Readings Flashcards
Yeung 2005 - bootstrapping
emergence of perceptual units enable acquisition of other grammatical properties
- general perceptual abiltiies allow to extract word forms from acoustic + phonetic properties
- once linked with concepts - stable phonological representation of word forms is bootstrapped from existing system
funcitonal reorganisation developing patterns of discrimination in native language, but no loss of plasticity
-refined with adult left hem dominance for speech by 12 months
statistical learning requires only attention + exposure to input
transitional probability - learning that syllables from within one word are more likely to co-occur than syllables from seperate words
• 8 months – link novel words + objects in few pairings
• 12 months – still relies on perceptual + social cues e.g. eye gaze
• 14 months – novel + novel depends on saliency of the words
- switch procedure
perceptual learning provides foundation upon which abstract linguistic units can be built
Kuhl 2006
tested 6-8 and 10-12m olds in US + Japan - examine native + non native patterns of change
- increase performance for NATIVE language contrast in first year
- declinein NONNATIVE perception over time
examined change in perception of consonants - ra/la syllables
- conditioned head turn technique - whenever change to target speech sound
- 6-8m - same performance
- 10-12m - america performance improves - pattern with perceptual learning
- japanese decline in performance
tomasello
usage based model - children imitatively learn concrete expressions, and using cognitive and social skills - categorise, schematise and combine these
observational studies
- almost all 2yr old language was grammatical - limited, uneven, item based
- best predictor of use of verb on day was use of same verb on immediately preceding days
- syntax was built around particular items
- overgeneralisation errors
experimental studies
- 3/4 year olds can assimilate novel verbs to abstract syntactic categories + schemas
- children can use novel verbs in the transitive construction when they have heard them use that way
mcmurray
dynamic associative model - competition between competing referents + learning uses hebian learning
- doesnt require specialised processes
- recognising familiar words process are the same for those that support the novel words - fast mapping
- online competition may allow the network to leverage info available to augment performance
- even associative learning more complex than thought
- model illustrates that learning and word/recognition can be deeply and subtly related
spencer
developmental systems appeoach - epigenesis - development emerges via cascades of interactions across multiple levels of causation
Kinzler - humans are endowed with small number of seperable systems of core knowledge. new, flexible skills build on these foundations
imprinting - rapid form of learning - generalised learning of stimulus features imprinted object, predisposition to approach novel object of same form of same species
-behaviours constructed through cascade of developmental interactions
spatial reorientation example of nativist - we know which way we came from and which way to go
-however chicks didnt show geometric biases till after 50 training trials - some experience must be necessary
-constraints arent fixed initial conditions but they arise out of the complex system s that codevelop
bishop
problems with tense marking in SLI
-inflection = extra letter added to verbs in their different forms - tenses
SLI have problems using correct tense - WHEN to inflict verbs
- difficulties with applying rule to generate regular inflected forms
leonard - surface hypothesis
- if frequently fail to perceive inflection - learning past tense delayed
phonological deficit hypothesis
tense only formed when isolates -ed from regular verbs + identified syntactic features
ELICITATION TASKS:
- SLI far less likely to overgeneralise
- regular and irregular verbs
- SLI more likely to produce bare stems
- SLI more likely to omit EF on past tense
SENTENCE REPETITION
-shows that repetition of inflicted verb is affected by sentence position, doesnt demonstrate that perceptual difficulties are adequate
WRITTEN LANGUAGE
- whether child has syntactic knowledge of tense marking
- SLI made more gramatical errors in written than spoken
