sentences and atypical language development Flashcards
two main components of grammar
syntax and morphology
grammar: syntax - what and testing
word order, organising into large structures
noun and verb phrases etc.
test = novel words used so word order must be used to infer scenario - agent-patient relations (who did what to whom) e.g. the dog chased the cat - dog is doing the action
grammar: morphology - what and testing
analysis of word structure
english uses inflectional morphology to mark things:
tense - walk –> walked
person - i, you, she
number - dog, dogs
possession - -‘s
test understanding of inflectional morphemes = wug test e.g. this is a wug there are two [wugs]
grammar: morphology - 4 stage developmental trajectory
- error of omission = not using -s to mean plural
- learn inflection = know -s is for plural
- over application/ overregularisations = mouses instead of mice
- balance applying inflection productively and understanding exceptions
– this reflects statistical structure of input - how common it is as to how likely you are to use it in novel situations
two approaches to language learning (brief idea)
nativist = language and grammar is too complex to just learn from hearing it around you, universal grammar is innate
constructivist = grammar is learnable and based on statistical learning from social interaction
nativist approach to language learning
language cannot be learnt by creative copying of what is heard around you due to:
- poverty stimulus problem = not exposed to enough rich data in life to learn all features of language
- no negative evidence = children don’t have evidence to eliminate ungrammatical speech errors
universal grammar - categories and principles used to generate grammatical sentences of worlds languages - innate and guides language aquisition from the start
- combats the idea that language is too complex to learn and so must have innate element
nativist approach limitations
no complete account of:
- what innate knowledge makes up UG
- how this specific info can be used for all >6000 languages
- little consideration for learning algorithms or the child as a social being
constructivist approach to language learning
no problem of poverty of stimulus nor of no negative evidence and no universal grammar
grammar is learnable and based on statistical learning from social interaction
gained popularity following language database analysis
learning mechanisms - intention reading, imitation, statistical learning, generalisation, analogy making
constructivist approach limitations
no fully worked out account of how different mechanisms interact for language production based on what is previously heard
what is pragmatics
language component - varying linguistic forms depending on who we are speaking to and the context
effective and appropriate language use with a social partner so communication goals don’t cause offense or misunderstandings
morris’ semiotic triangle
real world conditions, signs (e.g. words), and the speaker/listener (users)
3 things pragmatic skills require
context, mutual awareness of communication effects, communicative moves in sequence
pragmatic skill: context
awareness of interlocutor’s state and aspects of physical context relevant to current goal and what is in common ground
referring expressions in different levels of specificity to be used in context e.g. pointing, it, that, the dog, the brown dog etc
children can be ambiguous but respond well to requests for clarification using feedback - helps them to be more explicit in the future and can help ToM (know others don’t understand what they’re talking about without more explicit context)
pragmatic skill: mutual awareness of communication effects
intentions, inferences
querying intetions - 5 year olds query when someone says something that doesn’t fit their predictive model of language
e.g. saying “car with wheels” is unexpected so they assume there must be a car without wheels and search for it even after looking at correct image
pragmatic skill: communicative moves in sequence
making multiple communicative moves in sequence as a conversation unfolds
efficiency of talking about something so human info processing can manage steady info flow
e.g. introducing person by name and then using a pronoun, might reinstate who it is later for clarity too
understanding that other person doesn’t know everything they do so make effort to provide info to be understood
reasons for impaired language development
sensory impairment e.g. hearing loss
difficulty producing speech sounds e.g. cleft palate
learning disability
social communication (pragmatics) as a diagnostic feature of autism
DLD
developmental language disorder
language impairment that can’t be explained by hearing loss, developmental disorder, or brain injury and causes a functional problem
covers many heterogenous sub-groups - children often have other difficulties e.g. ADHD and so investigation of DLD is difficult
affects 2 in 30 kids
3 types of deafness
sensorineural = hearing loss in inner ear - usually cochlea isn’t working properly
auditory neuropathy spectrum disorder = sounds received by cochlea - disrupted travelling to brain
conductive deafness = sound can’t pass efficiently through outer and middle ear to inner ear, often caused by wax or fluid blockage e.g. glue ear (otitis media) - common in children and often temporary
levels of hearing loss and stats
mild (21–40 dB)
moderate (41–70 dB)
severe (71–95 dB)
profound (95 dB)
can have difficulty at specific frequencies
1 in 1000 live births have permanent bilateral childhood hearing loss
95% deaf infants have hearing parents
cochlear implants
converts sounds to electrical signals sent direct to auditory nerve
for children with severe/profound hearing loss who have no benefit from hearing aid
doesn’t fix hearing, just aids
deafness and infant communication
deaf infants learn to look at parents more
ways of interaction varies - can use tactile cues
hearing parents of deaf kids struggle to support joint attention
often delay in early communication
mild hearing loss is very common too
consequences of language delay
delayed pragmatics - e.g. understanding deception or sarcasm delayed till adulthood
far reaching consequences
delayed social cognition and theory of mind
UK support is bad and varies a lot
matthews and kelly - development in deaf children (core reading)
* what is multi modal synchrony
* language acquisition issues in DHH kids (3)
* social issues in DHH kids
multimodal synchrony = use of sign and language together - seen to support learning
language acquisition
* issues with nonliteral language e.g. irony and sarcasm
* hearing parents may use SSL not BSL - not adequate for full grasp of language and grammar
* lack of access to language in prelinguistic stages to supplement joint attention
socially
* viewed less positively in school - social wellbeing issues
* constant need to guess what is being said and inferences causes strain and issues
* differing communication styles between people when fast-paced is hard to grasp
