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COGS 156 Exam 2 > lecture 9 > Flashcards

lecture 9 Flashcards

1
Q

what is syntax?

A

the combining of words in a systematic, rule-governed fashion

it allows you to communicate about events, not just single things

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2
Q

syntax vs. morphology

A

word order conveys information vs. affixes convey information

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3
Q

syntax example

A

the farmer looks at the girl

vs.

the girl looks at the farmer

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4
Q

morphology example

A

case markings on nouns:

cry vs. cried vs. crying

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5
Q

inflectional morphology

A
  • change (inflect) meaning slightly
  • pluralize (cat +s)
  • verb meaning (cry+ing)
  • noun case (cat + ‘s)
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6
Q

derivational morphology

A
  • change the part of speech - to derive a new word
  • “to rock” –> rocker (V to N)
  • “rocker” –> rockery (N to Adj.)
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7
Q

nativist views of syntax

A

chomsky

all human language explained by set of rules

those rules are unique to language (and humans)
- visual system doesn’t work like language

language is MODULAR

  • dedicated brain regions
  • other cognitive factors can’t touch
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8
Q

empiricist views of syntax

A

syntax is one of several pieces of information that people use to figure out what someone is trying to communicate

other cognitive factors interact with syntax in real time

  • what you know about particular words
  • the world around you
  • what you know about the person talking
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9
Q

evolution of developmental syntax

A

chomsky

language is a set of rules: universal grammar
- with parameter settings varying by language

captured complexity of language behavior

suggested that people are specially equipped to acquire language

sent psycholinguists on a quest to find out when various syntactic rules are acquired

- can use this as a descriptive system without adhering to a nativist view     - don't have to use this as a descriptive system
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10
Q

joint attention

A

kid figures out that the adult is probably TALKING ABOUT what he is LOOKING AT

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11
Q

Discourse context

Akhtar 2002

A
  • “This is a blue one, a green one, a DACKY one” (dacky is understood as a color)
  • “This is a smooth one, a fuzzy one, a dacky one” (dacky is understood as a texture)
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12
Q

Ostension

A

direct, overt labeling of objects

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13
Q

connecting words and concepts

A

various flavors of “new word applies to new object”

constraints

principle of contrast

shape bias

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14
Q

constraints of connecting words and concepts

A

whole-object constraint

mutual exclusivity

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15
Q

principle of contrast

A

kids assume any two words must mean different things (but they can be just slightly different things)

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16
Q

shape bias

A

categories defined by shape

NOT color/texture

related to the count/mass grammatical distinction among nouns

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17
Q

count nouns

A

staple, pen

can be pluralized

usually an object(s)

a stapler, two pens, many staples

NOT *some stapler or *too much pen

18
Q

mass nouns

A

grass, water

no plural

usually a substance

some water, too much grass

NOT *a water, *two grasses, *many sands

19
Q

how shape bias is acquired

experiment of Samuelson and Smitth, 1999

A
  • looked at kids’ vocab and shape bias
  • kids didn’t start showing “shape generalization” until they knew a large number of nouns (which predominantly referred to shape)
  • therefore, shape bias is acquired to vocab
20
Q

what about things that aren’t imageable nouns?

A

because some things aren’t imageable: “contemplate” or “jingoism”

because some things aren’t nouns

21
Q

the noun bias

A

far more nouns in early vocabularies than anything else (in MOST languages studied)

22
Q

why the noun bias?

A

nouns are typically easier

nouns are syntactically easier

23
Q

the noun bias: Gilette et. al

do kids show noun bias because they have different concepts or because verbs are harder to learn syntactically?

A
  • they did a “human simulation” with adults (adults know a lot, conceptually, about verbs and nouns, so conceptual knowledge shouldn’t be a problem)
  • mother-child interactions
  • verbs are less OBSERVABLE and thus must be inferred using noun and syntax information
24
Q

one language without noun bias

A

Mandarin!

more verbs said

verbs are less variable in form (not as many irregular verbs)

25
Q

Fast Mapping

A

during speech acquisition children form quick and rough hypotheses about the meaning of a new word after only a single exposure

26
Q

(1) Carey and Bartlett, 1978

fast mapping

but Horst and Samuelson….

A

(1)

  • 3 to 4 year olds
  • give me the chromium tray. Not the blue one, the chromium one.
  • weeks later, some still remembered!
  • the don’t even need ostensive labeling

(2)

  • a single fast mapping may not last for more than a couple of minutes
27
Q

Vocabulary spurt

A
  • big increase in the rate of word learning around 18 months
  • suddenly “figure out” how to learn words?
  • may not happen for all kids
  • even if it does happen, could it be that they’ve been learning bits all along and that lots of words “hit threshold” at that “word spurt” point?
28
Q

Funny meanings

A

overextension (or overgeneralization) and underextension (or undergeneralization)

kids have different categories than adults? OR not a category problem at all?

29
Q

overextensions

A

too broad:

  • dog is “kitty”
  • cotton ball is “snow”
  • parmesan is “snow cheese”
30
Q

underextensions

A

too narrow

  • only YOUR dog is “dog”
  • only Honda Civic is “car”
31
Q

funny meanings not a category problem?

A
  • some categories have fuzzy boundaries
  • retrieval problems: know what a moose is but more used to sayed “dog”
  • just don’t know word though you know the category: use dog for cat, if you don’t know the word for cat
  • joking or playing: e.g. banana = phone
32
Q

Invented words

Berko, 1958

A

preschool, first-grade kids can make up words

  • what’s a man who zibs for a living?
    • rarely, zibber (suffix
    • more often, zib-man (compound word)

((- light-up sword))

  • esp common: make verb from noun
    • very easy in English
    • “I’m crackering my sound” or “Billy squeaked the hamster”
    • “I just googled myself”
    • “You could dropbox me the file.”
33
Q

E. Clark’s principles of word invention in kids (“lexical innovation”)

A
  • simplicity
  • semantic transparency
  • productivity
34
Q

simplicity

A

use words obviously

to pillow = to throw a pillow at

35
Q

semantic transparency

A
  • invented word more obvious than conventional one

- “shoe man” instead of “cobble”

36
Q

productivity

A
  • use adult patterns (suffixes) in new ways
  • adults : teacher , player
  • kids: cooker, bicycler
37
Q

Role of parental input

A
  • parents sometimes adopt kids’ labeling conventions, like calling a toy leopard a “kitty”
38
Q

learning verbs

gillette “human simulation paper”

A

used adults

most verb guesses were concrete verbs, not abstract ones

39
Q

it’s easier to learn abstract verbs when….

A

in context of someone’s FALSE belief

  • red riding hood thought the cookies were good
  • red riding hood thought her grandma was in bed.
40
Q

learning adjectives

A

color is absolute

size is relational !

COGS 156 Exam 2 (8 decks)

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