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Developmental Science > Learning Language > Flashcards

Learning Language Flashcards

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1
Q

What three things about language do children learn?

A

Symbols, comprehension, and production

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2
Q

What are symbols? What do we learn about them?

A

Involve systems representing our thoughts, feelings, and knowledge. Children learn them and how to communicate them to other people.

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3
Q

What is comprehension?

A

Understanding what others say (or sign or write)

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4
Q

What is production?

A

Speaking language (or signing or writing)

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5
Q

What are the five components of language?

A

Generative, Pragmatics, Phonemes, Syntax, and Morphemes

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6
Q

What is the generative component of language?

A

A system in which a finite set of words can be combined to generate an infinite number of sentences

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7
Q

What are phonemes?

A

Smallest units of meaningful sound

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8
Q

What are morphemes?

A

The smallest units of meaning in a language, composed of one or more phonemes

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9
Q

What is syntax?

A

The rules specifying how words from different categories (nouns, verbs, etc.) can be combined

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10
Q

What is pragmatics?

A

The knowledge about how language is used.

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11
Q

What are the four competencies required for language acquisition?

A

phonological development, semantic development, syntactic development, pragmatic development

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12
Q

What is phonological development?

A

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

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13
Q

What is 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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14
Q

What is syntactic development?

A

Learning the syntax or rules for combining words

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15
Q

What is pragmatic development?

A

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

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16
Q

There is substantial change over the _____ of life

A

There is substantial change over the FIRST YEAR of life

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17
Q

When is the sensitive period of language development?

A

From birth to age 6

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18
Q

What is the difference between species-specific behavior and species-universal behavior?

A

Species-specific behavior is the communication system that only humans acquire (has the complexity, structure, and generatively or language); Nearly all humans develop species universal language

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19
Q

T/F Language and modality are dependent on each other

A

F; Language is independent of modality

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20
Q

Speech is perceived in __________ ways.

A

Speech is perceived in LANGUAGE-SPECIFIC ways.

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21
Q

The differences in speech that matter are different for _________.

A

The differences in speech that matter are different for DIFFERENT LANGUAGES.

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22
Q

T/F There aren’t silences between words in language

A

True; learners need to discover where words begin and end in fluent speech, but there aren’t silences between words

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23
Q

Learners need to uncover the structure, but they only ____ or ___ the sequence.

A

Learners need to uncover the structure, but they only SEE or HEAR the sequence.

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24
Q

T/F Parents “teach language” to their children.

A

False; Explicit teaching and correction is rare and often unsuccessful

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25
Q

What is the three ways children learn language?

A
  1. Playing and talking with family and friends
  2. Processing language and predicting what comes next
  3. Learning words and sentences
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26
Q

What three things are learned at the same time during language development?

A

sound/sign patterns, words, and learning combine the words

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27
Q

Which comes first, comprehension or production?

A

comprehension

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28
Q

What competencies are required to perceive speech?

A

Prosody, Categorical perception, Word segmentation, Distributional properties

29
Q

Prosody

A

The characteristic rhythm, tempo, cadence, melody, intonational patterns, etc., with which a language is spoken

30
Q

Categorical perception

A

The perception of speech sounds as belonging to discrete categories

31
Q

Word segmentation

A

The process of discovering where words begin and end in fluent speech

32
Q

Distributional properties

A

The phenomenon that, in any language, certain sounds are more likely to appear together than are others

33
Q

________ are thought to be perceived in categories.

A

PHONEMES are thought to be perceived in categories.

34
Q

When is the ability to hear sounds in language-appropriate ways fine-tuned?

A

The ability is fine-tuned by the end of the first year

35
Q

What are the four components of word segmentation?

A

Stress patterns, high-frequency items, words spoken in isolation, parentese

36
Q

How do high-frequency items contribute to word segementation?

A

Very frequent words wioo start to be recognized like “bottle” and “baby”

37
Q

What is parentese?

A

The altering of the intonation of language to engage infants

38
Q

____________ facilitate identification of words and phonemes.

A

DISTRIBUTIONAL PATTERNS facilitate identification of words and phonemes.

39
Q

By ______ (age), infants show evidence of understanding the meaning of some nouns.

A

By SIX MONTHS, infants show evidence of understanding the meaning of some nouns.

40
Q

Early language production unfolds in a predictable pattern. What is it?

A

cooing then reduplicated babble then variegated babble

41
Q

At what age do infants start making cooing sounds? How?

A

Around 6-8 weeks; Cooing sounds are made with an open vocal tract

42
Q

At what age does reduplicated babbling? How?

A

Around 6 months by making repeated sounds with an open and then closed vocal tract

43
Q

How does babbling occur for infants learning sign language?

A

Babbling occurs on the hands

44
Q

What happens after reduplicated babbling?

A

Infants produce variegated babble

45
Q

When do infants produce their first recognizable word?

A

Around the end of the first year

46
Q

How many words do human speak per day

A

16,000

47
Q

What is the Gavagai Thought Experiment?

A

A linguist tries to find out what the expression “gavagai” means when spoken by a speaker of an unknown language upon seeing a rabbit.

48
Q

The Gavagai problem shows that words are always _______; There are a variety of ____ to a word’s meaning.

A

The Gavagai problem shows that words are always AMBIGUOUS; There are a variety of CUES to a word’s meaning.

49
Q

How are words associated with their referents?

A

By repeated exposure

50
Q

What is cross-sectional word learning?

A

Cross-sectional learning allows learners to acquire word meanings across multiple exposures, despite each individual exposure is referentially uncertain

51
Q

Young children can learn words from ______.

A

Young children can learn words from YOUNG CHILDREN.

52
Q

What is the principle of mutual exclusivity

A

The assumption that objects only have one label; Novel words are mapped to novel objects

53
Q

Naigles

A

Children watched a video of a bunny and duck interacting while the experimenter said a sentence saying they were “gorping” or that one is “gorping” the other. They then observed what the action the child connected to the word “groping”

54
Q

_______ are also a source of information for language learning. Parents and other communicative partners _____ and _____ relevant signals like _______ and _____.

A

SOCIAL CUES are also a source of information for language learning. Parents and other communicative partners PROVIDE and RESPOND relevant signals like EYE GAZE and POINTING.

55
Q

What do overgeneralizations reveal about children?

A

Children do not always generalize appropriately (ex. an egg is a ball because its circular)

56
Q

T/F Children undergeneralize and overgeneralize

A

T

57
Q

What do overregularization (mistakes) reveal about children?

A

Children are learning rules and not just copying the input given (say grow-ed instead of grown)

58
Q

What are syntax and morphology?

A

Learning the rules for combination of words (syntax) and morphemes (morphology). The develop over an extended period.

59
Q

What does the Wug test reveal?

A

Children are learning a generative system

60
Q

What is the behaviorist argument about language learning?

A

Language is learned by standard processes of operant and classical conditioning

61
Q

What was Skinner’s contribution to the behaviorist argument?

A

Correct usage of language is reinforced and incorrect usage is not

62
Q

T/F Parents are more likely to correct grammatically incorrect statements than factually incorrect statements

A

F; parents are more likely to correct FACTUALLY incorrect statements than GRAMMATICALLY incorrect ones

63
Q

What do nativists argue about language?

A

Language is too complex to be learned so easily and quickly by cognitively unsophisticated children; children don’t need to learn it

64
Q

What did Noam Chomsky suggest?

A

There is a LAD (Language Acquisition Device) with innate biases that shape language learning

65
Q

What is the LAD?

A

A theorized language acquisition device that assumes that all languages are variants of underlying shared universal grammer. Learners just need to figure out the parameters for their language.

66
Q

What is the connectionist argument of language learning?

A

Language learning can emerge from general-purpose learning mechanisms (ex. statistical learning) operating over large amounts of data

67
Q

What is the interactionist perspective of language learning?

A

Focuses on the communicative function of language (which is to interact with others)

68
Q

What subtle social cues and interactions do children pick up?

A

joint attention, turn-taking, pointing, intersubjectivity

Developmental Science (22 decks)

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