PSY2004 SEMESTER 1 - WEEK 6 Flashcards
name 2 theories of grammatical development
nativist (Chomsky) and constructivist
outline nativist approach of grammatical development (Chomsky)
can’t learn by creatively copying what we hear around due to poverty of stimulus (not enough language input) and no negative evidence (when children make mistakes lacking feedback on why its mistake)
instead, universal grammar proposition
what is universal grammar? (nativist)
grammatical categories, rules used to generate grammatical sentences of world’s languages (blueprint that there was universal grammar in all children)
innate and can guide language acquisitions from start
name issues of universal grammar idea (nativist)
does not account for=
1. what innate knowledge makes up this universal grammar
2. how children can use it to learn specific languages they are exposed to, instead of all language
3. what possible learning algorithm, child as social being?
outline constructivist approach of grammatical development
no problem in poverty of stimulus or no negative evidence and instead grammar is learned based on child considerable capacity for statistical learning from social interaction = innate grammar proposals is redundant
why are constructivist approach of grammatical development more popular
larger database of transcribed speech available along with computational linguistic tools to analyse them
emphasises social context in development and learning mechanisms (reading intentions, imitation, statistical learning and generalisation)
give issue of constructivist approach of grammatical development
no fully worked account of how different learning mechanisms interact to allow children to creatively produce language base don what they have previously heard
name the 2 key components of grammar
syntax and morphology
define syntax
branch of grammar which deals with organisation of words into large structures
define morphology
branch of grammar dealing with analysis of word structure
what does grammar allow us to do?
combine words in different way so conveys different meanings
what is inflectional morphology used to mark
tenses (walk- walked)
person (I walk, he walks)
number (dog or dogs)
possession (my dog’s bone)
define pragmatics
component of language where we vary linguistic form that we use according to people we are speaking to and context we find ourselves in
what does effective and appropraite language do
uses language in way to achieve communicative goal and not cause offense, misunderstanding
eg; make inference = they didn’t mean that like this
what is Morris semiotic triangle (pragmatics)
in language, triangulate:
1. real world conditions
2. signs we use (words, sentences)
3. users of signs (speaker, listener)
pragmatics is when sign relates to users, if we set up context first then tell about person in context, can refer to them with pronoun
how can syntactic development be tested
use novel words (fake word) and show 2 videos- lion push dog on swing, then dog push lion
say “point to where lion weefed dog”
age 2, child points to right video as able to know structure of sentence imply
how can we test if a child has understanding of functions of inflectional morphemes (ie, if child knows there are 2 of something if you add an s on it)
this is a wug
add another
there are two
what are there two of
“wugs”
but can be difficult as have some exceptions to morphological rules (mice, mouse)
what is morphological productivity
know that adding s means multiple
what is developmental trajectory of inflections
- discover inflection, then make error of omission (dog, even if theres 2)
- over apply inflections (eg, I blewed it up = overregularisation)
- manage to balance applying inflection
what models capture developmental sequence of developments of inflections
neural network/connectionist model
draws out both regularisations (common word rule) and allows for misconception
outline initial pragmatic learning
quickly learn can direct attention via gesture, vocalisation, eye-gaze, facial expression, touch (initiate joint attention)
then can connect sentence to allow narrative and build mental model for other, learn to present info in manageable chunk
later learn about non-literal language, deception, irony
what is a challenge for children for pragmatic development
using skills in a rapid conversation
when this breaks down need to use repair processes to stay on same page as another person
when do children start to combine words into a sentence, and what does it allow
around 2
enable to use grammar to convey complex thought
communicate in ways sensitive to listener, pragmatically appropriate
name 3 important pragmatics in sentences
- tune into speaker(interlocutor) state and aspect of physical context relevant to conversation
- mutual awareness of effects of communication, intentions, inference
- make multiple communicative moves in sequence as conversation unfold, introducing characters and setting context before explaining story
give example of inference and intention in pragmatics
who at all biscuits
I had some (implies ate some, not all)
out of context, makes no sense
why is referencing in context important (pragmatics), how can children be helped to develop this
have to introduce dog before refere to it as “it”
children struggle, so help them via pointing, respond well to requests for clarification and repairing utterances help them to learn to be more explicit, develop ToM
outline Morisseau (2013) research evidence into queriying intentions
5yr old quiery why someone said what they did if didn’t fit their predictive model of language
where is sheep with legs = confusion, sheep usually just have legs, not referred to as having them
what can atypical language development result from?
sensory impairment - hearing loss
difficulty producing speech sound - cleft palate
LD (DS)
difficulty in social communication/pragmatic = autism
what’s DLD
language impairment not explained by hearing loss, other development disorder, brain injury or functional cause
covers many heterogenous subgroups, hchildren often have other difficulty (ADHD)
name some diagnostic criterias for DLD
difficulty in acquisition and use of language across modality from deficit in comprehension/production including reduced vocab, limited sentences structure, impaired discourse
subtantial, below expected age
onset early in developmental period
not attributable to other impairment
how common is DLD
2/30 children
define sensorineural deafness
hearing loss in inner ear, meaning cochlea not working well
define auditory neuropathy spectrum disorder
sounds received normally by cochlear, but become disrupted as they travel to brain
define conductive deafness
sound cannot pass efficiently through outer and middle ear into inner ear
caused by blockage, temporary but impact speech development
what are dB for mild, moderate, severe, profound hearing loss
mild (21-40 dB)
moderate (41-70 dB)
severe (71-95 dB)
profound (95dB0
how commons permanent bilateral childhood hearing loss
1/1000
how does a cochlear implant work
convert sound into electrical signal, send directly to auditory nerves
who qualifies for cochlear implant
severe/profound with no benefit from hearing aids
how many deaf infant have hearing parents
95%
what are struggles for hearing parents of deaf infant
struggles to support joint attention
name consequences of language delay
- delayed pragmatics, ie sarcasm can reach into adulthood
- social cognition, ToM
how can teachers help in language delay
near, clear, think about child’s perspective
what can limited access do in pragmatic development
affect linguistic form, social and cog skill = social cognition and temporal cognition, ToM, memory, EF
how can hearing parents aid deaf children
use visual modality, coordinate joint attention and talk about what has already caught infant attentino
what do deaf infant learning spoken language show delays in
pre-linguistic behaviour = give and show gestures, index finger pointing, gaze coordination vocalisation
what do deaf children produce less of
intentional communication and questions
earlier able to access language, less delayed
name skills struggled to master by deaf children
repairing incomplete sentence
requesting clarificaiton
retell story
asking question
ending conversation
making promise
sarcasm
outline info packaging
linking what is currently being said to speakers model of world and past discourse
what is biggest challenge for deaf child
mastering extended convo = limited social interactions as friendship formed on shared values, moral support
turntaking, good topic management, sharing floor, repairing communicative breakdowns
easier to ask questions, iniiate more topics, take longer turn, starting new topic