Lecture 4- Child development: Language Flashcards
A proficient user of language has knowledge of
phonology
semantics
syntax
pragmatics
Phonology
sound system
phonemes – limited set
group characteristic of each language
combination rules for meaningful speech
Semantics
meaning
morphemes
prefix/suffixes, small words
smallest linguistic units that carry meaning
Syntax
form or structure of a language
combination rules for meaningful sentences
Pragmatics
rules about language in social contexts
what to say and how to say it
please and thank you!
Pre-linguistic period (0-12 months)
3 forms of vocalisation: crying (first 3-4 weeks) cooing (3-5 weeks onwards) babbling (3-4 months) -adding consonants -echolalia – sound repetition
Pre-linguistic period (0-12 months)
dialogue returned by caregivers
learn other features
turn-taking, intonation
that words have meaning
Words as representations of objects
8-12 months
associate object with its name
verbal labels – not representations
18 months
true symbolic representation
word as substitute for object
used for communication
Telegraphic speech (18-24 months)
say things like more juice, no bed, other bib, all messy
may overextend: all men are dad, cows are dogs etc.
Adding complexity (2 years +)
adding verbs daddy hat daddy wear hat daddy is wearing a hat compound sentences adding and, so past tense eg. adding –ed logical errors – ‘mouses gone away’
Years 3-5
interest in rhymes and songs
commentaries during play
pre-sleep monologues
all show the emergence of narrative
from actions to spoken stories
links to reading
different modes of thought
propositional – verbal language
imaginal – visual imagery
concepts & categorisation
prototypes core properties (as a member of concept) hierarchies of concepts
Skinner
language is learned
imitation, progressive reinforcement
through operant conditioning
joint involvement episodes
social input
one-to-one sessions with a sensitive adult
good predictor of vocabulary growth
Most important features of interactions?
adopting helpful speech styles
attention eliciting techniques
timing of verbal input
child-directed speech (motherese)
Social interaction & language acquisition
necessary or just pleasurable?
Chomsky
language acquisition device universal grammar (innate shared linguistic principles)
motherese
baby talking to a child in higher, slower voice
critical period hypothesis (Lenneberg)
children before age 12
bilingual with no accent
recovery of language after head injury
a sensitive (not critical) period
Lenneberg hypothesis
there is an ideal time for learning a language. better before the age of 12. can learn 2 languages without showing a sign of other accent/ after head injury can still speak fine.
Communication in animals
various species bees, birds, cetaceans, primates teaching human language American sign language Koko lexigrams – Kanzi, Panbanisha
Deaf children
deaf children with deaf parents
similar language milestones
deaf children with hearing parents
‘home sign’ – a spontaneous language
Hearing the word
primary auditory area - wernicke’s area
Speaking the word
wernicke’s area - Broca’s area - motor area
writing the word
primary visual area - angular gryus - wernickes area
expressive aphasia
damage to Broca’s area
speech: halting, hesitant, difficulty finding words
comprehension: largely unimpaired
receptive aphasia
damage to Wernicke’s area
speech: fluent, grammatical, no content, nonsense
comprehension: seriously impaired
