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psych 304 > lecture 5: language development > Flashcards

lecture 5: language development Flashcards

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1
Q

what is the age range for the high amplitude sucking procedure

A

infants from birth to 4 months of age

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2
Q

what does the high amplitude sicking procedure capitilzie on

A

infants sucking reflect

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3
Q

explain the high amplitude sucking procedure

A

infants hear a sound stim evertyime they produce a strong/high amplitude suck on a pacifier

the number of strong sucks is an indicator of the infants interest
(more strong sucks=more interest)

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4
Q

what is the number of sucks mean in the high amplitude sucking procedure

A

the number of strong sucks is an indicator of the infants interest
(more strong sucks=more interest)

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5
Q

what are the 2 variations of the high amplitude sucking procedure

A

discrimination
preference

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6
Q

when/why is the discrimination high amplitude sucking procedure used

A

used to test whether infants can tell the difference between two auditory stimuli
variation of the habitutation paradign

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7
Q

true or false: the discrimination high amplitude sucking procedure is a variation of the habitutation paradign

A

true

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8
Q

explain the habituation phase for the discrimination high amplitude sicking procedure

A

each time infant produces a strong suck, a sound is played over the headphones

=continues until sucking has declined significantly (eg; BY 20%)

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9
Q

explain the test phase for the discrimination high amplitude sicking procedur

A

hear new speech stimuli everytime produces a strong suck
=if can distinguish between stim, sucking behavior should increase

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10
Q

in the discrimination high amplitude sicking procedure, what will happen to sucking behavior if they can distinguish between stimuli

A

shucking behavior should increase

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11
Q

when is the preference high amplitude sucking procedure used

A

to test infants prefence for stimuli

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12
Q

explain the preference high amplitude sicking procedure

A

2 diff stimular are played on alternating minutes each time a strong suck is produced
(ex: minute 1= stim A, minute 2= stim B etc)
number of strong sucks produced during presentation of each stim is compared

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13
Q

what is preference indicated by during the high amplitude suckin procudere

A

infants suck more during one stimulus type than the other

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14
Q

using high amplitude sucking paradigms, research has shown what three things about preference

A

1) prefer to listen to speech sounds over artificial sounds
2) prefer mothers voice over other women
3) prefer to listento native language vs other language)

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15
Q

what does the fact that
1) prefer to listen to speech sounds over artificial sounds
2) prefer mothers voice over other women
3) prefer to listento native language vs other language)

suggest

A

suggests that language learning starts in the womb

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16
Q

what does speech perception rely on

A

perceviging differences between speech sounds
ex: /a/ is different than /e/ and /i/

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17
Q

explain what categorical perception of speech means

A

we tend to perceive speech sounds as distinc categories even though differences between speech sounds is gradual

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18
Q

what distinguishses similar speech sounds

A

voice onset time (VOT)

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19
Q

what is voice onset time

A

leangth of time between when air passes through the lips and when the vocal cords start to vibrate

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20
Q

understnd the example of the /t/ to /d/ continum

and the example /b/ to /p/

A

,

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21
Q

why is categorical perception of speech useful

A

because focusses listerners on sounds that are linguistically meaningful while ignoring meaningless differences
ex: difference between a 10ms VOT /b/ vs 20ms VOT /b/ is meaningless in english

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22
Q

what was the main question of the infant categorical perception of speech study done by Eimas

A

do infants perceive the same speech categories as adults

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23
Q

what was the age of the study by Eimas (same speech categories as adults)

A

1 month infants

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24
Q

what paradigm did they use in study by Eimas (same speech categories as adults)

A

high amplitude sucking paradign to test discrimination between /ba/ and /pa/

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25
Q

what were the two test groups in the study by Eimas (same speech categories as adults)

A

1) different speech spunds: infants habituated to /ba/ (20 ms VOT) and then tested with /pa/ (40 ms VOT)

2) same speech sounds: infants habitatued to 60 ms VOT /pa/ and then tested with 80 ms VOT /pa/

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26
Q

in the study by Eimas (same speech categories as adults), if infants can distinguished between pa/ba what should we expect to see

A

increase in sucking when hearing new speech sound

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27
Q

what were the results in the difference speech sounds group in the study by Eimas (same speech categories as adults)

A

increased sucking when sound from new category /pa/ was played (they perceived them as diff sounds)

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28
Q

what were the results in the same speech sounds group in the study by Eimas (same speech categories as adults)

A

no change in sucking when sound came from same category /pa/
=do not perceive 2 sounds as difference

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29
Q

what was the conclusion of the study by Eimas (same speech categories as adults)

A

newborns have same categorical perception of speech as adults

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30
Q

true or false: newborns have same categorical perception of speech as adults

A

true and be able to explai nwhy (eimas study)

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31
Q

do infants make more or less distrinctions between speech sounds than adutls

A

more

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32
Q

what is the difference between infants and adults in tersms of making sound distrinctions

A

infants make more distinction between speech sounds than adutls

adults do not perceive differences between speech sounds that are not imprtant in their native language

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33
Q

give an example for how adults do not perceive differences between speech sounds that are not imprtant in their native language

A

in english, difference between r and k is meaningful but not in japanese

in arabic, the difference between k sound in keep and cool is meaningful but not in english

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34
Q

in the classic study done by Werker (cross language speech perception), what age was tested

A

tested 6 month olds american infants learning infants

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35
Q

what paradign was used in in the classic study done by Werker (cross language speech perception)

A

high amplitude sucking paradign to see if they can discriminate between hinda Ta and ta

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36
Q

what were the results of in the classic study done by Werker (cross language speech perception)

A

after habituatuating to one of these hindi sounds, increased sucking when heard other speech sounds

ie: if habituated to /Ta/ then increased sucking when tested with /ta/

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37
Q

what are the implications of the fact that children were apply to distinguish between hindi /ta/

A

infants discriminate between speech sounds they have never heard before (ie; speech sounds not found in their native langiuage)

infants are biologically ready to learn ant of the worlds languages

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38
Q

when do infants lose the ability to discriminate between non-native speech sounds

A

10-12 months

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39
Q

what is an example of perceptual narrowing of speech perception

A

infants lose the ability to discriminate between non-native speech sounds at 10-12 mnths
(improves perception of speech sounds in native language)

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40
Q

why is the fact that infants lose the ability to discriminate between non-native speech sounds at 10-12 mnths important

A

it improves their perception of speech sounds in their own native language

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41
Q

what is word segmentation

A

discovering where words begin and end in fluent speech

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42
Q

when does word segmentation begin

A

7 months of age

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43
Q

explain the study of juscyk and aslin about word segmentation

A

7 month old infants listenened to speech where a word was repeated
(ex: the cup was bright. the clown drank from the cup. cup was filled)

then tested if they recognized the repreated word using preferential listening procedure

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44
Q

what type of procedure did they use for the study of jucyk and aslin abot word segmentation

A

preferential listening procudeure

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45
Q

understand the preferential listerning procedure for the word segmentation

A

.

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46
Q

explain the preferential listening procedure

A

speaker on either side of infants head
when looks at speaker, a recording of speech plays (different speech from each speaker)

how long an infant spends looking in a particular direction/listening to a particular sound indicates how much the like it
(will look longer at sounds they recognize)

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47
Q

what does how long an infant spends looking in a particular direction/listening to a particular sound indicates

A

how much the like it
(will look longer at sounds they recognize)

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48
Q

what were the results of study of jucyk and aslin abot word segmentation

A

infants listened longer to words that had been repeated in the speech vs words that did not occur in passage

indicates that infants were able to pull out words from stream of speech

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49
Q

what does the fact that infants listened longer to words that had been repeated in the speech vs words that did not occur in passage indicate

A

indicates that infants were able to pull out words from stream of speech

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50
Q

true or false: just because 7 month olds can do word segnmentation, they understand the definition of it

A

false,

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51
Q

how do infants “find words in speech

A

through picking up on patterns in native lnaguage
1) stress-patterning
2) distribtuion of speech soudns

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52
Q

true or false: different langauges place stress on diff parts of the word

A

true

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53
Q

in english, which syllable is stressed

A

first

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54
Q

in french ,which syllable is stressed

A

last

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55
Q

at what age do infants rely on stress patterminig to pick out words in speech

A

8 months

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56
Q

true or false and why
at 10 months, infants rely on stress patterning to pick out words from speech

A

false, 8 months

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57
Q

give an example of stress pattering

A

for an example, english schildren will know that between stresses of syllabled (frist) distinguishes words

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58
Q

sounds that appear together are likely to be what

A

words

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59
Q

sounds that dont appear together are likely to be what

A

boundaries between words

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60
Q

understand the example of happy baby in terms of distribution of speech sounds

A

ba and by occur together often because make the word baby
ha and ppy occur together because make the word happy

ppy and ba occur less often because they dont make a word and many different words can come before baby and after happy

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61
Q

what do newborns use to pick out words

A

distributional properties

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62
Q

what occuers first, speech patterning or distributional properties to pick out words

A

distributional properties (newborns)
then speech patterning (8 months)

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63
Q

what are the implications of unerstanding distribution of speech sounds

A

1) infants are born with some strategies to help make sense of language

2) may contribute to why infants learn language so fast

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64
Q

in summary, how is speech perception studied

A

with high amplitude sucking procedure and preferential listening paradigm

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65
Q

from birth, infants show what type of categorical perception of speech for sounds that are physically similar

A

adult like categorical perception

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66
Q

as they learn sounds of their native-language, infants lose what

A

the ability to distinguish between non-native sounds at 10-12 months

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67
Q

infants are sensotive to patterns of lamnguage and use it to what

A

segment words from speech beginning around 7 months of age

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68
Q

what age does cooing begin

A

2 months

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69
Q

what is cooing

A

drawn out vowel sounds like oooooh or ahhhhh

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70
Q

what does cooing help with

A

helps infants gain motor control over their vocalizations

and

elliciets reactions from caregivers leading to back and forth cooing with caregivers

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71
Q

what age does babbling sdtrat

A

7 onths (6-10)

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72
Q

what comes first, cooing or babbling

A

cooing

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73
Q

what is babbling

A

repetivive consonants-vowel syllable, like papapa and bababa

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74
Q

true or false: in babbling, speech sounds are not neceraily from native language

A

true

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75
Q

is infant babbling similar or diff across lnaguages

A

similar

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76
Q

explain babbling in deaf kids

A

deaf infants that are exposed to ASL babble with repetive hand movements made up of pieces of full ASL signs
(evidence that language exposure is critical for babbling)

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77
Q

what is the fact that eaf infants that are exposed to ASL babble with repetive hand movements made up of pieces of full ASL signs evidence of

A

that language exposure is critical for babbling)

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78
Q

what are the 2 main functions of babbling

A

social function
learnign function

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79
Q

what is the social function of babbling

A

practicing turn taking in dialogue
=infant babbbling elicits caregiver reactions which in turn elicit more babbling
=parent postivie raecation to babbling eleicits more babbling

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80
Q

what is the learning fucntion of babbling

A

signal that the infant is listtening and ready to learn
=infants learn more when an adult labels a new object just after they babble vs learning the word in absence of babbling

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81
Q

infants appear to understand high frequency words around what age

A

6 months of age

82
Q

what was the study description to show that infants appear to understand high frequency words around 6 months of age

A

show infants pictures of common food and body parts and monitor where they look when one of the pictures is named (eye trackign)

83
Q

explain the study that shows that infants appear to undrstand high freq words around 6 months

A

6 months old look to the correct picture more often than change
shows that infants understand more words than they can produce
shows that infants understand more words than their caregivers realize

84
Q

what are first words

A

any specific utterance consistently used to refer to or express a meaning

85
Q

why can first words be tricky to identify

A

babbling can actually sound like words (mamamam)

meaning of a first word can differ from its standeard meaning 0ex: gulgul reffering to turkey)

86
Q

what age are first words usually produced

A

12 months (10-15)

87
Q

true or false: first words are often misprnounced in predictable ways

A

true

88
Q

explain how first words are often misprnounced in predictable ways

A

omit difficult parts of the word (banana becomes nana)

subsititude difficult sounds for easier sounds (rabbit to wabbit)

reorder sounds to put easy sound first (spaghetti to pasketti)

89
Q

first words usualyl refer to what in infants

A

family members, pets, important objects

90
Q

meaining of first words are very similar or different across cultures

A

similar

91
Q

explain how first words are very similar across cultures

A

chart

92
Q

what does that fact that first words are very similar across cultures suggest

A

suggests that infants around the world have similar interests and priorities

93
Q

what are the limitations of first words

A

infants express themselves initially with only one word utterances so cannot clearly communicate what they want to say

94
Q

what are 2 common limitations of first words

A

overextension
underextension

95
Q

explain overextension and give example

A

using a word in a broader context than is appropaite
ex: dog referes to any 4 legged animal

96
Q

explain underextension and give example

A

using a word in a more limited context than appropriate
ex: cat only refers to the familys pet cat

97
Q

at what age do infants know 50 worsd

A

18 months

98
Q

at 18 months, infants know bLANK words

A

50

99
Q

what happens at 18 mtns of age to the vocab

A

vocabular spurt

100
Q

what is a vocabulary spurt

A

rate of word learning accelerates

101
Q

how do children learn words (broad)

A

children;s assumptions about language
social context (caregivers, peers, context)

102
Q

what are the 7 chidlrens assumptioons when learning a new word

A

mutual exclusitivty
whole object assumption
pragmatic cues
adults intentionality
grammatical form
shape bias
cross sitautional word learning

103
Q

what is the mutual excluvistiy assumption

A

a given object/being will only have one name

104
Q

explain mutual exclusivity in action

A

a child will turn their attention to the object that they dont have a name for when they hear a new word
(billingual children will follow this rule less)

105
Q

true or false: billingual children follow the mutual exclusivity assumtion less

A

true w

106
Q

what is the whole-object assumtion

A

a word will refer to the whole object rather than to a part or action of the object

107
Q

what are pragmatic cues

A

using the social context to infer the meaning of a word

108
Q

explain adult gaze in respect to pragmatic cues

A

when an adult says a new word, the child assumes that it refers to the object the adult is looking at, even if the child cannot see it

109
Q

explain adults intentionality

A

if an adult uses a word that conflicts with a childs word for that object, they will learn the new word if it is said with ocntext

110
Q

explain grammatical form as an assumption

A

grammatical form of a word influecnes whether its interpreted as a noun, verb or adjective

111
Q

understand the sibbing example for grammatical form

A

.

112
Q

explain shape bias as an asusmption and understand dax example

A

children will apply a noun to a new object of the same shape, even if that object is very different in size, colour or texture

113
Q

explain cross situational word learning

A

determining word meanings by tracking the correleatioons between labels and meanings across contexts

114
Q

true or false; children vocab are not impacted by the vocabs of caregiverd

A

false

115
Q

what are the carefiver factors that influence word learnign

A

infant directed speech
quantity of speech
quality of speech

116
Q

what is infant directed speech

A

dsitrinctive mode of speech when talking to babies and toddlers (common in majority of cultures around the world)

117
Q

what are the chracteritics of infant directed speech

A

greater pitch variability
slower speech
shorter utterances
clearer pronunciation
more word repitions
more questions
accompanied by exagerated facial expressions

118
Q

what is the function of infant directed speech

A

draws infants attention to speech
(infants prefer IDS to regular speech even if in a non native language)

119
Q

true or false: infants prefer IDS to regular speech

A

true

120
Q

what does the fact that infants pay greater to IDS facilitate

A

facilitates their language learning

121
Q

what age was the study done for IDS and early word recognition

A

7-8 month olds

122
Q

what was the main question of teh IDS and early words recognition study

A

how long do infants look in tthe direction of the word introduced in IDS vs word introduced in adult speech

123
Q

what is the IDS and early word recognition study

A

7-8 month olds were introduced to words either in:
infant directed speech or regular adult speech

recognition of words tested 24 hrs later using preferential listestning procedure:how long do infants look in tthe direction of the word introduced in IDS vs word introduced in adult speech

124
Q

what were the results of the IDS and early word recognition study and what does that indicate

A

infants looked longer at words introduced in IDS than adult speech

indicates taht IDS faciliates recognition of words

125
Q

true or false: regular speech facilitiates recognition of words

A

false, IDS does

126
Q

does quantity of speech affect vocab size and explain

A

the number of words that children hear used around them predicts children vocab size (especailly in speech directed to child)

127
Q

children taht hear more words have larger or smaller vocab

A

larger

128
Q

does SES affect quantity of speech

A

a classic study found that parents SES predicts how much speech infants here

129
Q

what was the method used for the SES and quantity of speech study

A

tested parents with their 7 month old children over 2.5 years until the children turned 3
=high, middle and low SES
=came to lab for an hour every week
=everything the oarent and child said was receorded and analyzed

130
Q

what were the results of the SES and quantity of speech study

A

welfare children had less language exposure vs professional

=30 million world gap

131
Q

true or false: children from high SES have smaller vocabs than kids from low SES

A

false, high SES have larger vocabs

132
Q

what contributes to the achievement gap b/w higher and lower SES children

A

differences in language exposure potentially

133
Q

often time vocab size is linked to language disorder, but what could be a different reason for vocab size

A

vocab size can be linked to SES rather than language disorder

134
Q

true or false: quantiy only (not quality) affects child language ability

A

false, also quality

135
Q

expplain how quality of speech affects language ability

A

richness of adult communication with their child predicts childrens language abnility
ex:
joint engagement
fluency
stressing and repeating new words
playing name games
naming an object when a toddler is already looking at it

136
Q

what is an example of an intervention to close the word gao

A

grocery store intervention

137
Q

explain the grocery store intervention

A

foccses on increasing amount of time parents spend talking to child

signs placed in grocery stores in low neighbourhoods encouraging parents to talk to their children about the foods in the store

parents icnrease quantity and quality of speech to their child

138
Q

explain peer influence on language

A

placing preschool children with simialrly poor language ability in the same classroom negatively impacts their language growth

139
Q

children have a better change to catch up on language ability if (peers)

A

1) placed with children with higher language ability
2) teacher uses rich communication with students

140
Q

infants understand high frequency words at what age

A

6 months

141
Q

when do children say their first words

A

12 months of age

142
Q

true or false: childrens vocabs are higely influecned by social context

A

true

143
Q

what age do children begin to combine words into short sentences

A

2 year of age

144
Q

what happens at 2 years old in terms of langage

A

begin to combine words to form sentences

145
Q

what is telegraphic speech

A

short utterances that leave out non-essential words
ex: mommy cake, thumb hurt

146
Q

is telegraphic speech common in many languages

A

yes

147
Q

what is grammar

A

the set of rules in a language for how words, phrases, and sentences go together

148
Q

by what age do children master basic grammar

A

age 5

149
Q

what happens at age.5 in terms of langauge

A

mastered basics of grammar

150
Q

what does understanding grammar at 5 allow kids to do

A

allows children to express and understand more complex ideas

151
Q

when do we know that children have learned the grammar of their language

A

when they can apply a grammatical rule to a new word/context
ExL adding s to make a word plural
overegularization errors

152
Q

by what age do children understand to make wug plural

A

by 4 years old, correctly answer wugs

153
Q

what doe the fact that children at 4 will says wugs (when we say there are two of them)

A

indicates that they have learned how to pluralize and cannot be attributed to imitation since “wug” is a new word

154
Q

what are overregularization errors

A

speech errors in which children treeat irregular forms of words as if they were regular

155
Q

what are overregularization errors evidence of

A

evidence that they have learned grammatical rules but not the exceptions to the rules

156
Q

what are some examples of overregularzation errors

A

mans
goed
foots
breaked
branged

157
Q

how is grammar learned

A

parents and other caregivers
picking up on pattersm

158
Q

explain how parents and other caregivers help teach grammar

A

model grammaticallt correct speech but generally dont correct childrens grammatical errors

159
Q

what was the study about how grammar is learnig (question)

A

can infants pick up on new grammatical patterns

160
Q

what is the grammar learned study

A

habituated: to a list of 3 word sequences in which the second “word” is repeated (ABB) strctures
ex: le di di, wi je je

test: presented with new sentences with same structure (ABB) or with a diff structures (ABA)
ABB: Ko go ga vs
ABA: Ko ga ko

161
Q

what were the results of the grammar learned study (ABB)

A

8 months old looked longer in direction of sentences with different structure

162
Q

what is the fact that 8 months old looked longer in direction of sentences with different structure evidence of

A

evidence that infants can pick up on grammatical patterns after bried exposure

163
Q

at what age do children initially struggle to engage in mutual converstation

A

1-4 years old

164
Q

what are some examples that children intially struggle to engage in mutual convo

A

private speech (infants speech is often initially directed to themselves to organize actions)

egocentric discussion between children

165
Q

by 5 years old, children are able to do what in terms of converstation/language

A

stick to the same conversation topic as their conversation partner
talk about the past
produce a narrative-begining, middle, end
can use emotional tone to “read betwee n the lines”

166
Q

by the end of the 2nd yeras, infants can blank

A

produce 2-3 words sentences (length and complexity gradually increases)

167
Q

by early preschool years, what are the main characterictcs of langauge

A

acquring the basics of grammar
extend patterns, like “add s to make plural”
overgeneraliztio

168
Q

by age 5 children master basic grammar and begin to wake

A

engage in sustained convo

169
Q

what is the main point of universal grammar hypothesis

A

humans are biologically programmed to learn language

170
Q

what is the language acquisition device

A

contains an innate set of principles and rules that fovern grammar in all languages

171
Q

who proposed the universal grammar hypothesis

A

noam chomski

172
Q

true or false: the universal grammar hypothesis generally accepted by modern language theorists

A

true

173
Q

what is the sensitvie period for language acquisition (time period)

A

period of growth from birth to before puberty (due to brain matturation0

174
Q

what is the sensitive period for language acquisiton (defintion)

A

crucial period in which an individual can acquire a first language if exposed to adequate linguistic stimuli

175
Q

true or false: languages are learned relatively easy during the sensitive period

A

true and full native competence is possible

176
Q

what happens to language acquisition after the sensitive period

A

languages are learned with great difficulty and native like compentency is rare

177
Q

what is evidence of the senstivity period and language acquisition

A

genie

178
Q

explain genie explain

A

from 18 months old until she was rescrued at age 13, deprived of linguistic input

could barely speak (development also stunted in all other areas)

language ability never devlopped despite intensive training after age 13 (father take piece wood cry.

difficulty learning language may be due to inhan treatment rather than linguistic deprivation per se

179
Q

what were the two groups of deaf adults in the evidence for the sensitive period study

A

2 groups
1) no exposure to language during early childhood
2) learned spoken language during early childhood

=both groups began learning ASL in school between ages of 9-15

180
Q

what were the results of the evidence for the sensitive period study in deaf people

A

those with exposure to language in infancy, even though spoken, performed better on language tasks than those with no language exposure

181
Q

explain the follow up stody for the evidence for the sensitive period study in deaf people

A

follow up study tested deaf adults that had exposure to ASL in earlt childhood

performance of deaf adults with early exposure to ASL was the same as deaf adults with exposure to spoken language

shows that exposure to language (regardless of modality), in infancy is critical for full language development

182
Q

what is the summary of universal grammar hypothesis

A

humans are biologically programmed to acquire langauge

183
Q

birth to before puberty is the sensitive period for what

A

language acquisition

184
Q

explain how language dev is affected by both nature and nurture

A

nature (sensitive period) and nurture (language exposure is critical during this period)

185
Q

what are the implications of the senstive periods

A

-deaf children should be exposed to sign language as soon as possible to develope native like ability

-second language profiency is related to first exposure to that language
=foreign language exposure at school should begin as early as possible to maximize opportunity to achieve native like ability

186
Q

what percentage of canadians are english french billingual

A

17

187
Q

what percentage of canadians first language is neither english nor french

A

20

188
Q

what percentage of montrealers are english french biligual

A

55

189
Q

what is the monolongial brain hypothesis

A

belief that infants are programmed to be monolingual and that they treat input in 2 diff languages as if it were one language (billinguialism stretches limited processing capacity of infantsO)

190
Q

what are the implicates of the monoloingual brain hypothesis

A

if bilingual from birth, children will confuse their languages and could result in language dellays

191
Q

true or false: the monolongiaul brain hypothesis is trur

A

false, its a myth

192
Q

when does bilingual learning bein

A

in the womb

193
Q

what was the study that shows taht bilingual learning begins in the womb

A

tested 2 groups of newbord infants (
=bilingual english tagalog and monolingual english mothers)

preferential high amplitude sucking procuedure
-exposed infrants to tagalog and english sentences
-measures the rate of sucking on a pacifier
-more intense sucking indicates preference for one langauge

194
Q

what were the results of the bilingualism in the womb study

A

englsush monolongual newborns had a oreference for english

english-tagalog bilingual newbords had no preference for either language

suggests that bilingual infatnts start learning about 2 native langauges pre birth

195
Q

what was the study for bilingualism in the womb study ABOUT DISCRIMINATION

A

Q: can bilingual infants differentiate betweent wo native langauges

study: tested 2 groups of newborn ifnants (bilingual english and tagalog and monolingual english mothers)

discrimination high amplitude sucking proceudre
habituationL both groups habituatied to enlgish or tagalog until sucking declined
test: hearing sentences in new languges

can they tell the difference teween old and new language
(if yes=will show increased sucking, if no=no change in sucking)

196
Q

what were the reslts of the bilingual womb discrimination study

A

both bilingual babies and monolongual babies differentiated between tagalog and english

shows taht bilingual infants can differentiate between native languages despite showing similar preference for both languages

197
Q

what do the womb discriminatuion study suggest

A

that bilingual infants are develippping two seperate language sytem
=goes against monolongual brain

198
Q

what are the 2 aspectes of the two seperate linguistic systems

A

1) language development in biligual vs monolingual children is very similar
=say their word roughly at the same time
=have the same vocab size when considering both languages (smaller vocab in each seperately vs monolings)

2) children select language they use based on conversational partner

199
Q

true or false: bilingual children perfect better on measures of executive finctioning and cognitive flexibility than monolingual children

A

true

200
Q

what is the relationship between bilinguinalism and alzeimers

A

delay onset of alxeignmers in older adults

201
Q

why is being bilingual beneficial

A

billingual individuals have to quickyl switch between languages, both in comprehension and production

serves as practice in cognitive flexibility

202
Q

what are the implications of bilingualism

A

schools should support both native and non native language from a young age

psych 304 (10 decks)

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