PSY2004 W5 Prelinguistic and lexical development (L)

Question 1

What are the two components to grammar?

Answer 1

Syntax and morphology

Question 2

What is syntax?

Answer 2

The branch of grammar dealing with the roganisation of words into large structures. Who did what to whom

Question 3

How do you test syntactic development?

Answer 3

Novel words are sued to test knowlegde of syntact

Question 4

What can two year olds do syntactically speaking?

Answer 4

They can understand the role of word order in a sentence

Question 5

What is morphology?

Answer 5

The branch of grammar dealing ith the analysis of word structure.
The plural inflection -s in dogs

Question 6

What are inflectional morphology?

Answer 6

Morphology that marks words like tense, person, number, possession

Question 7

What is morphological productivity tasks?

Answer 7

This is a wug, now how many wugs are there ? - they are two wugs

Question 8

What is the limitation of morphological productiivty tasks?

Answer 8

Exceptions: not all plurals formed by adding an S e.g. mouse-mice.

Question 9

what are the stages children tend to follow a developmental trajectory ?

Answer 9

When they discover an inflection (before which time they make errors of omission); begin to over apply the inflection and manage to balance applyin ginflection producitviely and remmebering exeptions.

Question 10

What does development trajectory of morphological producitivty reflect?

Answer 10

Refelcts the statistical strucutre of the input and neural networks (connectionist) models capture this sequence.

Question 11

What is phonology?

Answer 11

the sounds e.G. ‘b’

Question 12

What are semantics?

Answer 12

saying something about the world (e.g. saying something about dogs)

Question 13

What are pragmatics?

Answer 13

managing communicative excahnge in relation to your audiance and context informational needs of your patner)

Question 14

What are Hockett’s Design Features of langauge?

Answer 14

Semanticity, arbitrariness, displacement, productivity, duality of patterning, discreteness, vocal auditory channel, broadcast transmission, rapid fading, interchangeability total feedback soecialisation, traditional transtion

Question 15

What is arbitrariness?

Answer 15

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

Question 16

What is displacement?

Answer 16

The ability to communicate about things that are currently not present.

Question 17

What is producitivty?

Answer 17

The ability to create new utterances from previously existing utterances and sounds.

Question 18

What is the duality of patterning?

Answer 18

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

Question 19

What is language as a form-function relation?

Answer 19

Langauge forms [phonolgical/Prosodic/Lexical/Morphological/Sytactic] and Language function [Semantic/Pragmatic]

Question 20

What is the lexic?

Answer 20

the sound of the word dog

Question 21

What is prosodic?

Answer 21

The rising intonation of a question

Question 22

What is syntactic?

Answer 22

the strucutred comination of words

Question 23

When does phonolgocial development start?

Answer 23

Early comprehension.
Infant have auditory perceptual abilities that are shaped by experiences (even in the owmb during 3rd T of Pregnancy)

Question 24

What can they comprehend

From birth what can infants do ?

Phonolgical development/Early comprehension

Answer 24

Prefer to listen to speech rather than music (sucking measure) Prefer listening to own mother’s voice rather than another woman’s. Process speech predominantly with the left side of the brain. They are able to distinguish some foreign languages from their own native language based on prosody: depending on the stress of the language, Italian being different in the stress/rhythm/melody of language than English but Dutch being the same.

Question 25

When do inants demonstrate categorical perception?

Answer 25

From one month, infants demonstrate categorical perception of speech sounds /p/ and /b/ (Eimas et al. 1971)

Question 26

What is shigh amplitude sucking procedure?

Answer 26

Special dummy, connected to recorder and records the amplitude of sucking, looking at boredom.

Question 27

What are phones?

Answer 27

Languages differ in the sounds they use and how they combine them – this is how we can tell the difference between Italian and Japanese even if we don’t speak either!

Question 28

What is phonemes?

Answer 28

• If different phones change the meanings of words they’re called phonemes: /p/ and /b/ are phonemes in English because if were change the /p/ in ‘pin’ to a /b/ we get a word that means something different: ‘bin’. Not all langauges have the same phonemes. Phonemes are thus the smallest segmental units of sound employed in a language to form meaningful contrasts between words

Question 29

What are tonal phonemes?

Answer 29

Many languages have tonal phonemes. Different meanings of [fan] with different Cantonese tones.

Question 30

Infants are born being able to perceive what ?

Answer 30

Infants are born being able to perceive all the sounds used in the worlds languages (approx 600 consonants and 200 vowels, plus tones)
Experience with a language over the first year of life allows them to tune into the phonemic contrasts that are used in their language and tune out those that are not

Question 31

What is conditioned head turning?

Answer 31

Infant learns to turn head when hears sound, rewarded with moving toy
Use to test auditory thresholds and phoneme detection

Question 32

How does phonologcial development and foreign languages relate?

Answer 32

Recent research suggests that a relatively small amount of exposure to a foreign language maintains perception of foreign phonemic contrasts. It has been argued that infants must experience this foreign language in the context of social interaction rather than, e.g., by passively observing a video (Kuhl, 2003; 2007)

Question 33

From brith

Answer 33

Crying, involuntary sounds of bodily functions

Question 34

2-4 months

Answer 34

Cooing and (later) laughter

Question 35

Around 7th month

Answer 35

Sudden onset of reduplicated or canonical babbling, e.g., dada, guhguh

Question 36

Around 10 months?

Answer 36

Babbling comes to reflect frequent sounds in the ambient language

Question 37

1st Birthday

Answer 37

Increase in rate of variegated babbling, e.g, bagoo and production of longer strings of sounds with varied intonation and stress patterns

Question 38

4-7 Month

Answer 38

Squeals, yells, raspberries, vowels, marginal babbling. Gradually increased control of larynx and oral articulatory mechanisms.

Question 39

vocal tract developement

Why is the range of infant vocalizations limited ?

Vihman,1996

Answer 39

• Size and placement of tongue in relation to 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

Question 40

What do early infants learn about relating to the outside world?

Prelinguistic foundations for the transitions to word use

Answer 40

• Learn about people (dyadic communication, sharing emotion)
• Learn about the world

Question 41

From 6 moths what do infants know about the outside world?

Answer 41

• Start to weave the two together (people + world)
• Joint attention from around 9 months
• (opens way to triadic communication)

Question 42

When does joint attention occur?

Answer 42

Joint attention occurs when two (or more) people are attending to something, and they are mutually aware that they are attending to it together.Time spent in joint attention predicts later word learning (Carpenter et al. 1998, Siposova & Carpenter, 2019)

Question 43

What are thr types of prelinguistic communication?

Answer 43

Gesture and Vocalisation

Question 44

What is Gesturing?

Answer 44

Showing, giving, pointing

Question 45

What is vocalisation?

Answer 45

wiith/without consonant, with/without gaze to caregiver

Question 46

When does pointing develop?

Answer 46

• Between 10 and 14 months, infants begin to point imperatively (to tell someone to do something) , declaratively (to inform someone else about something) or interrogatively (to request information about something). Index finger pointing is a predictor of later vocabulary learning along with other gestures including showing.

Question 47

What id imperatively?

Answer 47

to tell someone to do something

Question 48

What is declaratively ?

Answer 48

to inform someone else about something

Question 49

What is interrogatively?

Answer 49

To request information baout something

Question 50

What is a good predictor of later langauge skills?

Answer 50

Vocalizing and looking to the caregiver within one second. [Vocalisation with Gaze co-ordination] The frequency with which this happens, and is responded to by a caregiver, is a good predictor of later language skills.

Question 51

When do babies tend to first start producing words?

Answer 51

12 months or after

Question 52

What are some facts about word learning?

Answer 52

• Most children start producing their first words within a few months of their first birthday (10 -15 months )
• Word learning is typically quite slow until children have learnt about 50 - 100 words
• By the age of 6 children have something in the region of 10 – 14, 000 words in their lexicon although there are huge individual differences

Question 53

When do children become faster at word recognition?

Answer 53

During the 2nd year of life children become faster at recognising spoken words.
- Children looked at the right picture even when they had only heard part of the word (the ‘bei’ of baby)
- Older children and children with larger productive vocabularies were faster to look to the right picture

Question 54

What is common for many years?

Answer 54

• Errors in production of target word form common for many years (e.g., ‘efelant’,‘hiccupotamus’, ‘alcofrolic’. Also adult spoonerisms and malapropisms)
• Children may be able to perceive but not produce certain speech sounds.

Question 55

How do children learn semantics of word learning?

Answer 55

It is hard to tell when children have learnt a word’s meaning.
They tend to make ‘errors of scope’ that can shed light on the obstacles and the process of learning.
- Underextensions:, e.g. ‘car’ only to mean the family car.
- Overextensions: e.g. ‘daddy’ to mean any adult male, dog to mean any four legged animal. May be due to lack of an alternative

Question 56

What is satistical learning?

Simple Association

Answer 56

They learn labels by adjusting the probability of the word-referent (or word-function) mapping as they get more information.
Needs some tweaking to explain how abstract words are acquired (Verbs: thinking, Prepositions: inside, during). Not all words are labels for objects!

Question 57

Children might learn words easily because of what?

Answer 57

[social pragmatic cues]
routine, they engange in joint attnetion and intention reading
Narrows down space of possible word meanings as something to do with what we are currently attending to and/or trying to do

Question 58

What is intention reading?

Answer 58

Children learn how words function by figuring out what that other person is intending to communicate

Question 59

What is mutual exclusivity inteference?

Answer 59

if you have two objects and you know the name of one but not the other and the other is named you know the other one is not the name and will pick that. “Ball” “bomndo” if you say “bomndo” they know it is not a ball and will pick up the other object.

Question 60

What is syntactic bootstrapping?

Answer 60

Using language structure to identify what a word means. Linguistic context can help us guess the meanings of words.

Question 61

What do children draw on when learning words?

Answer 61

They draw on many sources of information and learning mechanisms to learn words.
Some theorists argue for the importance of one mechanism over others, but likely they are all working in concert.
Different learning mechanisms may be more or less important at different points in development.

Question 62

What are the three Stages Bates Carmaioni Volterra

1975

Answer 62

1- Perlocutionary Stage
2- Illocutionary Stage
3- Locutionary Stage

Question 63

What is the perlocutionary stage?

Answer 63

in which the child has a systematic effect on his listener without having intentional control over that effect

Question 64

What is the illocutionary stage?

Answer 64

in which the child intentionally uses non-verbal signals to convey requests and to direct adult attention to objects and events

Question 65

What is the locutionary stage?

Answer 65

in which the child constructs propositions and utters speech sounds within the same performative sequences that they previously expressed nonverbally (i.e., they are using words and sentences – the conventions of their language).