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Developmental Psychology > Prelinguistic Development and Word Learning > Flashcards

Prelinguistic Development and Word Learning Flashcards

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1
Q

Why study language development?

A

Speech allows the communication of ideas

Enables humans to work together to build the impossible

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2
Q

Hockett’s Design Features of Language

A 
Semanticity 
Arbitrariness 
Displacement 
Productivity 
Duality of patterning 
Discreteness 
Vocal auditory channel 
Broadcast transmission 
Rapid fading 
Interchangeability 
Total feedback 
Specialisation 
Traditional transition
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3
Q

Arbitrariness

A

No necessary connection between the sounds used and the message being sent

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4
Q

Displacement

A

The ability to communicate things that are not currently present

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5
Q

Productivity

A

The ability to create new utterances from previously existing utterances

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6
Q

Duality of patterning

A

Meaningless phonic segments (phonemes) are combined to make meaningful words, which in turn are combined again to make sentences

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7
Q

Aspects of language

A

Phonology
Syntax/morphology
Semantics
Pragmatics

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8
Q

Phonology

A

The sounds of language

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9
Q

Syntax/morphology

A

The rules that control sentence formation and word endings (plural/past tense)

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10
Q

Semantics

A

The meaning of individual words

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11
Q

Pragmatics

A

The social use of language in context and social exchanges

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12
Q

Phones

A

The different sounds in language

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13
Q

Phonemes

A

The smallest segmental units of sound employed in a language to form meaningful contrasts between words

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14
Q

Tonal phonemes

A

Using different tones of the same phoneme to mean different things

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15
Q

Infants are born being able to perceive ______ used in world languages

A

All the sounds

Approximately 600 consonants and 200 vowels, plus tones

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16
Q

What happens to the ability to perceive sounds in language?

A

Over the first year of life they tune into phonemic contrasts which are used in their language and tune out to the ones that aren’t

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17
Q

Japanese _____ distinguish [ra] and [la], whereas Japanese ______ find this difficult as ________

A

8 month olds
1 year olds and adults
There is only one /r/ phoneme in Japanese

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18
Q

Language ability from birth

A

Crying, involuntary sounds of bodily functions

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19
Q

Language ability 2-4 months

A

Cooing and later laughing

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20
Q

Language ability 4-7 months

A

Squeals, yells, raspberries, vowels, marginal babbling

21
Q

Language ability ~ 7 months

A

Sudden onset of reduplicated or canonical babbling eg. dada, guhguh

22
Q

Language ability ~ 10 months

A

Babbling comes to reflect frequent sounds in the ambient language

23
Q

Language ability ~ 1st birthday

A

Increase in rate of variegated babbling, eg. bag and production of longer strings of sounds with varied intonation and stress patterns

24
Q

McGillion et al (2017)

A

The age at which children begin to produce canonical babble predicts when they will produce words
And how many words they will be able to produce at 18 months

25
Q

Donnellan et al (in prep)

A

Caregivers’ responses to infant’s babble also predict word learning

26
Q

Range of infants vocalisation is limited due to….

A

Size and placement of tongue in relation to the vocal cavity
Neuromuscular limits on the movements of the tongue, which is adapted at birth for sucking and swallowing but not so able to produce fine articulatory movements

27
Q

Gaze following

A

Early in infancy infants begin to follow other people’s line of regard

28
Q

Gaze following at 18 months

A

Children can use gaze following to check where someone is looking in order to figure out the meaning of a new word
(Baldwin, 1991)

29
Q

When do infants become able to engage in joint attention

A

Around 9 months

30
Q

What is joint attention

A

Occurs when two (or more) people are attending to something and they are mutually aware that they are attending to it together

31
Q

Carpenter (1998)

A

Times spent in joint attention predicts later word learning

32
Q

When do infants begin to point?

A

Between 9 and 14 months

33
Q

What types of pointing do they do?

A

Imperatively - to tell someone to do something

Declaratively - to inform someone about something

34
Q

What does index finger pointing predict?

A

Later vocabulary learning

Colonnesi et al (2010

35
Q

When do babies start to produce their first word?

A

Around 10-15 months

36
Q

By the age of 6, children have something in the region of ______ words in their lexicon

A

10 - 14000

37
Q

The learning rate continues to accelerate until about ______ when children learn something like ____ new words a day

A

8 - 10 year

12

38
Q

Malapropisms

A

The mistaken use of a word in place of a similar sounding one

39
Q

Spoonerisms

A

Verbal error in which the speaker accidentally transposes the initial sounds or letters of two or more words

40
Q

_____ is often ahead of their _______

A

Comprehension

Production

41
Q

Inability to produce certain sounds

A

Some children struggle to produce certain sounds such as ‘r’ and may end up saying something like “wabbit’ rather than “rabbit”

42
Q

Errors of scope

A

Underextension - car only means the family car

Overextension - daddy means any adult male, dog means any four legged animal

43
Q

Quine’s (1960) Indeterminacy of Translation Problem

A

The problem of determining which of a large number of possible meanings a word is used to convey

44
Q

The Gavagai Problem

A

Argument that word learning needs to be constrained so that children don’t run into Quine’s (1960) indeterminacy of translation problem

45
Q

Solutions to Gavagai Problem

A

Children have constraints on what words will refer to
Children use associative learning across contexts
Children use social cues to meaning
Children use linguistic cues to meaning

46
Q

There are _____ individual differences in rate of word learning

A

Enormous

47
Q

Lower SES children tend to start school with _____ language skills, and this predicts later outcomes

A

Weaker

48
Q

Contingent talk

A

Child directed speech that is contingent on infant’s focus on attention both semantically (about what the infant is attending to) and temporally (in response to infant vocalisation)

Developmental Psychology (15 decks)

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