Problem 6 Flashcards
telegraphic speech
- refers to taking away the grammar of a phrase and only leaving the content words. “
- Ball up,” “foot in,” and “more doll” are all examples of telegraphic speech.
overregularization
is a part of the language-learning process in which children extend regular grammatical patterns to irregular words
- i.e. “i speaked”
holophrase
Using one word to express the meaning of a belief or desire
- i.e. “cookie?”
morpheme
- the smallest unit of language that has its own meaning, either a word or a part of a word.
- “Worker” contains two morphemes: “work” and “-er”
syllable
babbling
- bababa, wawawa
- exploring the sounds in a language
Jon saying doggie to a cat is an example of
overextension
- applying a certain category too broadly
If children understand more words than they speak
- comprehension is larger than production
phonological awareness
- being able to identify different sounds in words
- crucial for reading and spelling
syntactic awareness
- knowing grammar
phonemes
- sounds in a language
pragmatics
knowing how to adapt a language to the context
semantics
learning word meanings
syntax
grammatical rules for questioning or negating a sentence belong to
child directed speech
how adults adjust speech to young children
collective monologue
- children are together but each child has its own monologue, they aren’t having an interaction or a dialogue
- seen in 2/3 year olds
only using dog for big dogs and not small dogs is an example of
under extension
plato paradox
how is it possible to learn? if you ask a question, how can you judge the answer’s accuracy if you do not know the answer?
keil
language learning appears automatic, unintentional, effortless and successful despite: poverty of stimulus (environment does not provide perfect language examples) , minimal feedback on error
how do children learn language
- statistical learning
- nativist theories
- behaviourists (learning based on environmental feedback)
- connectionists (like chatgpt)
statistical learning
- may be helpful to study word segmentation
example:
strong/weak words = kingdom (emphasis on first part of the word)
weak/strong words = guitar (emphasis on second part of word) - do 7 and a half months use this difference in stress to segment words
- listening times were longer for familiar words, but only for kingdom and not guitar (statistical learning)
- they somehow recognize kingdom but not guitar
- fucking what?
word segmentation
learning where words begin and end
how parents contribute to their child’s speech development
- input
- feedback
- joint and say
- pointing to the object and saying the word (point and say)
- child-directed speech (findings are mixed on this)
- sensitivity
- recasting (parents paraphrase what a child says)
- their own vocabulary
language acquisition - nativist perspective chomsky
if nobody explicitly teaches language to child and a child cannot be stopped from learning language and universal grammar seems to exist
- then there must be a deep structure: underlying understanding of language, enabling child to learn language
- specific language = surface structure
- there is a body of language acquisition: language acquisition device
evidence for sensitive critical period for language learning
- second language learning is easiest up to seven years of age
- deprivation of language as a baby/toddler cannot be made up in later years
- quality of sign language is best when learned before the eighth year
arguments against critical periods
- children receive simpler input than adults: simpler to process
- children are more motivated to learn language to communicate than adults since adults already know one
- grammar, vocabulary can still be learned better
- is pronunciation easier for kids? ability to distinguish universal sounds reduced even before first birthday (by 10 months babies are no longer universal listeners)
- but despite arguments, there is still evidence for critical period
stages in learning to read
- she wont ask about it apparently lmao
- stage 0: pre-reading (<6 yrs)
- stage 1: initial reading and decoding (6-7 yrs), decoding from grapheme to sound + gluing them together = reading, distinguish sounds and find grapheme = spelling
- stage 2: confirmation and fluency and start to use context (7-8 yrs)
- stage 3: reading to learn, reading adds to child’s vocab, comprehension is key (8-13 yrs)
- stage 4: child can understand nvm
child factors in learning to read (more important than stages)
- phonological awareness ( distinguishing sounds, rhyme)
- reading adds to long term memory knowledge base, which helps WM and WM helps reading (mutualism)
- letter knowledge
- motivation, self-confidence
early predictors of math: enumeration
- determining the number in a set of units
- it’s handy to be able to do that quickly, also from an evolutionary pov
subitizing
the ability to quickly and accurately determine the number in a small set of units
seen from 3 yrs old?
- counting
- estimating
- combinations (for larger numbers)
- etc.
principles of counting
- 1-t0-1 principle
- fixed, correct sequence of numbers
- cardinality principle: last number is the quantity
- principle of abstraction: the above applied to any collection of units (trees, chairs, etc.)
- order-irrelevance: you can count items in any order
early predictors of math
- ordinality: knowing the idea of more/less/equal
- conservation of number (check what this means again)
-drawing and being able to place numbers on a number line - executive functions: WM, inhibition, switching etc.
- ordering: not only numbers but also days in the year, events in the year
is it useful to know the relation between early and late performance
- Perhaps: interventions can target the early skills
- No, it’s a correlation and a third variable may explain the
relation (Genetics, family environment, intelligence);
intervening is useless - Yes, delay in early skills can be a signal and teachers can act
on it
environmental factors to learning math: home numeracy environment
- (i.e. i help my child learn simple sums, i help my child recite numbers in order, playing board games or cards, sorting my color shape and side, helping weigh measure and compare quantities): quantity and quality of numeracy experiences at home
- informal: spontaneous use of numbers, counting, operation etc.
- formal: focus of parent-child interaction is numbers, time telling, counting, comparisons etc.
Informal home numeracy: board games study
- played great race for 4 15 minute sessions over two weeks
- conditions: experimental was count steps, control was name color
- experimental condition showed the most progress in early numeracy skills
how the environment may think about math
- in many cultures, it is accepted to say one is bad at math
- in the US, math is v much considered a fixed entity
- it is easy to make mistakes which may cause a fear to fail
- parents and teachers can suffer from math anxiety
- parents can model anxiety: if anxious, help with math hw can be counterproductive (but other causes of math anxiety aswell)
role of teachers in math performance and emotions
-math anxiety in teachers was not related to math performance in students at the beginning of the year but was negatively related to math performance in students at the end of the year
- potential mechanisms: math anxiety + math knowledge impacts quality of math lessons which impacts math performance of students, math anxiety+ math knowledge impacts anxiety for teaching math which impacts math anxiety of students which impacts math performance of students
how teachers improve students’ math knowledge and attitude
- instruction, detect incorrect strategies, correct errors
- differentiation (adapting to individual ability of the pupil)
- model growth mindset and show that effort works
- take time pressure away in tasks
- create success experiences
role of school in academic skills
- physical activity is assumed to benefit learning because it stimulates chemical changes in the brain that increase attention
- physical education + learning activities = F&V programme -> killing two birds with one stone
1. physical activity without trading it for learning time
2. increased attention may facilitate learning
