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LI LANGUAGE AND COMMUNICATION > Language Development > Flashcards

Language Development Flashcards

1
Q

ibbotson and tomasello disputed…

A

chomsky’s theory of an innate grammar module

  • principles and parameters theory replaced this with rules that interact with cultures to produce variations in language
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2
Q

stages of vocabulary growth

A
  1. 12mo- production of first word
  2. 15mo- 25 words/fragments
  3. 2y- about 300 words
  4. 5yo- 10-15,000 words and vocabulary bursts (10-20 new words a day)
  5. 18yo- 60,000 words
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3
Q

main stages in language development

A

babbling (4-9mo)
holophrastic (9-18mo)
two-word (18-24mo)
telegraphic (24-30mo)

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4
Q

babbling stage

A

meaningless, speechlike vocalisations with simple reduplicated CV structure

becomes more language-specific over time

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5
Q

holophrastic stage

A

consists of relevant names/objects, and nouns are easier to produce
high frequency of demonstrative words, e.g., this, that, there…

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6
Q

two-word stage

A

different from idiomatic expressions, most often nouns
lack of grammatical markers and beginning of syntax

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7
Q

telegraphic stage

A

three-word expressions
absence of function words, auxiliary verbs, prepositions, and tense
quick progression

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8
Q

foetuses and hearing in the womb

A

can hear impoverished sounds due to high frequencies being blocked by amniotic fluid
- prosody, stress, rhythm, intonation and duration

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9
Q

evidence of early speech perception

A

1yo using categorical perception- sensitive to speech sounds

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10
Q

evidence of early speech production

A

crying, cooing, and laughing as involuntary responses to emotional states
- vocal play between 4-7 months

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11
Q

fast mapping

A

children learn new words for objects after one experience of exposure

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12
Q

how do newborns contribute to communication?

A
  • head turning to noise
  • discriminate between sounds and mother’s voice
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13
Q

how do 1-4mo contribute to communication?

A
  • smiling, cooing, sounds
  • laughter starts to occur
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14
Q

how do 4-9mo contribute to communication?

A
  • different responses to different information
  • vocal play and babbling
  • intentional communication between 8-10mo
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15
Q

how do 8-12mo contribute to communication?

A
  • interpretable reaction to some words
  • showing and pointing
  • recognition of around
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16
Q

what do CDS and motherese show?

A

contribution of the parent to communication

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17
Q

phonological differences in motherese

A

higher pitch, exaggerated intonation, segmented, slower

lots of repetition and diminutives to acquire noun morphology

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18
Q

is CDS essential?

A

can facilitate language learning, by marking syntactic boundaries, but it is not essential

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19
Q

language acquisition theories

A
  • behaviourist accounts
  • nativist
  • constructivist/cognitive
  • social accounts
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20
Q

behaviourist accounts (skinner)

A

language is used in response to stimuli and learned by children through imitation and reinforcement

  • poverty of stimulus
  • children often use ungrammatical language
21
Q

nativist accounts (chomsky, pinker)

A

language capacity is innate (LAD) and children learn worldwide universal grammar without explicit instruction

22
Q

constructivist and cognitive accounts (piaget)

A

language learning is driven by cognitive development of mental schemas

23
Q

social accounts (vygotsky, bruner)

A

language has a social origin; high importance of social interaction and learning

adults model concepts and culture to children

24
Q

errors with word learning

A

overextension- all animals are called doggie

underextension- only roses are called flowers

25
Q

mechanisms for word learning

A

low-level mechanisms, e.g., classical conditioning

conceptual prerequisites, e.g., children know basic ontological categories

linguistic prerequisites, e.g., children assume words have meaning

26
Q

predispositions

A

children have innate assumptions when assigning meaning to sounds

27
Q

types of assumptions

A
  • whole object
  • shape bias
  • mutual exclusivity
  • taxonomic assumption
  • basic level category assumption
  • noun-category bias
28
Q

whole object

A

assumes the word is a label referring to the whole object rather than its parts

29
Q

shape bias

A

extend names to objects that are similar in shape over other functions

30
Q

mutual exclusivity assumption

A

an object can only have one label

31
Q

taxonomic assumption

A

novel words referring to something will also refer to similar things, leading to overextension

32
Q

basic level category assumption

A

assumes a novel word refers back to the basic level, rather than superordinate or subordinate

33
Q

noun-category bias

A

nouns are conceptually easier to learn than other syntactic categories

34
Q

evidence of rule-based morphological development

A

wug test- applying the plural rule to produce the correct phonological form

35
Q

stages of morphological development

A
  1. holophrastic- right answer, wrong reasons
  2. rule-based- wrong answer, right reasons (overgeneralisation of rules)
  3. rules and exceptions- right answer, right reasons
36
Q

U-shaped morphological learning

A

instance-based
overgeneralisations
exceptions

37
Q

critical age hypothesis

A

biological events related to language (e.g., lateralisation) can only happen during a limited period of maturation

  • during this period, linguistic input is vital for normal language development
38
Q

linguistic theory of syntax

A

grammar is developed by analysing grammatical and ungrammatical sentences

suggests children are born with a linguistic capacity

39
Q

what is LAD?

A

provides the rules and principles to learn any language in the world

only input is needed to trigger LAD operation

40
Q

chomsky believed language acquisition is guided by…

A

LAD or universal grammar (UG)

41
Q

UG

A

limited number of principles common to all languages, which provides the range of parameters to explain variation in human language

42
Q

how do children use LAD?

A

using the input, must decide which parameter is appropriate for their language

43
Q

opposition to LAQD

A

usage-based learning, where children use general cognitive abilities, learning mechanisms, and knowledge of social situations

44
Q

clear correlations between _____ and _______ development

A

lexical, syntactic
first grammatical knowledge occurs when words are combined

45
Q

stages of syntactic development

A
  1. beginning of word combinations
  2. add grammatical morphemes
  3. questions and negatives
  4. complex sentences
46
Q

multiword utterances

A

arises when children know around 50 words at 2yo

47
Q

MLU

A

observes the mean number of morphemes to assess syntactic and phonological development

48
Q

pragmatics- using context

A

adults:
- use context (integrating discourse and syntactic information)
- semantic context biases interpretation

children fail to use discourse or semantic context in language processing

49
Q
A

LI LANGUAGE AND COMMUNICATION (10 decks)

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