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Infacy Psychology > Language Development > Flashcards

Language Development Flashcards

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1
Q

photo-conversation

A

a caregiver smiles and speaks to an attentive infant , who smiles and vocalize back to the caregiver

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2
Q

Language Development: Required
Competencies for Learning Language

A

-phonological development

-semantic development

-syntactic development

-pragmetic development

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3
Q

Phonological
development

A
  • Acquisition of knowledge
    about phonemes, the elementary
    units of sound that distinguish
    meaning

ex; lake and rake

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4
Q

morphemes

A

the smallest unit of meaning

ex:dog,chairs,unkind

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5
Q

Semantic
development

A

Learning the system for expressing meaning in a language, beginning
with morphemes, the smallest unit of meaning in a language

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6
Q

Syntactic
development

A

Learning the
syntax or
rules for
combining
words

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7
Q

Pragmatic
development

A

Acquiring knowledge of how language is used, which includes understanding
a variety of conversational conventions

ex: irony and metaphors

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8
Q

Language requires biological preparedness

A
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9
Q

Critical Periods

A

Evidence of critical
period for language
development

 Difficulties feral children
(such as Genie) have in
acquiring language in
adolescence - vocabulary dosnt have critical period)

 Comparisons of the effects of
brain damage suffered at
different ages on language

 Language capabilities of
bilingual adults who acquired
their second language at
different ages

Test of Critical-period Hypothesis:
Performance on a test of English
grammar by adults originally from
Korea and China was directly related
to the age at which they came to the
United States and were first exposed
to English. What do you see?

as they get older their scores become lower

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10
Q

Acquiring the Native Language

A

Major Production Milestones
 Reduplicated babbling by 8 mos
 First words by 10-12 mos
 Combining words by 18 mos
 Complex clauses and sentences by 2-3 yrs

Comprehension begins much earlier
 Respond to name by 4 mos
 Recognize common words by 6 mos ex: understand what hand is

** Perceptual Attunement provides the first step**

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11
Q

Phonological Development:
Speech perception: Perceptual attunement

A
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12
Q

Phonology: Prosody

A

Prosody

  • Includes spoken language characteristics above the phoneme:
    rhythm, tempo, cadence, melody, intonational patterns
  • Accounts for much variation in sound of language within and between cultures (including accents)
  • Prosody correlated with word order
  • Language specific cues facilitate word and phrase segmentation
  • And may support acquisition of grammar
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13
Q

Language
Development:
Comprehension and
Production

A

Children master basic structure of their native language, whether spoken
or manually signed by age five.

  • Language requires comprehension and production.
  • Comprehension precedes production.

By the age of 5, children are capable of
generating totally novel sentences that
are correct in terms of the phonology,
semantics, and syntax of their native
language.

They are also able to make
appropriate pragmatic inferences
regarding the content of their
partner’s utterances.

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14
Q

What Is Required for
Language?

A

A human environment

  • Infant-directed talk (IDT)
  • Distinctive mode of speech
    that adults adopt when talking
    to babies and very young
    children
  • Common throughout the world,
    but not universal
  • Includes warm and affectionate
    tone, high pitch, extreme
    intonation, and slower speech
    accompanied by exaggerated
    facial expressions
  • Preferred by infants
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15
Q

But – the imperative to communicate is so strong

A
  • If no language models to learn from
  • Hearing children, just like the deaf children, will nvent a language
  • But only if there is someone to communicate with!
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16
Q

The Process of Language Acquisition:
Early Word Learning

A

Early word segmentation & recognition > Infants first recognize words > Then comprehend > them Then begin to produce them

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17
Q

The Process of Language Acquisition:
Word Segmentation

A

Infants become increasingly sensitive to many of the numerous regularities in that language.

  • Word segmentation: process of discovering where words
    begin and end starts during second half of first year
  • Distributional (or statistical) properties: certain sounds are
    more likely to appear together than are others

Such a pretty baby. Hi pretty girl. How is my baby, pretty Liza?

18
Q

The Process of Language Acquisition:
Word Segmentation

A

Statistical Learning
 Transitional probabilities

Language specific cues
 Word Stress initial in Eng
ex: BabySuzielikescookies
 Phonotactics: sound combos
at beg & end of words
Break, Burst, Strong

19
Q

Early Word Recognition & Comprehension

A

Early word recognition is rapid.

  • Recognize many word forms they cannot understand
  • Infants know more words than they can produce; they understand more words than realized by caregivers
    .
  • Respond to name by 4 months; start recognizing common words by 6 mos; Recognition grows rapidly after 10-12 mos
  • Looking while listening paradigm indicates older infants (18 mos
    +) recognize familiar words more quickly than younger, &
    eventually even when mispronunciation occurs.
20
Q

Understanding first
Words

A

The problem of reference

  • A classic problem posed by
    philosopher Willard Quine
    was how someone who
    does not know the word
    “rabbit” could figure out
    exactly what it refers to rather then its part ?
  • This is the first step in
    acquiring word meaning.
21
Q

Word Learning: Constraints/Biases

A

Whole Object assumption
Expectation that the word will refer to the whole object.

  • Categorical Scope
    Expectation that the word will refer to the whole category of objects
22
Q

Constraints/Biases

A
  • Fast mapping Rapidly learning a new word simply from the
    contrastive use of a familiar and unfamiliar word (dogs can do it too!)
  • Mutual exclusivity
    assumption     Novel name–nameless
    category principle: leads
    children to expect that a
    given entity will have only
    one name

Cues for Word Learning: Mutual
exclusivity: Because this
child already knows the name of the
familiar object on the table, she will
pick up the novel object when the
adult asks her to “show me the
blicket.”

23
Q

The Process of Language Acquisition:
Early Word Production

A

Most infants produce their first words between 10–15 months of age.

Early productive vocabularies of U.S. children include names for people, objects, and events from everyday life.

 Important modifiers are also used
 In middle-class families, mothers often use nouns in object-labeling
 Holophrastic period involves one-word utterances
 Overextension facilitates conversation with limited
vocabulary

24
Q

Overextensions of
Word Meaning

A

ex: they say balls for ballons,marbles,apple,eggs

25
Q

Language
Achievement

A

On average, American
children say their first word
at around 13 months,
experience a vocabulary
spurt at around 19 months,
and begin to produce
simple sentences at around
24 months.

  • However, **there is great
    variability **when different
    children achieve each of
    these milestones.
26
Q

The Process of
Language Acquisition:
Production

A

Adult influences on word learning

  • A spurt in vocabulary
    growth typically occurs
    at around 19 months,
    although there is great
    variability.
  • The rate of vocabulary
    development is influenced by the sheer amount and kind of talk
    that they hear    .
27
Q

The Role of Family and School Context in Early Language Development: Individual Differences

A

Socioeconomic status of parents is key determinant in the language children hear.

  • After 4 years, there is a vast difference in accumulated experience with words among children from upper middle class, working-class, and families on welfare.
  • For a variety of reasons, parents’ SES affects the way they talk to
    their children.
  • Those individual differences have a substantial influence on the
    way their children talk.
28
Q

The role of pragmatics

A

Early interactions

  • Even before infants start
    learning words, they
    develop interactive routines
    similar to those required in
    the use of language for
    communication.

 Turn taking
 Intersubjectivity
 Joint attention
 Pointing

29
Q

Word Learning:
Meaning from
Context

A

Pragmatic cues

  • Children use pragmatic
    cues —aspects of the
    social context used for
    word learning.
  • These include the adult’s
    focus of attention and
    intentionality    .
30
Q

Word Learning: Meaning from Context

A

Pragmatic cues

Having announced her intention to find a “gazzer,” this adult
appears displeased when looking in one bucket, but happy
when looking in another. The child will infer that the object that
elicited the smile is a “gazzer.”

31
Q

Word Learning:
Meaning from Context

A
  • Children also use the linguistic context in which novel words
    appear to help infer their meaning.

Syntactic bootstrapping:
children use grammatical
structure of whole sentences
to figure out meaning

ex: “The duck is kradding the
rabbit,” they used the syntactic
structure of the sentence to
infer that kradding is what the
duck is doing to the rabbit.

 (Considered more like a built
in bias than a social-
pragmatic process)

32
Q

Putting Words Together

A

First sentences

  • End of second year: most children begin to combine words
    into simple sentences
  • Telegraphic speech: children’s first sentences in which
    nonessential elements are missing
  • Around 2½ years of age: four-word sentences which often
    contain more than one clause
33
Q
A

This graph shows the
relation between age
and the mean length of
utterance for the three
children—Adam, Eve,
and Sarah—studied by
Roger Brown. (Brown,

 What else do you see?

individual difference

34
Q

theories of languague development: Behaviorist views

A

languague is learn through experiences,specifically through positive or negative reinforcements - correct speach and grammar)

behaviorits argue that the same mechanisms we use to learn languague we use for other behaviours (domain general, nonspecifc,nurture))

35
Q

theories of languague development: Naturalists

Chomsky

A

children are born with grammatical knowledge such as languague aquasition device that allows them to easily acquire lanuguae

poverty of stimulus: not enougth information from the enviroment for children to learn languague

this theory is :
* domain specific
* universal
* nature

36
Q

theories of languague development: Intercationist view

A

they recognize that human infants are prepared in some ways to learn languague but their languague development is also shaped by their experince . they use other skills to perfect languague

37
Q

Intercationist view: connectionism

A

according to connectionism,the infant is born with powerful learning mechanisms and a simple brain structure,experience with languague allows the system to strenghen

38
Q

statistical learning

A

infants have a learning mechanism that help them require languague (just like chomsky). unlike his this sensitivity to regularitis is not specific to languague

ex:pretty baby

babies know that in the english languague pre follows ty but that sound is not often by ba so they use statistics to know what is most or less likely to be used

39
Q

social interaction

A

languague is communicative and social thus children use social interactions to aid their languague learning(languague learning builds into social skills)

both nature and nurture

40
Q
A

Infacy Psychology (25 decks)

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