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Child Development > Language Development > Flashcards

Language Development Flashcards

1
Q

What is the high amplitude sucking procedure?

A
  • used to test infants from birth to 4 months
  • capitalizes on infants sucking reflex
  • infants hear a sound stimulus and sucking behaviour is recorded
  • the number of strong sucks is an indicator of the infant’s interest
  • 2 variations
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2
Q

What is the discrimination high amplitude sucking procedure?

A
  • used to test whether infants can tell the difference between 2 auditory stimuli
  • variation of visual habituation paradigm
  • habituation phase: record number of sucks until decreases
  • test phase: new sound and see if sucking increases
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3
Q

What is the preference high amplitude sucking paradigm?

A
  • used to test infants’ preference for different stimuli
  • 2 different stimuli are played on alternating minutes
  • number of strong sucks produced during presentation of each stimulus type is compared
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4
Q

What has research shown about speech perception in infancy?

A
  • newborns prefer to listen to speech sounds over artificial sounds
  • prefer mother’s voice over another woman’s voice
  • prefer to listen to native language vs. other language
  • suggests that language learning starts in the womb
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5
Q

What distinguishes similar speech sounds?

A
  • voice onset time
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6
Q

What is voice onset time?

A
  • length of time between when air passes through the lips and when the vocal cords start to vibrate
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7
Q

What is categorical perception?

A
  • we perceive speech sounds as distinct categories even though the differences between speech sounds is gradual
  • it is useful because focuses listeners on sounds that are linguistically meaningful while ignoring meaningless differences
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8
Q

Do infants perceive the same speech categories as adults?

A
  • yes, newborns have same categorical perception of speech as adults
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9
Q

Do infants have cross-language speech perception?

A
  • yes, until 12 months
  • infants make more distinctions between speech sounds than adults
  • adults do not perceive differences between speech sounds that are not important in their native language
  • infants discriminate between speech sounds they have never heard before
  • infants are biologically ready to learn any of the world’s languages
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10
Q

When does perceptual narrowing of speech perception occur?

A
  • ability to distinguish between non-native and native speech sounds starts to diminish around 8 months
  • by 12 months, infants are better able to distinguish between native speech sounds vs. non-native
  • improves perception of speech sounds in native language
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11
Q

What is word segmentation?

A
  • discovering where words begin and end in fluent speech
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12
Q

When does word segmentation begin?

A

7 months

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13
Q

How do we find words in speech?

A
  • pick up on patterns of native language via statistical learning
  • stress patterning
  • distribution of speech sounds
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14
Q

What is stress patterning?

A
  • different languages place stress on different parts of a word
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15
Q

What is distribution of speech sounds?

A
  • sounds that appear together often are likely to be words
  • sounds that don’t appear together often are more likely to be boundaries between words
  • infants (at least by 8 months) understood word boundaries by detecting the likelihood of syllables belonging together
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16
Q

What are the development milestones in speech production?

A
  • 2 months: cooing
  • 7 months: babbling
  • 12 months: first words
  • 18 months: knows 50 words
  • 2 years: knows 2-3 word sentences
  • 5 years: mastered basics of grammar
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17
Q

What is cooing?

A
  • starts around 2 months
  • drawn out vowel sounds
  • helps infants gain motor control over their vocalizations
  • elicits reactions from caregivers leading to back and forth cooing with caregivers
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18
Q

What is babbling?

A
  • starts around 7 months (6-10 months)
  • repetitive consonant-vowel syllables
  • speech sounds not necessarily from native language, infant babbling is very similar across languages
  • deaf infants also babble; suggests that babbling is innate and biologically based
  • deaf infants that are exposed to ASL babble with repetitive hand movements made up of full ASL signs; evidence that language exposure plays a role in babbling
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19
Q

What are the functions of babbling?

A
  • social function
  • learning function
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20
Q

What is the social function of babbling?

A
  • practicing turn taking in a dialogue
  • infant babbling elicits caregiver reactions which in turn elicit more babbling
  • parent positive reaction to babbling elicits more babbling
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21
Q

What is the learning function of babbling?

A
  • signal that the infant is listening and ready to learn
  • infants learn more when an adult labels a new object just after they babble vs. learning the word in the absence of babbling
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22
Q

When do infants understand words?

A
  • infants appear to understand high frequency words around 6 months
  • infants understand more words than they can produce
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23
Q

What are first words?

A
  • produced around 12 months (10-15 months)
  • any specific utterance consistently used to refer to or express a meaning
  • meaning of a first word can differ from it’s standard meaning
  • usually refer to family members, pets, or important objects
  • meaning of first words are similar across cultures
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24
Q

How are first words often mispronounced?

A
  • omit difficult parts of words
  • substitute difficult sounds for easier sounds
  • re order sounds to put easy sound first
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25
Q

What are the limitations of first words?

A
  • infants express themselves initially with only one word utterances so cannot clearly communicate what they want to say
  • overextension
  • underextension
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26
Q

What is overextension?

A
  • using a word in a broader context than is appropriate
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27
Q

What is underextension?

A
  • using a word in a more limited context than appropriate
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28
Q

What is a vocabulary spurt?

A
  • rate of word learning accelerates
  • 18 months
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29
Q

How do children learn words?

A
  • children’s assumptions about language
  • social context: caregivers and peers
30
Q

What are children’s assumptions when learning a new word?

A
  • mutual exclusivity
  • whole-object assumption
  • pragmatic cues
  • adult’s intentionality
  • grammatical form
  • shape bias
  • cross situational word learning
31
Q

What is the mutual exclusivity assumption?

A
  • a given object/being will have only one name
  • a child will turn their attention to the object they don’t have a name for when they hear a new word
  • bilingual children will follow this rule less
32
Q

What is the whole-object assumption?

A
  • a word will refer to the whole object rather than to a part or action of the object
33
Q

What are pragmatic cues?

A
  • using the social context to infer the meaning of a word
  • adult gaze: when an adult says a new word, the child assumed that it refers to the object the adult is looking at, even if the child cannot see it
34
Q

What is adult’s intentionality?

A
  • if an adult uses a word that conflicts with a child’s word for that object, they will learn the new word if it is said with confidence
35
Q

What is grammatical form?

A
  • grammatical form of a word influences whether it’s interpreted as a noun, verb, or adjective
36
Q

What is shape bias?

A
  • children will apply a noun to a new object of the same shape, even if that object is different in size, colour, or texture
37
Q

What is cross situational word learning?

A
  • determining word meanings by tracking the correlations between labels and meanings across contexts
38
Q

What are caregivers influence on word learning?

A
  • children’s vocabularies are hugely impacted by the vocabularies and speech of their caregivers
39
Q

What are caregiver factors influencing word learning?

A
  • infant directed speech
  • quantity of speech
  • quality of speech
40
Q

What is infant directed speech?

A
  • distinctive mode of speech when talking to babies and toddlers
  • common in majority of cultures around the world, but not universal
41
Q

What are the characteristics of infant directed speech?

A
  • greater pitch variability
  • slower speech
  • shorter utterances
  • clearer pronunciation of vowels
  • more word repetition
  • more questions
  • accompanies by exaggerated facial expressions
42
Q

What is the function of infant directed speech?

A
  • draws infants attention to speech
  • infants prefer IDS to regular adult speech
  • even if in a non native language
  • because infants pay greater attention to IDS, it facilitates their language learning
  • IDS facilitates recognition of words
43
Q

What is quantity of speech?

A
  • the number of words children hear used around them predicts children’s vocabulary size
  • children that hear more words have larger vocabularies
44
Q

How does SES impact quantity of speech?

A
  • children from high SES have larger vocabularies than kids from low SES
  • differences in language exposure contribute to achievement gap between higher and lower SES children
45
Q

What is quality of speech?

A
  • richness of adult communication with their child predicts children’s language ability
  • joint engagement
  • fluency
  • stressing and repeating new words
  • playing naming games
  • naming an object when a toddler is already looking at it
46
Q

What is the grocery store intervention?

A
  • an intervention to close the word gap
  • focuses on increasing amount of time parents spend talking to child
  • signs placed in grocery stores in low SES neighbourhoods encouraging parents to talk to their children about the foods in the store
  • parents increased quantity and quality of speech to their child
47
Q

What is peers’ influence on language?

A
  • placing preschool children with similarly poor language ability in the same classroom negatively impacts their language growth
  • better chance to catch-up on language ability if placed with children with higher language ability and teacher uses rich communication with students
48
Q

What are first sentences?

A
  • 2 years
  • begin to combine words into short phrases
  • telegraphic speech
49
Q

What is telegraphic speech?

A
  • short utterances that leave out non essential words
50
Q

When do children learn grammar?

A
  • by 5 years, mastered the basics of grammar
  • allows children to express and understand more complex ideas
  • we know that children have learned the grammar of their language when they can apply a grammatical rule to a new word/context
51
Q

What are overregularization errors?

A
  • speech errors in which children treat irregular forms of words as if they were regular
  • evidence that they have learned grammatical rules but not the exceptions to the rule
52
Q

How is grammar learned?

A
  • parents and other caregivers model grammatically correct speech but generally don’t correct children’s grammatical errors
  • statistical learning; infants can pick up on grammatical patterns even after brief exposure
53
Q

How and when does conversation begin?

A
  • 1-4 years
  • children initially struggle to engage in mutual conversation
  • private speech
  • egocentric discussion between children
54
Q

How is children’s conversation by 5 years?

A
  • stick to the same conversation topic as their conversation partner
  • produce a narrative - beginning, middle, end
  • can use emotional tone to read between the lines
55
Q

What is the Universal Grammar hypothesis?

A
  • humans are biologically programmed to learn language
  • language acquisition device
  • proposed by Noam Chomsky
  • generally accepted by modern language theorists
56
Q

What is the language acquisition device?

A
  • hypothetical brain mechanism preprogrammed with the specific grammatical structures common to all languagesW
57
Q

What is the evidence for the UG hypothesis?

A
  • generativity of language: we can produce sentences that we’ve never heard before
  • overregularization errors
  • many languages are fundamentally similar
  • infants recognize speech as something important very early on; prefer to listen to speech sounds than artificial
  • there are language brain areas
58
Q

What is the sensitive period for language acquisition?

A
  • period from birth to before puberty
  • due to maturational changes in the brain whereby language brain areas are less plastic
  • crucial period in which an individual can acquire a first language if exposed to adequate linguistic stimuli
  • after this period, languages are learned with difficulty and native like competence is rare
59
Q

What is the evidence for the sensitive period for language acquisition?

A
  • Genie
  • recovery after brain damage
  • deaf individuals
  • second language learners
60
Q

Who is Genie?

A
  • from 18 months old until she was rescues at 13, deprived of linguistic input
  • could barely speak
  • language ability never fully developed despite intensive training after age 13
  • difficulty learning language may be due to inhumane treatment rather than linguistic deprivation
61
Q

What is the evidence of recovery after brain damage?

A
  • children that sustain brain damage to language areas usually recover full language capability
  • children’s brains are highly plastic; other parts of the developing brain can take over language functions
  • adults that sustain brain damage to language areas are more likely to suffer permanent language impairment
  • more mature brain is less plastic
62
Q

What is the evidence in deaf individuals?

A
  • deaf individuals with exposure to language in infancy, even though spoken, performed better on language task than those with no language exposure
  • performance of deaf adults with early exposure to ASL was the same as deaf adults with exposure to spoken language
  • shows that exposure to language, regardless of the modality, in infancy is critical for full language development
63
Q

What is the evidence in second language learners?

A
  • language proficiency is related to first age of exposure to that language
  • birth to 7 years have best performance
  • language performance is highly variable when a language is learned after puberty
64
Q

What are the implications of the sensitive period?

A
  • deaf children should be exposed to sign language as young as possible to develop native like ability
  • foreign language exposure at school should begin as early as possible to maximize opportunity to achieve native like ability
65
Q

Bilingualism in Canada

A
  • 17% of Canadians are English-French bilingual
  • 20% of Canadians’ first language is neither English nor French
  • 55% of Montrealers are English-French bilingual
66
Q

What is the monolingual brain hypothesis?

A
  • belief that infants’ brains are programmed to be monolingual and that they treat input in 2 languages as if it were one language
  • bilingualism stretches limited processing capacity of infants
  • implies that if bilingual from birth, children will confuse their languages and could result in language delays
67
Q

When does bilingual learning begin?

A
  • in the womb
  • bilingual babies show no preference for either language
  • they can discriminate between their two native languages
  • suggests that learning begins before birth
  • suggests that bilingual infants are developing two separate language systems
68
Q

What is the evidence for two separate linguistic systems?

A
  • language development in bilingual vs. monolingual children follows a very similar timeline and milestones
  • children select language they use based on conversational partner
  • in general, language mixing in bilinguals is normal, not a sign of confusion
69
Q

What are cognitive advantages of bilingualism?

A
  • bilingual children perform better on measures of executive functioning than monolingual children
  • bilingualism seems to delay onset of Alzheimer’s in older adults
  • bilingual individuals have to quickly switch between languages, both in comprehension and production, which serves as practice for executive functioning
70
Q

What are the implications of the advantages of bilingualism?

A
  • schools should support learning both native and non native language from a young age

Child Development (12 decks)

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