Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSY2004 SEMESTER 1 > PSY2004 SEMESTER 1 - WEEK 5 > Flashcards

PSY2004 SEMESTER 1 - WEEK 5 Flashcards

1
Q

define human language

A

symbolic, rule-governed system that is both abstract and productive, characteristics that enable its speakers to produce and comprehend a wide range of utterances

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

name 5 key parts of development of the pragmatic system

A
  1. turn-taking
  2. imitation
  3. initiating interactions
  4. maintaining conversations
  5. repairing faulty conversations
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

outline role of turn-taking in development of pragmatic system

A

mother-infant interactions (proto-conversation)
dyadic interaction, only invovles child and adult but develop into triadic interactions (infant, adult, object)
include proto-imperative, proto-declarative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what is proto-imperative (mother-infant interactions)

A

infant point to object and alternate gaze between object and adult until receive object

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what is proto-declarative in mother-infant interactions

A

infant uses pointing, looking to direct attention toward object

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what is role of imitation in development of pragmatic system

A

early presence is due to mirror neuron

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what is role of initiating interactions in development of pragmatic system

A

first attempt usually non-verbal, attempt to point to object to learn to respond to others peoples point, better direct others attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

at what age do infants start to coordination gestures, looks, vocalisations

A

12-18month

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what is role of maintaining conversation in development of pragmatic system

A

waiting until speaker finished, adding relevant info to dialogue

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what is role of repairing faulty conversations in development of pragmatic system

A

understand when and how to repair miscommunication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what are Hockett’s design features of language

A

properties of language that can be shared between humans and animals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

name some examples of hocket’s langauge design features

A
  1. semanticity
  2. arbitrariness
  3. displacement
  4. productivity
  5. duality of patterning
  6. discreteness
  7. vocal auditory channel
  8. broadcast transmission
  9. rapid fading
  10. interchangeability
  11. total feedback
  12. specialisation
  13. traditional transition
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what is arbitrariness (Hockett’s design features of language)

A

no necessary connection between sounds used and message being sent (eg can come up for new name/words)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what is displacement (Hockett’s design features of language)

A

ability to communicate about things that are currently not present (talking about future/past)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what is productivity (Hockett’s design features of language)

A

ability to create new utterances from previously existing utterances and sounds (saying a completely new sentence but others know what it means due to knowing what different component mean)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what is duality of patterning (Hockett’s design features of language)

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

name some language forms

A

phonological (sound ‘b’)
prosodic (rising intonation of question - going to shops can be answer/question, depend on intonation)
lexical (sound of word ‘dog’)
morphological (plural inflection, s in ‘dogs’)
syntactic (how word, part of word related to one another to produce sentence, following rule)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

name some language functions

A

semantic
pragmatic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

what is semantic language function

A

saying something about world eg; saying something about dogs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

what is pragmatic language function

A

managing communicative exchange in relation to your audience and context (eg; refer to pen with pronoun, then hide, audience know what you are talking about)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

name some auditory perceptual abilities present from birth

A
  1. prefer to listen to speech than music
  2. process speech predominantly with left side of brain
  3. able to distinguish some foreign languages from their own native language based on prosody (tell apart English/Italian on rhythm patterns)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

what is prosody

A

rhythm or melody of a language
Italian rhythm sounds different to English but Dutch rhythm is similar for English

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

define categorical perception

A

process that allows us to distinguish sounds between categories (different phonemes) yet at same time makes it difficult to distinguish sounds within category (particular phoneme, eg; /ba/)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

from one month, what categorical perception do infants show

A

shows categorical perception of speech sounds /p/ and /b/

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

what is VOT

A

from when set vocal chord vibrations, to speech sound actually coming out

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

how can VOT of infant be studied

A

high amplitude sucking procedure
playing babababa
initially sucks more, then habituate, then if changed
babapa
hear pa and distinguish diference, sucks more

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

what are phones

A

different sound in language and how we can tell they are different languages despite not knowing any words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

what are phonemes

A

different phones changing meaning of words
(not all languages have same phonemes)
smallest segmental units of sound employed in language to form meaningful contrasts between words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

explain how infants are universal listeners

A

born being able to perceive all sounds used in language
but 1st year experience allows tuning into specific language, phonemic contrasts

30
Q

explain conditioned head turning in studying universal listeners, and phonological development

A

infant learn to turn head when hear sound, reward of toy
test auditory threshold, phoneme detection
play ba continuously, then da (infant can detect change but adult cant, then show rotating bunny)
infant associate bunny with change
shows universal listeners when looking for bunny when ba changes to da

31
Q

how can infants maintain their universal listening

A

new research suggest small exposure to foreign language maintain perception of foreign phonemic contrast
but need to experience in context of social interactions, not passive

32
Q

timetable of infant vocal communication - what is present from birth

A

crying, involuntary bodily function, sound (reflexive vocalisations)

33
Q

timetable of infant vocal communication - what is present from 2-4months

A

cooing, laughter

34
Q

timetable of infant vocal communication - what is present from 4-7month

A

squeals, yells, raspberries, vowels, marginal babbling. gradually increased control of larynx and oral articulatory mechanisms

35
Q

timetable of infant vocal communication - what is present from 7 months

A
  • sudden onset of reduplicated/canonical babbling dadadada, guhguhguh (canonical- sound combinations that sound like words)
    • manual/gestural babbling: deaf child babbling
36
Q

timetable of infant vocal communication - what is present from 10 months

A

babbling, reflecting frequent sound in language
variety of sound combinations, stress, intonation pattern
overlap with beginning of meaningful speech (modulated babbling)

37
Q

timetable of infant vocal communication - what is present at end of 1st year

A

increase in rate of frequent babbbling
produce longer strings of sound, varied intonation and stress patterns

38
Q

why is range of infant vocalisation limited (vocal tract development)

A

size, placement of tongue in vocal cavity
neuromuscular limits on tongue movement (adapted at birth for sucking and swallowing, less able to produce fine articulatory movements)

39
Q

in early infancy, what is learning like?

A

separate learning of
people (dyadic communication and sharing emotion)
learning about world

40
Q

at 6 months, what is learning like?

A

start to connect learning about people+world
joint attention, opens way to triadic communication (9month)

41
Q

define joint attention

A

2 or more people attending to something and mutually aware that they are attending to it together

42
Q

what can time in joint attention predict

A

later word learning

43
Q

name 2 types of prelinguistic communication

A

gesture, vocalisation

44
Q

name examples for gesture

A

showing, giving, pointing

45
Q

name examples for vocalisation

A

with/without consonant
with/without gaze to caregiver

46
Q

at 10-14months, infants start to point. what 3 types, what are they

A
  1. imperatively (to tell someone to do something)
  2. declaratively (to inform someone else about something)
  3. interrogatively (to request info for something)
47
Q

what is a good predictor for later language skills in gaze

A

vocalising and looking to caregiver within 1sec

48
Q

name 3 stages of gaze coordination (Bates Camaioni Volterra)

A
  1. perlocutionary stage
  2. Illocutionary stage
  3. Locutionary stage
49
Q

in Gaze coordination, outline stage 1- perlocutionary

A

child has systematic effect on listener without having intention controls over effect
crying, dont intend effect but caregiver will resopnd

50
Q

in Gaze coordination, outline stage 2- illocutionary stage

A

child intentionally uses non-verbal signals to convey requests and to direct adult attention to objects/events
babbling, gestures

51
Q

in Gaze coordination, outline stage 3- locutionary stage

A

child constructs propositions and utters speech sounds within same performative sequences that they previously expressed nonverbally
using word/sentence in language

52
Q

when are first words produced

A

10-15months
around 1st birthday

53
Q

by age 6, how many words are there in lexicon

A

10,000-14,000 but huge individual differences

54
Q

define 1 word period

A

10-18month
people-based (mommy), then object noun
represent complex multi-word sentence
saying doggie, mean theres my doggie

55
Q

define 2 word period

A

don’t consistently use word order to mark semantic relation
doggie lick/lick doggie has completely different meanings but child uses interchangeably

56
Q

how can word recognition during 2nd year be studied

A

tell child to “look at baby” and present with 2 pictures
time them
children look at correct image even when only hearing part of word

57
Q

explain errors of phonology

A

spoonerisms and malapropisms
occur for many year (elefant, hicupotomous)
may be able to perceive but not produce speech sound (tell difference between Rabbit and Wabbit but cannot say them)

58
Q

explain learning of semantics (including underextensions, overextensions)

A

difficult to study
assume word learning is from converging on conventional use of word
make scope error, shows obstacles
underextention= car means family care
overextention= daddy to any man

59
Q

define overregulation error

A

applies rule to exception to rule eg; thinked, not thought

60
Q

define creative overgeneralisations

A

create new verbs by treating noun as if it were a verb
eg; I’m ballerinerring

61
Q

what do creative overgeneralisations suggest

A

children do not simply just reproduce forms they’ve heard, but create new form based on language regularities they hear

62
Q

name 3 learning mechanism

A
  1. simple association
  2. social-pragmatic cues
  3. syntactic bootstrappin
63
Q

outline simple association as learning mechanism

A

exposed to situation where words might map to referent
learn label via statistical learning (adjust probability of word-referent/word-functino mapping as gets more info)
hear ball when see ball and bat, hear ball when see dog and ball, use process of elimination

64
Q

give limitation of simple association learning mechanism theory

A

lack explanation of how abstract word acquired
not all words labels for an object

65
Q

outline social-pragmatic cues as learning mechanism

A

world is routine and engage in joint attention, intention readings
narrow down possible word meaning as related to what we are trying/currently doing
include intention reading, mutual exclusivity constraint, whole object constraint

66
Q

what is intention reading (social-pragmatic cues as learning mechanism)

A

child learns how words function by figuring out what others intending to communicate

67
Q

what is mutual exclusivity constraint (social-pragmatic cues as learning mechanism)

A

eg; I know what that is, so it must be this
knowing words for some things means can use it to work out other word (18month)
children believe there is one-to-one correspondence between words and meanings
if know dog is dog, don’t refer to cat as that

68
Q

what is whole object constraint (social-pragmatic cues as learning mechanism)

A

children believe that words refer to whole object not part of objects
eg; if adult point to elephant, assume adult means whole elephant, not one part

69
Q

outline learning mechanism of syntactic bootstrapping

A

using language structure to identify what word means
sentence context helps to guess meaning of word
implies if noun/adjective etc

70
Q

evaluate in general theories of word learning

A

1.notion of constraints simplifies task child faces when constructing semantic systems - lack support that is involved in word meaning acquisition
2.many constraints actually make word meaning acqusition more difficult. constraint not actually language-specific, but more general relating to attention, learning mechanism

71
Q
A

PSY2004 SEMESTER 1 (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions