Lecture 11 Flashcards
First Speech Sounds:
Birth
- Reflexive sounds
e. g., c__, s__, l__ s__.
1-2months: c__
- real v__ (l__, d__-o__)
e. g., “oooh” “ahhhh”
~7 months – B\_\_ -C\_\_-v\_\_ syllables repeated e.g., papapapa -determined by growth of v\_\_ t\_\_.
How about deaf infants?
- Vocal babbling? (__)
- Manual babbling? (__)
reflexive
crying, sighing, lip smacking
cooing
vowels, long, drawn-out
babbling
consonant-vowel
vocal tract
limited
yes (i.e. babbling with hands)
__-__ months – First Words
Characteristics
n__ (“ball”), a__ words (“allgone”)
s__ words (“bye-bye”)
r__ words (“lunch”)
m__ (“hot”)
S__ words that are hard to pronounce (e.g., “SaSa” for Sarah)
Content similar across c__.
10-15
names, action
social
routine
modifiers
simplify
cultures
Holophrastic period = children use s__ w__ to express a whole p__.
Overextensions = the use of a given word in a b__ context than is a__ (e.g., dog to refer to any four- legged animal).
What do overextensions mean?
“picture pointing” study – children __ the meaning, just have l__ vocabulary
single words, phrase
broader, appropriate
know, limited
Vocabulary spurt (__-__ months)
Comprehension = u__.
Production = able to s__ it
__ comes before __
18, 24
understanding, say
comprehension, production
What helps toddlers learn new words quickly?
fast mapping = learning a new word simply from hearing the c__ use of a f__ and the u__ word.
Carey & Bartlett (1978)
– “chromium tray study”
Children demonstrated new word __ one week later from only __ initial exposure.
contrastive, familiar, unfamiliar
knowledge, one
What helps toddlers learn new words quickly?
- Mutual exclusivity assumption = a given e__ will have only o__ n__.
- Whole-object assumption = word refers to w__ o__ rather than p__ or a__.
-Pragmatic cues = s__ c__.
- Baldwin “modi” study:
18-month-olds can use eye g__ as a cue to word m__.
entity, one name
whole object, part, aspect
social context
gaze, meaning
What helps toddlers learn new words quickly?
-Shape bias = prioritizing s__ when interpreting the meaning of n__ words.
Child will e__ the use of a new word to objects that are similar in s__, even if they differ in c__, t__, etc.
shape, new
extend, shape, color, texture
Children’s comprehension of word order
- Big Bird/Cookie Monster study (Hirsch-Pasek & Golinkoff, 1996)
- 17-month-olds
explain:
When they said “CM is tickling BB” the 17 month old looked at the video where CM tickles BB and when they said “BB is tickling CM” the 17 month old looked at the video where BB is tickling CM.
suggests comprehension of the word order.
2-word stage (.-. years)
“t__ speech”
- “Mommy sock.”
- “Throw ball.”
- “Daddy throw.”
- “Ball red.”
Use c__ words, not f__ words.
-examples of function words?
1.5-2.5
telegraphic
content, function
“a” “the” “is” “’s” etc.
(don’t use)
Children’s understanding of function words
function words study (Gerken & McIntosh, 1993)
-young 2-year-olds (1 to 2-word speakers)
picture pointing task
grammatical: “Find the bird for me.”
ungrammatical: “Find was bird for me.”
nonsense: “Find gub bird for me.”
missing: “Find (??) bird for me.”
performed best with c__ f__ words
C__ comes before P__!!
correct function
comprehension, production
Beyond the 2-word stage…
Start to include missing elements (e.g., f__ words, word e__).
Overregularization = speech errors that involve treating __ forms of words as if they are __.
run –>runned
foot –> feets
What does this tell us?
function, endings
irregular, regular
it shows that child is learning the rules-actually a good sign
A Sensitive Period?
Second language evidence (Johnson & Newport)
- Korean and Chinese speakers exposed to English at various ages
- all tested as adults, listened to sentences and determined correctness
Conclusion: those who were exposed to English prior to age _ were like native speakers
(same with ASL)
Language is learned best when learned __.
7
early
