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Y2D > Language > Flashcards

Language Flashcards

1
Q

Definitions of language

A

Language is species-specific only humans acquire it although other animals can communicate

Language is species-universal - all humans acquire language

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

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2
Q

Limitations to acquiring language

A

Critical period
Cognitive impairment
Highly abnormal environmental conditions

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3
Q

Two main components of language

A

Language comprehension: understanding what others say

Language production: Refers to actually speaking (or writing) to others

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4
Q

Language requires four competencies

A

phonological development
semantic development
syntactic development
pragmatic development

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5
Q

Phoneme definition

A

The individual elements of sound that make up words

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6
Q

Number of phonemes in English language

A

40

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7
Q

Phonological development definition

A

the acquisition of the sound system of the language the child is exposed to

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8
Q

Prosody

A

the particular rhythm, melody and intonation pattern used when speaking a language

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9
Q

Morpheme definition

A

the smallest part of a word with meaning

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10
Q

Morphological rules

A

a set of rules that specifies how morphemes combine to form words

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11
Q

Semantic development

A

the acquisition of meaning in a language, including lexical development (word learning)

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12
Q

Syntax definition

A

A set of rules that specifies how words can be combined to form sentences

In English word order also determines meaning

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13
Q

Syntactic development

A

the acquisition of the grammar of a language

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14
Q

Pragmatic definition

A

• Sarcasms, irony, commands, voice change, etc

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15
Q

Pragmatic development

A

the acquisition of how a language is used in society

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16
Q

Characteristics of motherese

A 
o	Emotional tone: warm and affectionate.
o	Exaggeration.
o	Higher voice.
o	Extreme changes in intonation
o	Slow talk and longer pauses
o	Exaggerate facial expressions
17
Q

Motherese purpose

A

emphasises word and phrase boundaries making it easier for the baby to segment words from the continuous speech

keeping the child’s attention

word identification

18
Q

Motherese real name

A

Infant-Directed Talk/Speech (IDT/IDS)

19
Q

Fernald & Mazzie (1991): Kelly’s New Clothes

A

• Mothers of 14 months old babies used prosodic emphasis to teach new words.

Words (clothes) received primary stress 76% to babies and 42% to another adult.

  • When the same clothing was mentioned again it was highly stressed 70% to babies but 20% to adults.
  • The clothes located at the end of a sentence 75% for babies, 53% for adults.
20
Q

Werker, Pegg & McLeod (1994)

A

• Infants prefer IDT/IDS than other type of speech.

Chinese and American infants listened to a Chinese mother when talking to a baby (motherese) or to an adult

Results: all babies prefer to listen to mother talking to a baby (even in their non-native language) than talking to an adult.

21
Q

Golinkoff, Alioto, & Hirsh-Pasek (1996)

A

Infants learn more new words in a foreign language when they are presented in IDT/IDS than in normal speech

22
Q

Thiessen, Hill & Saffran (2005)

A

Infant-directed speech facilitates word segmentation

Participants: 50 infants aged 7.5 to 8.5 months

Material: 4 non-word sentences

Exposed to either IDS or normal speech

Results: Infants exposed to IDS were able to segment the speech and the control group couldn’t

23
Q

Development of babbling

A
  • 0-2 month - comfort sounds (aaaa)
  • 2-3 month - cooing (gaaagaa)
  • 4-6 month - squalls, growls, whispers (called marginal babbling)
  • 6-10 month - infant babble. consonant-vowel sounds (mamama)
24
Q

Kuhl, Tsao, and Liu (2003)

A

9mo American infants with Mandarin adult.

Group 1: play sessions with adult, experienced 5 hours of Mandarin
Group 2: video of session received identical exposure to Mandarin
Group 3: exposure to only audio information.

Results: exposure to auditory information isn’t sufficient for learning of phonology - need social interaction

25
Q

Advantages of social interaction

A

Joint attention - baby follows gaze of adult towards object

Focusing on same object provides referential information

Adults provides cues to attract attention and motivate learning

Social interaction has the purpose of communication

26
Q

Silent babbling

A

Imitation is crucial – deaf babies don’t babble sound.

Babies exposed to signing of deaf parents engage in ‘silent babbling’

Their movements differ from infants exposed to spoken language - slower rhythm corresponds to the rhythmic patterning of adult sign

27
Q

Fast mapping

A

the process of rapidly learning a new word simply from the contrastive use of a familiar and unfamiliar word

28
Q

Assumptions that guide infants in learning new words

A

The whole-object assumption - leads children to expect a new word to refer to a whole object, not part

The mutual exclusivity assumption (novel name–nameless category principle) - leads children to expect that a given entity will have only one name.

29
Q

Overextension

A

Using a single label for many referents

e.g. daddy for any man

Found before 2.5 years of age.

30
Q

Fremgen & Fay (1980) - overextension

A

Participants: children 1-2 years

Task: Name and choose a picture

Results: Words overextended in naming were not confused when choosing e.g. child asked for dog didn’t pick lion.

Conclusion: children aren’t semantically confused

31
Q

Pragmatic cues in learning

A

If an adult pretends to find a ‘gazzer’ and smiles at one bucket and looks sad at the other, a child will infer that the object that elicited the smile is a “gazzer.”

32
Q

Prof Deb Roy (MIT) - role of input

A

Put cameras around house. Found child went back and forth on the production of correct words.

Said water then ‘gaaaaa’ and took 6 months to finally produce the word consistently.

Shows that children are very slow in learning new words as they learn to produce the correct sounds with their mouth etc.

33
Q

Cameron-Faulkner et al. (2003) - role of input

A

Studied mother-infant interactions (middle-class sample of 12 English-speaking mother-child dyads).

Results:
• Babies hear an average of 5,000-7,000 utterances a day
• 1/3 of the utterances are questions
• More than half of the utterances began with one of 52 highly frequent constructions e.g ‘look at x’

34
Q

Hart & Risley (1995) - role of input

A

Showed that socioeconomic background provided different experience to the babies.

Results:
• High SES families: 487 utterances per hour
• Lower SES families: 178 utterances per hour

4yo:
• High SES families: 44 million utterances
• Lower SES families: 12 million utterances

High SES children had been exposed to more language and were more fluent and able to express themselves.

They had more capacity to learn new words and were more social.

35
Q

Usage based theory of language acquisition

Lieven, Pine and Baldwin (1997) and Tomasello (1998)

A

Children innately born with the predisposition and capacity to learn language (but disagree with Chomsky innate knowledge’

Children learn grammar as they learn everything else - perceptual and cognitive skills:

  • Memorise words and phrases, e.g. where daddy? – see it as just one word not two.
  • Use memorised phrases in specific situations.
  • Progressively builds a set of similar phrases e.g. where dog
  • From this they derives the template “Where X” and realise it is more than one word and begin to generalise it.
36
Q

Rote-memory proposal (related to usage based)

A

Early speech is constructed around verb forms, e.g. “drinking”; ”doggy drinking”

  • This allows the child to form longer, more complex sentences.
  • Adults language also constructed from these building blocks
  • Learning is through the same pattern-finding mechanisms of statistical probability, categorisation and inductive learning.
37
Q

Evaluation of rote proposal

A

Strengths:
• Good account of actual child’s language
• Integrates development of language with cognitive processes
• Social aspects of language are important
• Shows how child can develop language without innate mechanisms

Weaknesses:
• Not fully tested empirically

Y2D (8 decks)

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