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PSY4035 > Task 4 > Flashcards

Task 4 Flashcards

1
Q

What is bootstrapping?

A

using existing knowledge to facilitate acquisition of novel abilities

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2
Q

What is functional reorganization?

A

changes in perceptual sensitivity occurring in the first year of life. Refers to developing patterns of discrimination in accordance with functional categories in the native language, not necessarily a loss of perceptual ability.

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3
Q

What is genuine word?

A

the pairing between a phonetically specified sound pattern and a concept.

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4
Q

What are proto-words?

A

pairing of an underspecified sound pattern & a specific object.

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5
Q

Initial perceptual biases are present from birth.
Describe it in relation to language development.

A

Preference for mother’s voice & speech over acoustically matched non-speech, discrimination of lexical vs. grammatical words, sensitivity to phonetic cues indicating word boundaries.

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6
Q

When do perceptual-based object categorization develop?

A

4 months

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7
Q

When do language-specific reorganization and statistical input develop?

A

6-12 months

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8
Q

What are language spacific reorganization?

A

Decline in discrimination of non-native, sensitivity to native. Native language acts to reorganize perceptual sensitivity by selectively maximizing attention to phonetic features that distinguish native language categories.

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9
Q

When do conceptual categorization occur>

A

before 12 months

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10
Q

When do exhaustice categorization occur?

A

18 months

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11
Q

What are exhaustic categorization?

A

the ultimate development of perceptual categorization, the moment when infants realize that every object belongs to a category

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12
Q

When does naming on object categorization occur?

A

13 months

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13
Q

What are naming of object categorization?

A

Enhancements in categorization through naming.
this effect of naming might be limited to well-known object categories, and might not apply to the context of the acquisition of new words

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14
Q

What is segnmentation?

A

identifying words from sentence

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15
Q

Describe the development of segmentation.

A

Phonetically specified (7-8 monthss)

Prosodically specified (13.5 months)

Simultaneous learning of 2 words with differing phonetic feature (after 18 months)

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16
Q

What is statistical learning?

A

Infants are sensitive to freq, distribution, and other statistical properties of perceptual input speech.

Figure 1: changing frequency distribution of input can lead to modification in phonetic categories in infants aged 6-8 months.

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17
Q

Experience is said to play a role in language development.

Name 3 ways in which experience can influence language development

A

Hearing impairments
Second language learning
Second language learner -exposure effect

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18
Q

How can hearing impairments affect language development?

A

Language delay are more likely for infants with partial or total hearing loss

Moreover, infants born deaf and then fitted with cochlear implants at 17–24 months (and tested 2–18 months later) recover the ability to discriminate phonetic distinctions, but remain compromised in their ability to make word– object associations in comparison with infants who had implants from 7–15 months

19
Q

What are the 4 categories of perceptual basis of word learning?

A

Word segmentation
Word forms
Pairing words and objects
Language specific reorganization-functional reorganization

20
Q

Describe the development of word segmentation

A

Word segmentation
infants begin to segment words by 7–8 months of age; after being familiarized with words such as ‘cup’ and ‘dog’, infants listen longer to passages containing those words over passages containing other equally common words

At 7 months, English-learning infants pull out words that conform to the common English strong-weak stress pattern, like ‘DOCtor’, but do not segment weak strong words like ‘guiTAR’.

By 10 months, English learning infants can also segment weak-strong wo
‘transitional probability’, learning that syllables from within one word are more likely co-occur than syllables from separate words

21
Q

Describe the development of word form

A

Word Forms
By 9–10 months of age infants show an increasing preference for word forms that conform to the phonological characteristics of the native language

In addition to language-specific constraints on word forms, infants also encode phonetic detail (e.g. ‘tup’ is not confused with ‘cup’) and indexical detail (such as speaker identity and emotional affect

By 10– 11 months, infants are able to recognize the word form across these indexical changes, as well as when syllabic stress changes
Infants of this age treat mispronounced words like real words, although only when these mispronunciations are perceptually confusable

22
Q

Describe the development of pairing of words

A

Pairing words and objects
By 6 months of age, for example, infants associate highly frequent words, such as ‘Mommy’, and their referents

Over the next 8 months, infants develop cognitive and perceptual abilities that allow learning of new associations more quickly, and in increasingly unconstrained situations

8 months are able to link novel words to novel objects after only a few repetitions of the pairing, but require cross-modal synchrony between the presentation of the word and movement of the object

Learning associative links at 12 months still relies heavily on perceptual and social cues like visual salience and eye-gaze

The ability to form word–object links on the basis of cooccurrence alone, without facilitating social or temporal cues is evident by 13–15 months in laboratory tasks

At 14 months, infants’ ability to associate novel words with novel objects is still dependent on the contrastive saliency of the words themselves

17 months – regain access to phonetic sensitivity when learning novel pairings, mapping forms

23
Q

Describe the functional reorganization

A

Native language acts to reorganize perceptual sensitivity by selectively maximizing attention to phonetic features that distinguish native language categories.

Phonological properties of native language are learned

Factors affective the reorganization: acoustic/articulatory characteristics of phonetic contrasts + similarity to those used in native language

24
Q

What is word spurt?

A

the speeding up of vocabulary words around 18 months, with infants producing up to 9 new days a day.

25
Q

What is word spurt related to?

A

changes in abilities to produce words not directly linked to lexical acquisition itself (e.g. such as increased lexical memory abilities), increased motivation to communicate with the environment, and developments in articulatory abilities

Changes in the nature of lexicon and word acquisition.

Marks the beginning of referential use of language, transition from one time learning of words to learning language, constraints of lexical acquisition.

Also related to cog. Dev. In object permanence knowledge, object representations, concept formation, object categorization.

26
Q

What is fast mapping?

A

the ability to form an initial association between a word and its referent in just a few exposures

27
Q

How is fast mapping related to word spurt?

A

Important contributor to vocabulary spurt
Vital for learning new words in both comprehension & production
Seems to emerge around the same time as word spurt

28
Q

What was the aim of the Torkidsen study?

A

tests a controlled electrophysiological procedure for measuring word learning in children

29
Q

Describe the method in Torkidsen’s study

A

Method: 20 months 44 girls
Language assessment:
parents completed MCDI.
30 real words used – parents asked too rate theses as comprehended or not by their child.
Two groups: high vs. low production

30
Q

What stimuli were used in Torkidsen’s study?

A

Auditory: 30 real, 30 phonotactically legal novel words
Visual: 30 colour drawings for referents of real words + 30 fantasy objects/creatures

31
Q

Describe the procedure in Torkidsen’s study

A

10 training tests blocks: 3 novel words + associated fantasy objects & 3 real words + associated pics (congruent).
Test phase: incongruent trial – word did not match pic.

32
Q

What is the N400 incongruity effect?

A

It is expected for violations of word-picture associations.
It is an evidence for fast mapping

33
Q

What were the findings of Torkidsen’s study in relation to novel words and congruity effect?

A

high prod = negativity all incongruent trials

N400 incongruity effect observed based on scalp distribution & timing of response

Low prod = no differences between congruous & incongruous condition

34
Q

What were the two interpretations for the findings in Torkidsen’s study in relation to low producers results

A

high producers, but not low producers, were capable of fast mapping between novel words and referents

An alternative explanation is that the low producers had made the fast mapping between words and referents, but that the mechanisms indexed by the N400 were not yet matured in this group.

35
Q

Torkidsen found that Vocabulary production size predicted amplitude of N400 to incongruent trials; large prods was associated with increased amp of N400 for novel words.

What were two interpretations for this finding?

A

positive relation between linguistic abilities and the amplitude of the N400 in very early language development, but that this relation is altered with further development

the association with amplitude observed in the current study was due to a relation between vocabulary and the presence of the N400 rather than the absolute amplitude of the component

36
Q

What were Torkidsen’s findings in relation to real words and congruity?

A

both high and low producers showed a negativity in the incongruous condition compared to the congruous condition

the incongruity effect for real words was most prominent at central and parietal electrode sites for both groups of children

37
Q

What were Torkidsen’s findings in relation to laterization of incongruity ?

A

Low producers = more lateralized than high producers

38
Q

What were Trokidsen’s findings in relation to word spurt and fast mapping?

A

High prod = fast mapping between novel & referents
Low prod = not fast
BUT, it is unlikely that those with low prod were incapable of fast mapping since they were a few months older than those who have shown abilities to fast map in visual preference paradigm.

39
Q

How did Torkidsen explain the findings related to word spurt and fast mapping?

A

Fast mapping load was too high for low prods (e.g. 30 novel words, presented 5x each, referents = still images never been seen before by participants).

Factors influencing fast mappings = no. of exposures to word-referent, no. words to be learned, type of referents used, novelty/familiarity of referents, presence of social cues.

40
Q

What can be concluded from Torkidsen’s study?

A

Children with high production vocabularies identify familiar words faster than children with low vocabularies.

41
Q

Explain the procedure in Friedrich study

A

Trial – picture of object appeared on screen  interval 900ms, German indefinite article auditory presented  natural pause of 300ms  word or non-sense word

42
Q

What stimuli were used in Friedrich’s study?

A

Visual – identifiable objects
Auditory – 44 words

43
Q

What were the results of Friedrich’s study?

A

High prod = N400 priming effect
Low prod = no N400 priming effect
More laterized distribution
High prod: onset of N400 effect was seen around 400-500ms (later than adults – 200-250ms)
Effect was not long lasting

44
Q

What were the interpretations of Frieddrich’s study?

A

The missing N400 priming effect of low-to-normal group is not due to unfamiliarity with the words.

Factors: external (e.g. exposures) & internal (e.g. affects learning & consolidation)

They may have weaker lexical semantic representations

PSY4035 (9 decks)

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