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LI LANGUAGE AND COMMUNICATION > Language Development > Flashcards

Language Development Flashcards

1
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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2
Q

main stages in language development

A

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

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3
Q

babbling stage

A

meaningless, speechlike vocalisations with simple reduplicated CV structure

becomes more language-specific over time

-phonetic content found in this stage overlaps with phonetic preferences in later meaningful speech

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4
Q

holophrastic stage

A
  • consists of relevant names/objects, and nouns are easier to produce
  • speech errors made at this stage (deletion and substitution)
  • high frequency of demonstrative words, e.g., this, that, there… across all languages
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5
Q

two-word stage

A

different from idiomatic expressions, most often nouns and verbs

lack of grammatical markers and beginning of syntax

combines words together>expresses ideas more

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6
Q

telegraphic stage

A

three-word expressions
absence of function words( e.g. ‘the’) auxiliary verbs (e.g. are) , prepositions, and tense morphemes

-quick progression

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7
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 heard
  • phonological cues can be picked up from fetus to birth (remembering the phonology )
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8
Q

evidence of early speech perception

A

1yo using categorical perception- sensitive to speech sounds when distinguishing between sounds in other languages

  • suggests we may be pre programmed to distinguish between different sounds as this skill diminishes after 1 yrs
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9
Q

evidence of early speech production

A

-crying, cooing, and laughing as involuntary responses to emotional states (Universal)
- vocal play between 4-7 months, these are speech like sounds

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10
Q

Babbling

A

the repetition of syllables
- universal sounds > deaf children babble with their hands
- we produce easy front of the mouth sounds first then learn harder sounds

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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 (preference for mother)
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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 3-9mo contribute to communication?

A
  • different responses to different information (e.g. angry)
  • 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 (e.g. doggie) to acquire noun morphology

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18
Q

is CDS essential?why

A
  • can facilitate language learning, by marking syntactic boundaries, but it is not essential
  • not present in all cultures however those lacking it present little variation in linguistic skills
  • not used as much as we think
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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

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21
Q

Problems of the behaviorist account

A

-poverty of stimulus– > input is full of degenerate (dysfluencies) and insufficient meaning there are not enough instances children are exposed to underlying rules of words

  • children often use ungrammatical language even when corrected/or shown showing its not a good cue for learning language
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22
Q

nativist accounts (chomsky, pinker)

A

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

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23
Q

constructivist and cognitive accounts (piaget)

A

language learning is driven by cognitive development of mental schemas

24
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

25
Q

errors with word learning

A

overextension- all animals are called doggie/too general (more prevelent early on)

underextension- only roses are called flowers/ too specific (more prevelent later on + less common)

Invented words

26
Q

mechanisms for word learning

A

low-level mechanisms, e.g., classical conditioning (minor role)

conceptual prerequisites, e.g., children know basic ontological categories (objects, properties)

linguistic prerequisites, e.g., children assume words have meaning and mapping is symbolic- consistent across time and speakers

27
Q

predispositions

A

children have innate assumptions when assigning meaning to sounds

28
Q

types of assumptions

A
  • whole object
  • shape bias
  • mutual exclusivity
  • taxonomic assumption
  • basic level category assumption
  • noun-category bias
29
Q

whole object

A

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

30
Q

shape bias

A

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

starts around 2 years and related to vocab development and children with delayed language development

31
Q

mutual exclusivity assumption

A

an object can only have one label, assigning a novel word to objects they dont have a label for already

32
Q

taxonomic assumption

A

novel words referring to something will also refer to similar things, leading to overextension
- relationship is taxonomically rather than thematically
-e.g. dog used for different breed but not for a dog bone

33
Q

basic level category assumption

A

assumes a novel word refers back to the basic level (dog) , rather than superordinate (animal) or subordinate (poodle)

34
Q

noun-category bias

A

nouns are conceptually easier to learn than other syntactic categories as theyre conceptually easier/ concrete across language in contrast to verbs

35
Q

evidence of rule-based morphological development

A
  • wug test- applying the plural rule to produce the correct phonological form
  • 5.5-7rs applied plural rule and phonolical form correctly
36
Q

stages of morphological development

A
  1. holophrastic- right answer, wrong reasons
  2. rule-based- wrong answer, right reasons (overgeneralisation of rules e.g. foots )
  3. rules and exceptions- right answer, right reasons
37
Q

U-shaped morphological learning

A

instance-based
overgeneralisations
exceptions

38
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

-roughly up to puberty

39
Q

linguistic theory of syntax

A

grammar is developed by analysing grammatical and ungrammatical sentences of our language- children pick this up quickly

suggests children are born with a innate linguistic capacity

40
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

tightly constrains what grammatical structures are acceptable in a certain language

41
Q

chomsky believed language acquisition is guided by…

A

innate device called the LAD or universal grammar (UG)

42
Q

UG

A

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

43
Q

how do children use LAD?

A

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

44
Q

whats a method children may use to determine the appropriate perameter

A
  • preffered word order
  • distinguish if english is a pro-drop language (subjectless sentences)
  • figuring this out would have broader implications e.g. if no prodrop= we wont use dummy pronouns
45
Q

evidence for language being innate

A
  • Pidgin and creole are simplified languages that allow people from diverse linguistic backgrounds to communicate
  • Nicaraguan deaf children =spontaneous sign language developed with own syntax
46
Q

opposition to LAD

A

usage-based learning, where children use general cognitive abilities, learning mechanisms, and knowledge of social situations to deduce grammar and sound structure

47
Q

clear correlations between _____ and _______ development

A

lexical, syntactic
first grammatical knowledge occurs when words are combined

48
Q

MLU

A
  • Mean length of utterance
  • observes the mean number of morphemes to assess children syntactic and phonological development
  • standardized assessment
  • correlates well with other syntactic competence
  • cross linguistic validity may be inconsistent with those with much more morphemes
49
Q

stages of syntactic development

A
  1. beginning of word combinations
  2. add grammatical morphemes
  3. questions and negatives
  4. some complex sentences
  5. more complex sentences
50
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 and instead ‘on the napkin’ is interpreted as destination always
- children preference may be based on the frequency of ‘put x in y ‘ with y being the destination

51
Q

Stages of learning how to read

A

1.phonemic awareness
2.phonics
3.fluency
4.vocabulary
5.text comprehension

52
Q

phonemic awareness

A

children’s knowledge of the internal sound structure of spoken words/how theyre built up

53
Q

Phonics

A

teaching children the relationship between the letters of the written language and the sounds of a spoken language (alphabetic principle)
- children with reading difficulties= more explicit phonics instruction

54
Q

Fluency

A

ability to read a text accurately and quickly
- less concentration needed for decoding words more concentration on meaning of text

55
Q

Vocabulary

A

increase in vocab= increase in academic achievement
- can learn new vocab directly or indirectly

56
Q

Text comprehension

A

Ability to think actively when reading
-strategies include answer questions of texts they’ve just read
- the product of word recognition and language comprehension

LI LANGUAGE AND COMMUNICATION (10 decks)

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