Quizzam #2 Flashcards
Semantics
Learning & storage of word meanings
Mental Lexicon
Volume of words understood (receptive) and used (expressive)
- Receptive = LT expressive
- Kids acquire ~860 words/ yr ages 1-7
Relationship btwn semantics & syntactic dev.
They’re H interrelated
-INC words = INC syntax
Semantic Taxonomy
How semantics are categorized. 5:
- specific nominals
- general nominal
- Action word
- modifiers
-PERS - SOC words
How do kids learn new words?
-Repition, ~7
-Exposure via media or other (parent, sibling, ect)
-Reading
-Reinforcement/BHVR
How Do Kids Learn New Words Cont. (STEPS)
1) Attntl focus at initial exposure
-Lead in > Adult labels something outside of kid’s attntl focus (may shift and support learning)
-Follow In> Adult labels object / event kid is attnding (M influential for vocab)
2) Context at Initial Exposure
-Ostensive > Lots of info given for new word (better for learning)
-Nonostensive > Given L context
3) Other Factors
-Imagineability > Concrete or abstract
-Extralinguistic Cue > Inflection, gestures, ect that STR linguistic input
-Phonological Form > Arbitrary VS onomatopoeic (predictable sound combo)
Pragmatic Dev aspects
-Lang use for different comm functions
-Dev convo skills
-Gaining sensitivity to extralinquistic cues
Extralinguistic Cues
-Posture, gesture
-Face expr, eye contact
-proximity
-Gained sensitivity to extralinquistic cues
Convo Schema
Pragmatic Dev is important
-Initial est. Of topic
-Navigation of series of contingent turns maintaining topic shift
The Theories of Lang and Learning
Nature: Universal grammar and Lang Acquisition Device (LAD)
Nurture: Skinner,
Interactionist: Vygotstky
COG: Piaget
Chomsky’s Universal Grammar Th
All world langs consistently have a system of grammar rules
Lang Acquisition Device (LAD)
Kids born w/ basic grammar rules
-Lang and its interpretation and use is free creation constrained by generation used infinitely and freely varied.
Skinner nurture th. and lang
Learning caused by operant conditioning, Bhvr rein = STR, bhvr punish = WK
-We aren’t born w/ lang-COG
*Tabula Rasa - Blank slate
Vygotsky’s Interactionist Theory and lang
Kids learn via SOC interaction & COG dev is propelled forward
Zone of Proximal Dev. - Diff btwn kid’s actual dev. lvl and their potential lvl W/ SUPPORT
-What learner can do (too easy) INC w/ time and support. INC = tasks H
-ZoPD
-What learner can’t doo, is too hard
Piaget’s COG Dev Th. and Lang
Kids go through stages of Dev., one must occur before another
-COG achievement needed for lang to emerge
-kid must be active in constructing understanding of lang
Piaget’s stages
Sensorimotor (0-2) - Expl via senses and PHYS interaction
-Can understand actions, cause, and effect
-Object permanence at 8m
Preoperational (2-7) - Symboliv learning, use of words and pictures to rep objects and ideas
-Egocentric - Difficulty seeing other’s perspective
Concrete Operational (7-11) - Logical thought, can understand law of conservation
-Understand others have diff thoughts, feels, and opinions
Functional Operational (11+) - Abstract thought, able to reason
Lang and Speech achievement in infancy (~8-9m-1yr) Comm
-Parentese natural
-Infants are prelinguistic - eye gaze, facial, V, and gestures occur before spoken lang
-Infant comm can be preintentional or intentional
*Pre - Indeliberate comm, interaction w/ partner overlay meaning to bhvr
*Intentional - Child comm w/ intent of conveying message to interactive partner
Infant directed speech / Parentese
Spch adults use w/ lang learner
-Learner prelinguistic
-Preferred over adult directed speech (ADS)
-Exaggerated pitches & pauses, allowing infants to detect major syntactic units (1 word)
-Long V, short C, H pitch, slower rate (feat)
-short MLU, M content words VS function words (syntactic character)
-INC rep and Qs (Discourse feat)
Caregiver responses in parentese
Waiting and listening
Following child’s lead
Joining in and playing
Face-to-face
Variety of Qs and labels
Encouraging turn taking
Expanding and extending
M parent talks to kid = M vocab, H V & COG performance
Dailey routines and lang
-Provide change to learn lang
-benefits from rep words and phrases ED
-Helps segment phrases, clauses, and words (w/ time)
-Allows to learn phonotactics
-Routines allow for joint attnt
Foundations of Infant Comm
-Attnd SOC partner (b-6m)
-Focused joint attnt / Shared reference - Adult & kid attnd same thing w/out meaningful interaction
-Body movement rituals
-React to emotions
Emergence & coordination of joint attnt
8m-1yr
-M interest in seeing & manipulating objects
-Those who engage in L periods of join attnt have L vocab at 18m
Shift to Intentional Comm (8-10m)
Intnentional bhvr - Actions committed w/ intent and no direction
Comm Act - Use intentional prelinguistic comm (attnt to others/object/event)
Those w/ intentional comm can
Seek attnt to S
Seek attnt to events, object, others
Request objects, actions, and info
Intentionality Indicators
Ritualized gestures (pointing)
persist to goal repeat/modify gesture
Triadic gaze - Gaze shifts back and forth btwn object/event w/ adult coordinated joint attnt (6m)
Transition to Lang
Start = incorporate lang into comm w/ others
-Lang used to rep object/event
-Caregiver V encouragement of kid attnt at 1yr + related to lang dev
Speech Perception
1yr, kid distinguish among sound of all world lang
-Perceptual narrow - Focus on diff relevent thing to them
-Phonotactics - Able to recognize permissible combo of phoneme in lang
*Helps segment words from continuous spch
Infants and dogs detect paralinguistics
Prosodic characteristics of spch include frequency, duration, & intensity
-Stress - Prominence placed on syllables of multisyllabic words w/ -
-Intonantion - ^ but applies to whole phrase & sentence
-9m kidss prefer words w/ STR-WK stress patterns
Vocalization
Infants vocalize as soon as born
-INC w/ coordination & maturity during 1st yr
-5m = non-cry vocals to get reactions
-Early vocals follow stage model
Vocalizations stages
Reflexive
Phonation ctrol
Expansion
Basic canonical syllables
Advanced forms
Reflexive vocalizations (0-2)
Basic reflex sounds of discomfort & vegetative sounds
-Adult responds to these as comm
-Melody of cry matches native lang
Ctrl of phonation vocalization (1-4m)
Cooing & gooing
-V & C like sounds combined similar to segments
-Isolated C sounds, raspberries, trills, and clicks
Expansion vocalizations (3-8m)
Isolated V and V glides produced
-Experiment w/ loudness & pitch / squeals
-Maybe marginalized babbling (C & V like sounds w/ prolong transition btwn sounds)
Basic canonical syllables (5-10m)
Singular C-V syllables
-Canonical babbeling - 2+ CV syllables
-Replicated babbeling - CV pair repeated
Nonreduplicated babbelling - nonrepeat CV comm
Reduplicate
V-C repitition (mama)
Advanced forms vocalizations (9-18m)
Diphthongs produced
-Complex syllable forms: VC, CCV, VCV, & multisyllabic strings w/out varied stress pattern
(Jargon)
