PSY2004 SEMESTER 1 - WEEK 6

Question 1

name 2 theories of grammatical development

Answer 1

nativist (Chomsky) and constructivist

Question 2

outline nativist approach of grammatical development (Chomsky)

Answer 2

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

Question 3

what is universal grammar? (nativist)

Answer 3

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

Question 4

name issues of universal grammar idea (nativist)

Answer 4

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?

Question 5

outline constructivist approach of grammatical development

Answer 5

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

Question 6

why are constructivist approach of grammatical development more popular

Answer 6

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)

Question 7

give issue of constructivist approach of grammatical development

Answer 7

no fully worked account of how different learning mechanisms interact to allow children to creatively produce language base don what they have previously heard

Question 8

name the 2 key components of grammar

Answer 8

syntax and morphology

Question 9

define syntax

Answer 9

branch of grammar which deals with organisation of words into large structures

Question 10

define morphology

Answer 10

branch of grammar dealing with analysis of word structure

Question 11

what does grammar allow us to do?

Answer 11

combine words in different way so conveys different meanings

Question 12

what is inflectional morphology used to mark

Answer 12

tenses (walk- walked)
person (I walk, he walks)
number (dog or dogs)
possession (my dog’s bone)

Question 13

define pragmatics

Answer 13

component of language where we vary linguistic form that we use according to people we are speaking to and context we find ourselves in

Question 14

what does effective and appropraite language do

Answer 14

uses language in way to achieve communicative goal and not cause offense, misunderstanding
eg; make inference = they didn’t mean that like this

Question 15

what is Morris semiotic triangle (pragmatics)

Answer 15

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

Question 16

how can syntactic development be tested

Answer 16

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

Question 17

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)

Answer 17

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)

Question 18

what is morphological productivity

Answer 18

know that adding s means multiple

Question 19

what is developmental trajectory of inflections

Answer 19

1. discover inflection, then make error of omission (dog, even if theres 2)
2. over apply inflections (eg, I blewed it up = overregularisation)
3. manage to balance applying inflection

Question 20

what models capture developmental sequence of developments of inflections

Answer 20

neural network/connectionist model
draws out both regularisations (common word rule) and allows for misconception

Question 21

outline initial pragmatic learning

Answer 21

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

Question 22

what is a challenge for children for pragmatic development

Answer 22

using skills in a rapid conversation
when this breaks down need to use repair processes to stay on same page as another person

Question 23

when do children start to combine words into a sentence, and what does it allow

Answer 23

around 2
enable to use grammar to convey complex thought
communicate in ways sensitive to listener, pragmatically appropriate

Question 24

name 3 important pragmatics in sentences

Answer 24

1. tune into speaker(interlocutor) state and aspect of physical context relevant to conversation
2. mutual awareness of effects of communication, intentions, inference
3. make multiple communicative moves in sequence as conversation unfold, introducing characters and setting context before explaining story

Question 25

give example of inference and intention in pragmatics

Answer 25

who at all biscuits
I had some (implies ate some, not all)
out of context, makes no sense

Question 26

why is referencing in context important (pragmatics), how can children be helped to develop this

Answer 26

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

Question 27

outline Morisseau (2013) research evidence into queriying intentions

Answer 27

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

Question 28

what can atypical language development result from?

Answer 28

sensory impairment - hearing loss
difficulty producing speech sound - cleft palate
LD (DS)
difficulty in social communication/pragmatic = autism

Question 29

what’s DLD

Answer 29

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)

Question 30

name some diagnostic criterias for DLD

Answer 30

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

Question 31

how common is DLD

Answer 31

2/30 children

Question 32

define sensorineural deafness

Answer 32

hearing loss in inner ear, meaning cochlea not working well

Question 33

define auditory neuropathy spectrum disorder

Answer 33

sounds received normally by cochlear, but become disrupted as they travel to brain

Question 34

define conductive deafness

Answer 34

sound cannot pass efficiently through outer and middle ear into inner ear
caused by blockage, temporary but impact speech development

Question 35

what are dB for mild, moderate, severe, profound hearing loss

Answer 35

mild (21-40 dB)
moderate (41-70 dB)
severe (71-95 dB)
profound (95dB0

Question 36

how commons permanent bilateral childhood hearing loss

Answer 36

1/1000

Question 37

how does a cochlear implant work

Answer 37

convert sound into electrical signal, send directly to auditory nerves

Question 38

who qualifies for cochlear implant

Answer 38

severe/profound with no benefit from hearing aids

Question 39

how many deaf infant have hearing parents

Answer 39

95%

Question 40

what are struggles for hearing parents of deaf infant

Answer 40

struggles to support joint attention

Question 41

name consequences of language delay

Answer 41

1. delayed pragmatics, ie sarcasm can reach into adulthood
2. social cognition, ToM

Question 42

how can teachers help in language delay

Answer 42

near, clear, think about child’s perspective

Question 43

what can limited access do in pragmatic development

Answer 43

affect linguistic form, social and cog skill = social cognition and temporal cognition, ToM, memory, EF

Question 44

how can hearing parents aid deaf children

Answer 44

use visual modality, coordinate joint attention and talk about what has already caught infant attentino

Question 45

what do deaf infant learning spoken language show delays in

Answer 45

pre-linguistic behaviour = give and show gestures, index finger pointing, gaze coordination vocalisation

Question 46

what do deaf children produce less of

Answer 46

intentional communication and questions
earlier able to access language, less delayed

Question 47

name skills struggled to master by deaf children

Answer 47

repairing incomplete sentence
requesting clarificaiton
retell story
asking question
ending conversation
making promise
sarcasm

Question 48

outline info packaging

Answer 48

linking what is currently being said to speakers model of world and past discourse

Question 49

what is biggest challenge for deaf child

Answer 49

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