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Developmental Psychology > Language acquisition > Flashcards

Language acquisition Flashcards

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1
Q

skills for learning language: association

A

sounds with words, words with sounds

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2
Q

skills for learning language: generalisation/extenstion

A

new items/different speakers

e.g. need to recognise words through accents

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3
Q

skills for learning language:
recognition

A

sounds, words and learned meanings

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4
Q

skills for learning language: retrieval

A

raclling sounds, words and meanings

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5
Q

Domain pattern recognition

A

all patterns

  • identify patterns for sounds which fit together to make words
  • identify patterns for which word-types fit together and in which order to make longer words
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6
Q

comprehension precedes production

A

understand 100s of words before they say their first word – speaking is a lot more challenging

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7
Q

comprhension

A

understanding what others say

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8
Q

production

A

speaking to others

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9
Q

the word gap

A
  • vocabulary size differs between socio-economic status groups
  • the gap gets bigger and bigger over time
  • 6month language gap at 24 months
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10
Q

research results for word gap

A
  • middle and high SES parents are more talkative
  • at 18mo children from low SES produce fewer words
  • children from low SES produce less complex sentences
  • 6month language gap at 24 months
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11
Q

The Matthew effect

A

the richer become richer and the poorer become poorer

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12
Q

recognising language

A
  • foetuses can hear from 15-18 weeks
  • sounds are muffled
  • infants prefer muffled sounds
  • infants prefer parents voices and own language
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13
Q

candence

A

rhythm of language and speech

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14
Q

recognising cadence study

A
  • pregnant women read a story 2x a day for last 6 weeks of pregnancy
  • 55 hours old sucked pacifier at rate that told familiar story was told more
  • learned cadence and cause and effect
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15
Q

no breaks between spoken words, how do infants know where breaks are?

A

pitch
pauses
correlations

  • both men and women increase pitch when using infant- directed speech and will include pauses
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16
Q

transitional probability PATTERNS

A
  • sounds that occur together often are more likely to be part of the same word
  • Ba -By - often together
  • but baby is followed by lots of different words - recognise gap
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17
Q

infants segmenting speech study

A
  • 8 month old infants listen to 3 multi-syllable pseudowords for 2 minutes
  • no pauses or cues
  • transitional prob within words - 1.0
  • transitional probability between words 0.33
  • infants then listened to part words or words
  • preferred part words and could tell the difference
  • infants use patterns to learn language
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18
Q

infant directed speech characteristics

A
  • higher pitch
  • wider range of pitch
    -exaggerated intonation
  • simple structure
  • highly grammatical
  • slower
  • repetition

adjust speech based on words they think their children do not know

19
Q

infant directed speech benefits

A
  • exaggeration between vowel categories - helps children learn words
  • children learn words better
  • have wider vocabularies
  • children understand sentences better
  • can even help adults learn
20
Q

ages recognising words

A

4.5m - own name
6m - mommy and daddy
6-9m some words of familiar objects - food, body parts, etc

21
Q

Autism and recognising own name

A
  • rate at which children do not recognise own name much higher in those who went on to be diagnosed with ASD
  • could become a diagnosis technique
22
Q

bilingual vs monolingual children

A
  • develop very similarly
  • in general the development is flexible and robust
  • more specifically shows the general stages all children experience
23
Q

dragon study

A

language influences what categories are formed

24
Q

categorisation and language

A
  • most input children hear is:

for solid, shape based categories (nouns) with count noun syntax (cups rather than some water)

helps them create rules for when they encounter new items

25
Q

categorisation - Samuelson study

A
  • children who were shape trained more likely to match things based on shape even when it didn’t make sense to
  • shape bias training effects lasted longer
  • children who learned based on material categories developed no bias
26
Q

how do children know what a words means

A
  • repetition
    -context
  • feedback
  • repeated exposure
  • gestures
  • association/detecting patterns
27
Q

Fast mapping

A
  • ability to quickly link a novel name to a novel object by applying known info
  • linking a name to an object or a colour word to a coloured object

‘bring me the chromium tray, not the blue one, the chromium one’

13/14 children brought the olive green tray

a week later 9/13 children brought a green tray when asked ‘ which is chromium’

  • they know blue - so it must be the other one
28
Q

word learning is a product of

A

what the child is seeing/doing now

what the child just did

the child’s developmental history - disadv, stuttering, accents

29
Q

Word learning as a product of what the child is doing now:

A

What is a child being asked to do on the test

E.g. it is easier for children to point to dot that refers to a particular word then actually articulate/say word itself

and easier to remember a new word if it was the only thing among other objects given a name ‘the different one’

30
Q

word learning as a product of what the child was just exposed to: recent past

A
  • harder to learn from books with more illustrations > harder to narrow focus
  • easier to remember object names if you were exposed to several examples from the category
  • harder to do well if the experimenter changes
31
Q

word learning as a product of the past

A
  • children who heard the same stories repeatedly learned words significantly better
  • AND retained words significantly better
32
Q

bedtime stories

A
  • Those who had different stories (which had worse results previously) but then napped → began to catch up with the ideal condition of ‘same story’ with ‘naptime’
  • Those who had different stories AND did not nap improved over time but NEVER performed better than the other kids
33
Q

why does repetition help

A
  • Helps by knowing more on what to focus
  • If we know what to expect - can focus on the finer details in the repeated readings e.g. what the words mean
34
Q

canonical babbling

A

a string of adult-like consonant vowel sequences

  • predicts first words
  • those who begin doing this later = smaller spoken vocabularies
35
Q

vocabulary explosion

A

18-20 months

20 new words per week

due to learning multiple new words and the same time AND some words take longer to learn than others

36
Q

combining words

A

minimum of what you need to get idea across

comparable to texting pay-by-word - smallest no of words possible

37
Q

telegraphic speech

A

simple sentences

two words: noun + noun or noun + verb

38
Q

late talkers

A
  • not all children have rapid vocab growth
  • 3-5 words per week
  • less than 50 words t age 2 and do not combine words
  • some are ‘late bloomers’ who later catch up
  • others are diagnosed with developmental language disorders
39
Q

weaker language skills give risk of

A

poor self regulation

victimisation

poor self esteem

40
Q

overextension

A

extend a known word to something beyond their vocabulary

41
Q

3 types of over-extension

A

categorical relation:
squirrel = dog

analogical relation
apple = ball

predicate-based relation (co-occurrence)
key = door

42
Q

irregular verbs

A
  • children learn few irregular verbs first
  • then the -ed rule
  • which they begin to overgeneralise
  • then relearn correct usage
43
Q

percentage of overgeneralised irregular verbs

A

14%

Developmental Psychology (15 decks)

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