Language (6)

Question 1

Infant Language Preferences

Answer 1

Human over artificial speech (1-2 days)
Human speech over monkey calls (3 months)
Rhythm of mothers modern language (newborns)

Question 2

Phonological Development

Answer 2

Learning sounds

Question 3

Semantic & Morphological Development

Answer 3

Learning to express meaning in language

Question 4

Syntax Development

Answer 4

Learning to combine words and phrases

Question 5

Pragmatic Development

Answer 5

How language is used

Question 6

Language Generativity

Answer 6

Finite number of words can create infinite numbers of sentences

Question 7

Phoneme Categories

Answer 7

Speech sounds with meaningful distinctions

Question 8

Categorical Perceptions

Answer 8

Infants and adults perceive speech sounds as belonging to discrete categories, even with slight variations (suckling rate/habituation method)

Question 9

Narrowing Speech Perception Study

Answer 9

Werker; 6-8 month English learning babies are able to distinguish and associate phonemes of unfamiliar languages; ability lost at 10-12 months. Native language perception increases as foreign language perception decreases

Question 10

Word Production Milestones

Answer 10

1 year 1 word, 2 years 300 words, 3 years 1000 words, 4 years many thousands, 5 years 10,000 words; rapid expansion after two years old

Question 11

Whole Object Constraint

Answer 11

Probability of meaning referring to a single object versus its parts

Question 12

Mutual Exclusivity

Answer 12

The bias to assume that if one object has a name and another name is called, it’s assumed that the new name is referring to something else

Question 13

Overextension Error

Answer 13

When labels are extended too broadly; beyond the category that the term represents

Question 14

Under extension Error

Answer 14

Assumption that a word has too narrow of a application

Question 15

Learning Account

Answer 15

Constraints stem from learned patterns in words

Question 16

Patterns

Answer 16

Words kids hear usually refer to whole objects, each word representing a different item

Question 17

Intersubjectivity

Answer 17

Parents and infants share a common focus of attention; observing the same thing

Question 18

Joint Attention

Answer 18

The parent follows the child’s lead and comments on what they are doing or looking at

Question 19

Pragmatic Cues

Answer 19

Using social cues like focus of attention to infer the names of objects (what I’m drawing attention to is the meaning of the name)

Question 20

Holophrasic Period

Answer 20

When children express one words as full phrases (mine)

Question 21

Telegraphic Speech

Answer 21

12-24 months; two word phrases with missing content (car go street = the car is going down the street)

Question 22

Hypotheses for Infant Sensory Coordination

Answer 22

Infants form associations + correspondences between what they touch and see (demanding of experience), lack of brain specialization supports synesthetic processing and infants are more likely to pay attention to things that occur together (inter sensory redundancy); roses and their scent

Question 23

Preferential Looking Techniques

Answer 23

Methods for studying visual attention; preference for contrast over muted images; width and spacing of stripes test visual strength

Question 24

Visual acuity

Answer 24

Sharpness of vision; needed to identify objects and how they relate to each other; vision is nearly fully developed at 8 months, complete by 5-6 yrs

Question 25

Categorical perception

Answer 25

Innate language hypothesis; innate language specific information including biases to assume that labels refer to entire objects that don’t already have names

Learning account; constraints stems from awareness of word patterning, if words they hear typically DO refer to single objects, they learn that single words describe single objects

Question 26

Overregularizations

Answer 26

Generalizing exceptional grammar in incorrect instances; use of “goed” to communicate the past tense of going somewhere instead of went, “sheep’s” instead of sheep (irregular verbs, past tense terms); taking the past tense version of a regular verb and applying it to irregular verbs