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Brain, Development And Behavior > Language Development > Flashcards

Language Development Flashcards

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1
Q

Language is

A

Symbolic and arbitrary

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2
Q

Displacement language

A

Met menselijke taal kan je het hebben over dingen buiten het hier en nu

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3
Q

Generativity

A

We can put together an infinite number of sentences and express an infinite number of ideas

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4
Q

Phonemes

A

Units of sounds

Smallest units of language

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5
Q

Morphemes

A

Smallest unit of meaning

Words but also word parts

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6
Q

Syntactic knowledge

A

Word order rules

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7
Q

Pragmatic knowledge

A

How to use language

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8
Q

Metalinguistic knowledge

A

Knowledge about language what is correct and what is incorrect

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9
Q

0- 12 month

A

Prelingual period

Vocalizing, babbling, protowords

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10
Q

1-2 jaar

A

First words telegraphic speech

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11
Q

6-5 jaar

A

Complex sentences, including grammatical morphemes

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12
Q

Until 8-10 months babies can

A

Babies can distinguish phonemes, irrespective of which language

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13
Q

Vocabulary spurt

A

Between 15-20 months

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14
Q

Fast mapping

A

Mechanism in which children map meanings onto words

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15
Q

Underextension

A

Bijvoorbeeld

Het woord auto wordt maar aan 1 bepaalde auto gekoppeld

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16
Q

Overextension

A

Bijvoorbeeld

Het wordt hond wordt ook aan andere dieren gekoppeld

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17
Q

Grammatical development

Early phase

A

Telegraphic phase
= language without grammatical morphemes
- doggy sleep, want ball, all gone

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18
Q

Grammatical development next phase

A

Productive grammatical system, demonstrated by growing sentences

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19
Q

Overregularizations

A

Putted in plaats van put

Weet dat in de verledentijd vaak ergens ED achterkomt, maar doet dit ook bij woorden waarbij dit niet hoort

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20
Q

Skinner theory language c

A

Children are tabula rasa and learning through stimulus-response
is not a special gift

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21
Q

Augustine theory language

A

A gift by god

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22
Q

Chomsky theory language

A

Children are born with innate language knowledge (universal grammar)

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23
Q

Nativist view Chomsky

A
  • Grammar is not learned in a step by step manner, it is based on repeated exposure
  • Acquisition, not learning
  • Input is needed as a trigger to activate innate grammatical knowledge
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24
Q

Nativist view: Poverty of stimulus

A

Innate language knowledge is needed otherwise a child will not acquire grammer fast, effortlessly and correctly

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25
Q

Alternative view language development

A

Social mechanism, coupled with general learning mechanisms and rich input

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26
Q

Social learning

A

Prelingual children look at the gaze direction of their interlocutors= cue for the meaning of unknown words
Ook wel joint attention genoemd

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27
Q

Statistical learning

A

Extracting patterns from the input (can be phonological, morphological or syntactic patterns)

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28
Q

Machismo that facilitate word learning

A

Fast mapping, mutual exclusivity etc

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29
Q

Mechanisms that facilitate input processing

A

Phonolgical short term memory, attention

30
Q

Individual differences

A

Internal (innate) and external (environmental)

31
Q

Innate factors

A
  • Developmental language disorder
  • 22Q11 deletion syndrome
  • Dyslexia
32
Q

Critical period

A

Genetically encoded predetermined time window to learn something

33
Q

Wanneer wordt het erg lastig om een taal te leren

A

Vanaf een jaar of 18

34
Q

Causes of differences language development

A

Children with a smaller phonological short term memory have a smaller vocabulary size

35
Q

Intervention

A

Step 1: make parents aware of their role
Step 2: Talk more, tune in, take turns
Intervention is promising but not sustainable

36
Q

Cultural differences

A

Verschillen per cultuur

  • in Piedmont praten ouders pas als hun kinderen gaan praten
  • Quiche Mayan fluisteren ze alleen tegen hun babies
  • Samoan ouders praten niet tegen hun kinderen en laten brusjes dit doen
37
Q

Bilingualism

A

Is niet twee monolinguals in one person

38
Q

Bilingual aspects

A
  • Input to a bilingual child is divided over two languages

- Two languages both active in the bilingual Brian

39
Q

Simultaneous bilinguals

A

Phonological and grammatical developments in two languages are relatively independent
- Timing is similar as in monolinguals

40
Q

Vocabulary bilinguals

A

Smaller vocabulary in one language

- Input van woorden is verdeeld bijvoorbeeld alleen Nederlands op school en alleen Chinees thuis

41
Q

Minority language

A

Language spoken by minority of people from the country they live in

42
Q

Majority language

A

Nations dominant language, spoken majority of people, language of education and official media

43
Q

Preschoolers in migrant families

A

Relative amount of input in each language predicts development in that language

44
Q

Development in two languages

A

De second language krijgt over de tijd heen steeds meer dominatie

45
Q

Transfer bilingual language

A

Effects of limited may be counteracted by effects of transfer between the two language

46
Q

Benefits of bilingualism

A
  • 1926 -> bilingualism lijdt tot mentale achterstand

- heden -> anders

47
Q

Executive functions

A
  • regulate actions and thought, used for flexible behavior and to adapt to current and changing goals and situations.
  • Inhibiton, updating and shifting
48
Q

Billingualism and executive function

A
  • Bilinguals train inhibition because of suppression of inference form the other language, and in interactive settings they train attentional shifting, monitoring of cues and goals-> Brian training
49
Q

Discussion executive functions

A
  • Effect is vooral voor kinderen
  • ## Niet alle studies vinden deze effecten
50
Q

Comprehension

A

Understanding what others say

51
Q

Production

A

With regard to language, speaking to others

52
Q

generativity

A

refers to the idea that through the use of the finite set of words and morphemes in humans’ vocabulary, we can put together an infinite number of sentences and express an infinite number of ideas

53
Q

Semantic development

A

Knowledge of the meaning of certain expressions in a language

54
Q

Syntax

A

Rules of language that specify how words of different categories (verbs nouns) can be combined

55
Q

Left hemisphere

A

Dominant in language

Controls and Presents language related stimuli

56
Q

Prosody

A

Perception of speech

57
Q

Categorical speech

A

Perceive certain speech sounds beloning to a certain category

58
Q

Voice onset time

A

The time between the moment that air passes through the lips and the moment that the vocal cords beging to vibrate

59
Q

Babies and VOT

A

Babies can beter differentiate between speech sounds, which helps them learn any language

60
Q

Word segmentation

A

Process of discovering in fluent speech, where the words begin and end

61
Q

Distribution characteristics

A

Certain sounds occur more often than other sounds

62
Q

Holophrastic period

A

Children only use one word at a time to make something clear

63
Q

Collective monologues

A

Conversations between children who have nothing to talk to dacht other.

64
Q

Talking through narratives

A

Discriptions of past events that the basis structure of a story

65
Q

Modularity hypothesis

A

Brains of children contain an innate language model that is different from all other aspects of cognitive functioning

66
Q

Connectionists

A

Information processing that emphasizes the equal activity of a number of pieces that are connected to each other

67
Q

Phonological development

A

The mastery of the sound system of a child’s language

68
Q

Syntactic development

A

The learning of the syntax of a language

69
Q

Infant directed speech

A

Speak to a baby with

  • emotion
  • affection
  • exaggeration
  • slower and higher voice
70
Q

mutual exclusivity

A

children expect that a given entity will have only one name

71
Q

syntactic bootstrapping

A

the strategy of using the grammatical structure of whole sentences to figure out meaning

Brain, Development And Behavior (11 decks)

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