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Language Acquisition > MID-SEMESTER EXAM > Flashcards

MID-SEMESTER EXAM Flashcards

1
Q

When is the general word splur?

A

Around 18 months

50 words mark

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2
Q

Word acquisition rate around 12 mos.?

A

1 word/ week

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3
Q

Word acquisition rate around 18 mos.?

A

1-2 words/ day

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4
Q

Word acquisition rate between 2 to 6 y/o?

A

10 words/ day

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5
Q

Word acquisition rate at 6+ y/o?

A

2 words/ day

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6
Q

By the age of 18, how many words are acquired?

A

Around 60,000 words.

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7
Q

True or false:

Neonates have preferences toward non-womb-like language experiences.

A

FALSE. Neonates have preferences toward womb-like language experiences.

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8
Q

What are the 5 general stages in phonological development?

A

Stage 1: reflexive vocalizations (<2 months)
Stage 2: cooing and laughter (2-4 months)
Stage 3: vocal play (4 to 6 months) ‘pseudo-syllables’, intonation contours
Stage 4: canonical babbling (CV sequences, 6 months +)
Stage 5: jargon stage (10 months +)

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9
Q

What are the two main areas in speech development?

A

Speech production

Speech perception

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10
Q

How are researches on speech production analyzed?

A
  • Recording sounds
  • X-rays of larynx
  • Filming
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11
Q

How are researches on speech perception analyzed?

A
  • HAS
  • Head turning experiments
  • Brain imaging
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12
Q

What is HAS?

A
  • HAS stands for High amplitude sucking
  • Mostly reliable 1-4 mos.
  • Discrimination between 2 synthetic speech sounds with initial consonant.
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13
Q

When does the perception of phonemic contrasts not used in the environment decline?

A

Between 6 to 12 months

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14
Q

According to Werker & Tees’ Head-turning exp with English-speaking children in 1984, what happens to speech perception between 6-12 months?

A

6-8 months: perceive contrasts in all 3 languages,
8-10 months: no longer perceive Salish contrast
10-12 months: perceive English contrast only

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15
Q

Biological capacity

A

Innate factors, which are those present in the organism by virtue of its genetic makeup.

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16
Q

Child-directed speech (CDS):

A

One of many names for the speech register used with young children.

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17
Q

Communicative functions

A

The purposes for which language is used; for instance, even infants use language to express rejection, requests, and comments.

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18
Q

Cooing

A

Vowel-like sounds made by infants starting at about 8 weeks of age.

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19
Q

Format/scaffold:

A

In Vygotskyian theory

The help brought by adults to reach a level children could not reach without it.

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20
Q

Gaze-coupling

A

Early communicative behaviour

staring into the caregiver’s eyes

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21
Q

Intentional communication

A

Any communicative act that an individual engages in purposefully

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22
Q

Joint attention

A

Two individuals are paying attention to the same thing at the same time.
i.e. reading a book

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23
Q

Means-ends concept

A

The notion of causality (concept of means-ends)
appears at approx. same time as children learn to communicate intentionally
lending support to the notion that certain cognitive developments might be prerequisites to language acquisition

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24
Q

Metalinguistic awareness

A

Knowledge about language; for instance, an understanding of what a word is and a consciousness of the sounds of language; the ability to think about language.

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25
Q

Neonate

A

newborn

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26
Q

Object permanence

A

The understanding that an infant gains during the later part of the first year that objects continue to exist even though they may no longer be visible.

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27
Q

Prosodic features

A

Aspects of the speech stream, such as stress and intonation, that convey differences in the meaning of words or sentences.

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28
Q

Sensorimotor stage

A

In Piagetian theory
The first eighteen months (approx.)
When the major mode of cognition is through the senses and action of the body

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29
Q

Assimilation

A

The process by which a sound in a word is changed to make it resemble an adjacent or nearby sound

i.e. pronounce ‘greenbeans’ as ‘greembeans’.

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30
Q

Auditory discrimination

A

The process of hearing accurately the individual sounds of language; for instance, the ability to hear the difference between sat and fat.

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31
Q

Babbling

A

Prespeech consisting of relatively long strings of syllables that may be used communicatively or as solo sound-play.

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32
Q

Canonical form

A

A sequence of phonological features expressing the properties that a group of highly similar words have in common (e.g., CVCV).

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33
Q

Categorical perception

A

Two sounds with the same magnitude of acoustic difference are heard as different sounds if they fall into different phonemic categories, but they are heard as the same sound if they are from the same phonemic category.

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34
Q

High amplitude or non-nutritive sucking (HAS or NNS)

A

A technique used to study infant perceptual abilities. Typically involves recording an infant’s sucking rate as a measure of its attention to various stimuli.

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35
Q

Modulated babble (or conversational babble)

A

Babble with intonation contours resembling those of adult speech. Because intonation carries some aspects of meaning, modulated babble can be used (especially in conjunction with gesture) for communicative purposes even though the sound sequences themselves are meaningless.

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36
Q

(progressive) phonological idiom

A

A word in a child’s vocabulary that is pronounced more accurately than most other words of the same general adult target form. Idioms are an exception to the child’s current set of rules and are progressive in the sense that they anticipate the ability the child will soon have.

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37
Q

protoword (vocable or phonetically consistent form)

A

A sequence of sounds (used by a child) that has a relatively consistent meaning but is not necessarily based on any adult word.

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38
Q

Reduplicated babbling

A

Babbling in which consonant-vowel combinations are repeated, such as “bababa”. Also called repetitive babbling.

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39
Q

Regression

A

A change backward from behavior that is more adult-like to behavior that is a poorer approximation of the adult model and representative of earlier stages of development.

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40
Q

Variegated babble

A

Babbling that includes a variety of sounds, such as “babideeboo.”

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41
Q

VOT (Voice onset time)

A

A measure that describes the point during the production of a speech sound at which vocal cord vibration, or voicing begins

42
Q

Semantic development

A

The acquisition of words and their many meanings and the development of that knowledge into a complex hierarchical network of associated meanings.

43
Q

Core group

A

A small subset of the vocabulary of a child, used very frequently.

44
Q

Functional core

A

According to some theorists, a functional core underlies children’s early words. This implies that early meanings are based on how objects are used, and that the labels are later extended to similar objects.

45
Q

Holophrastic

A

Describes infants’ one-word speech that is thought to embody a complete intention.

46
Q

Metalinguistic awareness (knowledge)

A

Knowledge about language; for instance, an understanding of what a word is and a consciousness of the sounds of language. The ability to think about language.

47
Q

Operating principles

A

Cognitive strategies that a child might employ in learning language, such as ‘pay attention to the ends of words.

48
Q

Overextension

A

Refers to a child’s use of a word in a broader context than is permissible in the adult language: for instance, an infant may call all men ‘daddy’.

49
Q

Probabilistic concept

A

A concept characterized by a variable set of criteria, unlike a classical concept. For instance, “bird” is a probabilistic concept, because no criterion defines it exclusively; that is, a creature need not fly, have a beak, feathers, etc. to qualify as a bird.

50
Q

Prototype

A

An instance of a category that best exemplifies it; for instance, a robin is a prototypical member of the category bird because it has all of the important defining features.

51
Q

Semantic feature

A

One of the criteria by which a concept is defined and distinguished from other concepts. For instance, + male and + relative are two features of the concept brother.

52
Q

Semantic network

A

A word and all of the words that are related to it through various hierarchies of meaning.

53
Q

Semantic transparency

A

Obvious meaning. One of the principles children use in making new words, “plant man” for “gardener,” for instance.

54
Q

Shape bias

A

A constraint on early word learning that leads the child to assume that a new word refers to the shape of an object rather than to its color, texture, or other properties.

55
Q

Underextension

A

Use or understanding of a word that does not include its full range; assuming, for instance, that ‘dog’ refers only to collies.

56
Q

The whole object assumption

A

A new word refers to a whole object.

57
Q

The type assumption

A

A new word refers to a type of thing, not just to a particular individual.

58
Q

The basic level assumption

A

A new word refers to types of objects that are alike in basic ways (ex.: ‘sheep’ have elements in common that other animals don’t share.)

59
Q

The mutual exclusivity assumption

A

Things should have only one label

60
Q

Classical conditioning

A

A form of learning of receptive skills in where a neutral stimuli and an other one are repeatedly paired to enforce a certain responses.

61
Q

Competence

A

Linguistic term for the knowledge of language and all of its linguistic rules and structures someone acquired/ has.

62
Q

Constructivism

A

In Piaget’s theory, the idea that behaviours or knowledge are neither totally inherited nor learned, but derived from continual, active interaction of innate structures acting upon environmental data, and vice versa.

63
Q

Empiricism

A

A theoretical approach emphasizing observable, environmental explanations of behavior.

64
Q

Functionalism

A

A theoretical approach emphasizing the functions or uses of any behavior (e.g., the function of requesting) rather than the structure of the behavior itself.

65
Q

Logical problem of language acquisition

A

Linguistic:
without Universal Grammar, language learning would be impossible because the input data are insufficiently rich to allow acquisition, much less so uniformly and so quickly.

66
Q

Nativism

A

A theoretical approach emphasizing the innate, possibly genetic contributions to any behavior.

67
Q

Operant conditioning

A

Behavioral training of expressive-production skills as a result of reinforcement and punishment.

68
Q

Performance

A

Linguistic term for the actual use of language.

69
Q

Scaffolding

A

Sociocultural:
The role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level.

70
Q

Structuralism

A

A theoretical approach emphasizing the organization or structure of a behavior as opposed to its use or function.

71
Q

Zone of proximal development

A

refers to Vygotskian concept of the distance between what a learner can do without help and what he or she can do with help.

72
Q

Bootstrapping

A

Process of learning language

The child uses acquired knowledge to decode more mature language.

73
Q

Mean length of utterance (MLU)

A

A measure applied to children’s language to evaluate syntactic development; the average length of the child’s utterances is calculated in morphemes.

74
Q

Overregularization errors (also, ‘overgeneralization’)

A

A common tendency among children and second language learners, overregularization involves applying regular and productive grammatical rules to words that are exceptions: hurted and mouses, for example.

75
Q

Semantic relations

A

Characterizing the limited set of meanings conveyed by children’s early utterances.

76
Q

Telegraphic speech

A

Speech that consists of content words, without function words, much like a telegram.

77
Q

Universal grammar

A

Hypothetical set of restrictions governing the possible forms all human languages may take

78
Q

MLU calculation

A

Morphemes/Utterances

79
Q

In MLU what counts as meaningful elements?

A

• Do not try to analyze sentences that contain incomprehensible parts.
(do not count unrecognizable utterances, ex: ‘yyyy’, ‘jum, jum’)
• If there is stuttering (dysfluencies), count the repeated word only once (ex: b-b-baby).
• Do not count fillers such as um or oh, but do count no, yeah, and hi.
• Count compound words (birthday, pocketbook), names (Mary Jane), and reduplications (night-night) as one element.
• Count diminutives (doggie, mommy) as one element.
• Count contracted elements such as gonna, hafta, and wanna as one element.
• Count irregular past tense forms (got, did, went, etc.) as one element.
• […]

80
Q

Vygotsky’s sociocultural theory

A
  1. Cognitive development varies across cultures.
  2. Cognitive growth stems from social interactions.
  3. Social processes become individual-psychological processes.
    4 Adults are especially important as change agents.
81
Q

Piaget’s cognitive-developmental theory

A
  1. Cognitive development is mostly universal across cultures.
  2. Cognitive development stems largely from independent explorations.
  3. Individual (egocentric) processes become social processes.
  4. Peers are especially important as change agents.
82
Q

The 3 types of interactionist approach

A
  1. Cognitive constructivist approach
  2. Socio-cultural approach
  3. Social interactionist approach
83
Q

CHILDES is..

A

A computerized data base of child speech transcripts

84
Q

“Telegraphic children’s early multi-word utterances” means…

A
  • 2 words and more
  • Few function words
  • Highly stressed words
  • Many content words
85
Q

Contrastive analysis hypothesis

A

The idea that the L1 affects the acquisition of L2

86
Q

The 3 major theoretical approaches to L1 Acquisition are…

A
  • Behaviourist
  • Linguistic
  • Interactionist
87
Q

What is the difference between referential and expressive

A

Referential: nouns, descriptive.
Expressive: social, interactive.

88
Q

Name the 5 general development stages, the age at which they occur, and what development to they refer to?

A

Babbling: (5-6 mos-1 yr )
CV sequences

One-word (1-1.5 yrs)
Single words

Two-word (1.5-2 yrs)
Early word combinations

Telegraphic (2-3 yrs)

  • Basic sentence structure
  • Few function words

Later (3+ yrs)

  • Functional categories emerge
  • Specifiers (art, aux.)
89
Q

Two-word stage means…

A
  • Important stage, first ‘sentences’
  • Intonation contour
  • Evidence of rule-governed behaviour
  • In general, appropriate word order
  • Creative, not imitations
90
Q

List the typical frequency in a parental speech in order

A
  • the, a
  • -ing
  • Plural –s
  • Aux, be
  • Possessive –s
  • 3rd person sing. –s
  • Past tense -ed
91
Q

List children’s order tendency (acquisition)

A
  • Ing
  • In, on
  • Plural -s
  • Possessive -s
  • The, a
  • Past tense -ed
  • 3rd person sg -s
  • Aux ‘be
92
Q

What is MLU?

A

MEAN LENGTH OF UTTERANCE

  • Measures increase in morphemes
  • Reflects syntactic growth
93
Q

Steps to development of affixes

A

Begin with no tense marking
Stage 1: case-by-case learning
Stage 2: overuse of general rule (over-regularization)
Stage 3: learning exceptions to general rules
Stage 4: production of adult forms

94
Q

What is the development U-shaped curve?

A

Case learning: went
Overregularization: goed
(Overegularization+ exceptions: wented)
Learning exceptions: went

95
Q

When do W-question words usually occur?

A

Emerge between 2 and 4 yrs.

96
Q

In what typical sequence do W-question words occur?

A
  1. What, where
  2. Who, how, why
  3. When, which, whose
97
Q

The taxonomic assumption

A

The new label is assumed to refer to other objects within the same taxonomic category.

98
Q

What are the 2 learning styles?

A

Analytic: breaking down speech at the very beginning
Gestalt: memorize and produce large chunks of speech

99
Q

What are the 2 ways children find words in sentences?

A

Spotlight: refers to stressed syllables and patterns

Making matches: refers to acquired knowledge

100
Q

What is the wug test?

A

An image of a unkonw animal was presented, the children were informed it was called a “wug”. They were then shown 2 of them and asked to finish the sentence. There are two…

aswer: wugs

101
Q

What are the 3 ways of creating words?

A

Conversion: take an existing word and use it in a new way
Derivation: adding an ending to create a new word
Compounding: putting words together to create a new one

Language Acquisition (1 decks)

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