phonological and lexical development

Question 1

hockett’s design features of language

Answer 1

• arbitrariness: no necessary connection between sounds used + message sent
• displacement: communicating about things that aren’t present
• productivity: create new utterances from previously existing sounds
• duality of patterning: meaningless phonemes combined to make meaningful words + sentences

Question 2

what side of the brain do we process speech on?

Answer 2

left

Question 3

categorical perception of speech sounds

Answer 3

-happens at 1 month: /p/ and /b/ - suck more when notice difference

Question 4

phonemes

Answer 4

=smallest segmental units of sound to form meaningful contrasts between words

Question 5

conditioned head turning paradigm

Answer 5

• tests auditory thresholds

- baby turns head when hears different phoneme, foreign exposure can maintain this ability

Question 6

gaze following

Answer 6

-happens at 18 months

Question 7

pointing

Answer 7

• happens at 9-14 months
• imperative: tell someone to do something
• declarative: inform
• interrogatively: request info
• index finger pointing –> predicts vocab learning

Question 8

language forms

Answer 8

• phonological forms (sounds)
• word forms (lexical/vocab)
• grammatical forms (syntactic and morphological)
• prosodic forms (rise and fall intonation)

Question 9

language functions

Answer 9

• semantic functions (how forms used in relation to the world)
• pragmatic functions (how language forms are used in relation to context)

Question 10

bates camioni voltema

Answer 10

1. perlocutionary stage: child has unknowingly effect on listener
2. illocutinary stage: child intentionally uses non-verbal signals to convey requests
3. locutionary stage: verbal utterances

Question 11

when do coordinations of vocalisations/gestures and gaze happen?

Answer 11

11 months

Question 12

age that we form words, sentences?

Answer 12

1 year- words
2 years- sentences
-age 6: 10-14,000 words in lexicon

Question 13

gavagai problem

Answer 13

we need constraints on word learning so that they don’t run into problem of determining which meaning a word is used to convey

• association: child thinks word refers to whatever salient object their attention has been brought to
• mutual exclusivity: tendency to assign label and avoid second label
• syntactic bootstrapping: linguistic context can help us guess meanings of words
• social pragmatic theory: children learn words easily bc their world is routine
• intention reading: learn words by figuring out what someone is trying to communicate