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PSYC 302 > Language Development > Flashcards

Language Development Flashcards

1
Q

Phonology

A

Deals with sounds

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2
Q

Morphology/semantics

A

Deals with meaning

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3
Q

Syntax

A

Grammar

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4
Q

Pragmatics

A

How to use language to communicate within one’s culture

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5
Q

Phonemes

A

The smallest units of sound

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6
Q

Morphemes

A

The smallest units of meaning

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7
Q

Language Development

A

Newborns are speechless, but 5-year-olds are about as good at language as adults are

Young children are amazing language learners; adults are terrible
- Perceptual and memory limitations lead young children to extract smaller bits of language than adults do
- Allows children to ignore complexity; extract regularities

Children with damage to language areas often bounce back, adults do not

Newborns Prefer Speech
- Prefers speech to non-speech, their own mother’s voice to another mother’s
- Prefers natives vs foreign language

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8
Q

Themes of Language

A
  • Nature vs Nurture
  • Cross-cultural similarities/differences
  • Individual differences
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9
Q

Language and Brain

A

Language lateralized to left hemisphere

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10
Q

Broca’s Aphasia

A
  • Difficulty producing
  • Understanding fine
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11
Q

Wernicke’s aphasia

A
  • Difficulty understanding and producing understandable speech
  • Producing fine
  • Deaf individuals can have some aphasias - not specific to modality
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12
Q

The Development of Speech Perception

A

Babies don’t talk for awhile, but they are perceiving language all the time

Cannot learn full-fledged language without being exposed to it

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13
Q

The Learning Environment

A
  • For hearing infants, perceiving native language(s) begins in the womb
  • After birth, overhearing adult speech and hearing Infant Directed Speech (IDS)
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14
Q

Infant Directed Speech (IDS)

A
  • IDS is very common
  • Seems almost automatic
  • Infants prefer IDS to ADS, even in unfamiliar language
  • Not universal, some cultures don’t speak to infants at all/ use IDS
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15
Q

Prosody

A

The characteristic rhythm, tempo, cadence, melody, and intonational patterns with which language is spoken

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16
Q

Speech Sounds

A

The phonemic differences that make up a language

17
Q

Categorical Perception of Speech Sounds

A

Voice onset time (VOT): the length of time between when the air passes through the lips and when the vocal chords start vibrating

18
Q

Universal Perceivers

A

Studies show that young babies discriminate the phonemes of all the world’s languages (adults do not)
- Older babies by 10-12months fail to discriminate between speech sounds not in their native language

19
Q

Perceptual Narrowing

A
  • Younger infants seem to have more competence
  • Once young babies know what they’re learning, it makes sense to focus effort only on that language

Role of Input
- Babies start out with some broad capacity to learn any language, eventually abilities specific to native language facilitated, others are lost

20
Q

Hearing Language

A

Stress pattern: which syllable in a word is stressed

By 6 months, babies prefer well-formed sentences or phrases

21
Q

Stages of Language Production

A

Reflexive sounds (crying, grunting) - birth

Social sounds (cooling, laughter) - 6 weeks

Intentional vocal play (babbling) - 6-10 months (avg 7months)

First words: 10-15months (avg = 13 months)

Vocabulary spurt: 14 - 25 months (avg = 19 months)

Simple sentences: 18-32 months (avg = 24 months)

22
Q

Pre-Linguistic Speech

A

Reduplicated babbling (“ba-ba-ba-ba-ba”) - 6-10 months

Variegated babbling (“ba-goo-ba-goo-ba-goo”) - 11 months

23
Q

The Holophrastic Period

A
  • Usually by a year
  • One-word utterances
  • Holophrases: whole ideas expressed in one word
  • Overextension: use of words you have for lots of things

Between 12 and 18months they quadruple their vocabulary

24
Q

Individual Difference: Style of Acquisition

A

A set of strategies that infants use in starting to speak

Huge differences across SES

Input quality matters

Parents who talk more to their kids have bigger vocabularies

25
Q

Distributional probabilities

A

The likelihood that a second syllable, Y, follows a first syllable, X

26
Q

Perceptual Constraints

A

Shape bias (or taxonomic constraint)

Whole object bias: words are preferred as labels for whole, bounded objects
- 18-month-olds tack novel words onto objects, not actions

27
Q

Pragmatic Constraints

A

Fast mapping
- Rapidly learning a new word because you hear it contrasted with one you know
- “Give me the chromium tray, not the red one”
- By age 2

Mutual Exclusivity: one object has only one label
- If you hear a new label, must be for a new object
- 18 months or before
- Babies use speaker’s (not their own) eye gaze to learn labels

By 18months
- Kids use words for intentionality and emotional reactions

28
Q

Syntactic Constraints (Syntactic Bootstrapping)

A

Using the structure of the sentence to determine a word’s meaning

29
Q

Producing Grammar

A

Multi-word Utterances
- Combining words into sentences requires grammar

12-14 mo olds prefer to listen to sentence in which word order is correct

Telegraphic speech: tend to leave out unnecessary little words like conjunctions, prepositions, articles

30
Q

Overregularization

A

Toddlers’ word order is generally error-free
- But they make errors in producing word endings for irregulars (go -> goed)

Its a U-shaped curve

31
Q

Non-Nativist Views

A

Interactionists: language is a social tool and children get it by listening to and interacting with people

Connectionists/empiricists says it not domain-specific
- Statistical learning: babies learn words from very little experience
- Infants can even learn grammar with statistical learning

32
Q

Nativist Views

A

Noam Chomsky proposed the Language Acquisition Device
- A innate, domain-specific module for language learning
- Contains knowledge of the general grammatical rules for all languages: “universal grammar”
- Once you hear your native language, your language’s particular grammatical rules get switched on

3 big arguments for its existence:
- Poverty of the stimulus: false starts, interruptions, unfinished sentences
- No negative evidence: parents don’t correct grammar, only content
- World’s languages are really similar: differ in things like word order & branching direction, but all have nouns, verbs, grammar

33
Q

Arguments for Nativism

A

Language is a human universal: pretty much everybody exposed to language develops it

Language is species-specific: no other animals learn language even when raised with same input

Critical periods suggest language is supposed to happen at some particular time

34
Q

Invention of Language

A

Nicaraguan Sign
- Deafness was stigmatized in Nicaragua until school for the deaf was opened in the 80s
- Children all brought their homesigns together, and a pidgin developed
- In a couple generations, became a full-fledged natural language (NSL) as complex as ASL or any spoken language

Most importantly, the children created the language

35
Q

Referential or Analytic style

A

Analyze the speech stream into individual phonemic elements and words

36
Q

Expressive/ Holistic style

A

Pay attention to the overall sound of language, rhythm, intonation

37
Q

Wait-and-see style

A

Acquire speech late but immediately produce complex sentences

PSYC 302 (12 decks)

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