

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21
Q

_______ as a tool to express mental states (e.g. emotion)

A

Language

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22
Q

Can make inferences
Engage in joint communication and turn taking
Infer knowledge state of listener and tailor communication to them

A

Communicative development

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23
Q

Need to navigate a task with unclear referents

A

Referential ambiguity

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24
Q

Explaining Language Development- Semantics (4 Strategies)

A
  1. Fast Mapping
  2. Constraints
  3. Syntactic Bootstrapping
  4. Social-Cognitive Aspects
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25
Q

Whole object assumption

Narrowing down the possibilities with biases or tendencies

A

Constraints

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26
Q

Words label items within categories

Focuses on extending to kinds

A

Taxonomic assumption

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27
Q

Mutual exclusivity bias: each object has ______ label(s)

A

One

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28
Q

Using ______ structure to infer word meaning

A

Syntactic

29
Q 
Joint attention (eye gaze)
Pointing
Affective Cues help
A

Social-Cognitive Aspects

30
Q

Mothers or infant-directed-speech

A

is slowed down and highly intoned
Provokes interest of baby
Helps make phonological distinctions
Can promote language gains

31
Q

Piaget said early word learning is related to _________ experience

A

Sensorimotor

32
Q

babies possess remarkable ….which allows them to crack the speech perception code. This combined with a interest in ….adds to their discriminating skills

A

categorical speech perception

listening to speech

33
Q

infants begin to babble around….and will continue up until about…

A

4 to 6 months

1.5 years

34
Q

Things that hint that hint at the maturational development of language

A
  • sound similar across languages and cultures around same age
  • no evidence that we can change the sounds made during babbling
  • even deaf infants and/or infants with deaf parents will babble even if no one can respond to them
35
Q

at what age does similarity of babbling disappear across cultures

A

10 months

36
Q

what suggests the experience component of language development

A

tracheotomized kids make fewer less complex sounds, deaf kids start babbling later and say much less than normal

37
Q

around the same time that infant speech begins to resemble language of environment, they also begin to be less…

A

sensitive to sounds that are not within their environment

38
Q

Do children need to babble to learn language

A
  • no tracheotomized kids demonstrate this is not required.

- infants do not babble all of the sounds their language will eventually require and yet they learn to do it

39
Q

The Continuity Hypothesis states babbling is..why?

A

predatory for speech

because babbling does precede speech and first words are typically formed by initial babbled sounds.

40
Q

comprehension not only precedes production it…

A

it is typically greater than production in that a child can often understand much more language than they can produce

41
Q

example of a non verbal infant request

A

reaching towards something opening and closing hand and looking at you.

42
Q

example of non verbal assertion

A

touching object, looking it over, pointing at it an looking at another person to see if they are noticing the thing too

43
Q

How does Theory of Mind relate to a core element of communication

A

in order to begin the processes of sending and receiving messages one has to have a degree of understanding that other people are psychological beings that can understand what you are saying/doing

44
Q

Children learn__________ level categories first. Why?

A

basic
-because they reflect a level of abstraction most useful to kids AND because parents are more likely to use them - I wouldn’t say “LOOK AT THE HERFORD CROSS IN THE PASTURE” - instead I would say “Look at that cow”

45
Q

At what age do kids experience a VOCABULARY SPURT or NAMING EXPLOSION

A

18mos

46
Q

BASIC LEVEL WORDS ARE

example:

A

an intermediate level of abstraction or generality.

Dog is learned before spaniel

47
Q

Types of referential errors include:

A

overextension and underextension

48
Q

overextension are normally to things that are perceptually similar =
rate of overextension

A

-calling all small animals cats instead of differentiating dog, squirrels etc
-33% of words were overextended in a study of one year olds and 75 words
(This calls makes me want to overextend the words bull and shit to just about every single thing I do)

49
Q

underextension=

what is notable about them?

A
  • calling only the family cat a cat and not recognizing other cats as cat
  • they are much harder to detect because they an absence of a response therefor do not receive notice or correction.
50
Q
  • number of words produced by 16 dos

- number of words produced at 24hours

A
  • 347 average

- 668 average

51
Q

referential words are focused on ______________aspects of language and are … who is most likely to fall into the referential category?

A
  • informational…..words that allow the kids to talk about stuff like ball, cat and tampon….GIRLS
52
Q

expressive words are focused on ______________ aspects of language and are…who are most likely to fall into the referential category?

A

-interpersonal……words that allow the kid to express themselves in social interactions like, no, want, stop, piss off….BOYS

53
Q

_____are faster on average to acquire first words than ______ and tend to have larger ________

A

GIRLS are faster on average to acquire first words than BOYS and tend to have larger VOCABULARIES - true story - my daughter doesn’t shut up

54
Q

English speaking children typically start with

A

nouns first

55
Q

describe telegraphic speech and when it begins…

A

at around 18 months old kids start to use two word utterances which omit the small and less essential words. ex: mom sock, dad car.

56
Q

children tend to reproduce the elements of speech that receive the _________ _______ _______

A

strongest intonational stress

57
Q

originality of children two word utterances like “more up” demonstrate

A

kids are not just mimicking what they hear- they get creative with it.

58
Q

another word for semantics is

A

meaning

59
Q

To master the grammatical art of one’s native language is to

A

is to acquire a rich network of implicit, functional rules

60
Q

examples of overregularizations

A

breaked glass

I like your foots

61
Q

Children usually begin to express negation by simply attaching

A

no or not

62
Q

_______ ________ are creating meaning with combinations of words and follow ___ ____ use with _________

A

PROPOSITIONAL SEMANTICS are creating meaning with combinations of words and followTWO WORD use with INFLECTION

63
Q

mastery of inflection permits

A

encoding of a range of new meanings, such as plurality and present or past tense

64
Q

lexical semantics is another name for

A

word meanings

65
Q

what kind of words do not have specific meaning and instead are depend on another word

A

relational words:

big, tall

66
Q

an example of an unmarked and marked word and which one is learned first

A

play – played
host –hostess

unmarked are learned first as marked require knowledge of word and then addition of ‘ing, ed’ etc

67
Q

When it comes to relational words kids usually learn the ______ before ______ & ___________ more easily than____________

A

When it comes to relational words kids usually learn the GENERAL before SPECIFIC & POSITIVE OR UNMARKED more easily than NEGATIVE OR MARKED

68
Q

EXAMPLE OF SPATIAL PREPOSITION

A

IN, OUT,

Cognitive Psychology (4 decks)

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