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Development (Period 4) > Task 6 - From "ba..da" to good > Flashcards

Task 6 - From "ba..da" to good Flashcards

1
Q

Phonology

A

sounds of a language

-/ui/, /r/–/sch/, /sr/

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2
Q

Semantics

A

meaning of words and sentences

- Dog, running, under, over

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3
Q

Basic components of language

A
  • phonology
  • semantics
  • syntax
  • pragmatics
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4
Q

Syntax

A

Grammatical rules that dictate how words can be combined

–> eat kitty vs kitty eat

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5
Q

Pragmatics

A

Rules for using language effectively within a social context

–> questions, parents, adults, children

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6
Q

Phoneme

A

smallest sound unit that changes the meaning of word

  • Hat vs Cat
  • minimal acoustic differences between phonemes
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7
Q

Behaviorist Perspective: “nurture” - Skinner

A
  • operant conditioning
    – Parents selectively reinforce sounds that are most like words–Gradual shaping: “successive approximations”
  • imitation
    – reinforcement and generalization
    —> passive role of child
    But:
    Parents do not only reinforce correct speech•Similar sequence of language development in different cultures
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8
Q

Nativist Perspective: “nature” – Chomsky

A
  • language acquisition device
    • Innate system, specific to the human brain–Contains universal rules of grammar
  • -> Active role of child
  • -> evidence
    1. language learning in monkeys
    2. invention of new language system - Nicaraguan sign language
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9
Q

Language and the brain

A

network for speech processing: left hemisphere

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10
Q

Language development in children with Williams Syndrome

A
  • rare genetic disorder
  • mentally impaired
  • much better language skills (better vocabulary)
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11
Q

Language acquisition device

A
  • innate system, specific to the human brain
  • contains universal rules of grammar

BUT:

  • No evidence for universal rules of grammar
  • Acquisition of grammar is continuous and gradual
  • Role of pragmatics and cognitive skills?
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12
Q

Developmental Cognitive Neuroscience

A
  • brain development, perceptual learning and plasticity

- ‘Bootstrapping’

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13
Q

Bootstrapping

A

using existing knowledge to facilitate the acquisition of new abilities

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14
Q

Measuring behavioral responses

A
  1. listening preference: looking times
  2. Preferential looking: head-turning
  3. Non-nutritive pacifier response
  4. Direct testing of e.g. word knowledge
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15
Q

Measuring brain activity

A
  1. time course of brain activity (EEG)

2. localisation of brain activity (fMRI)

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16
Q

Development of speech perception

A
  1. Initial perceptual biases in infants
  2. perceptual changes due to experience
  3. word learning
17
Q

Prenatal Development

A
  • mother’s voice (her body tissue and bones are good conductors of sound)
  • story reading by mother prior to birth
  • rhyme learning
18
Q

Initial perceptual biases in infants

A
  • 0-6 months: infants discriminate phonemes of all languages

- 0-4 months: infants show categorical perception

19
Q

Initial perceptual biases in infants

A
  • categorical perception turned out
    • not to be specific to humans
    • not to be specific speech

thus: some early perceptual biases may be mediated by general auditory mechanisms

20
Q

Perceptual changes due to experience

A
  • learning the phonemes of your native language (0-12 months)
  • recognition of relevant speech units (6-24 months)
21
Q

Acquisition of native phonemes

A
  • 0-6 months discrimination of a wide range of native and nonnative phonemes
  • 6-12 months selective perception of native phonemes
22
Q

Segmentation problem

A

no clear physical borders between phonemes, words or sentences

23
Q

Difficulties about speech perception

A
  • segmentation problem

- variability problem

24
Q

Variability problem

A
  • within and between speakers
    • e.g. slow vs fast, or female vs male
  • coarticulation between speech sounds
25
Q

Speech segmentation

A
  • around 7 months: successful segmentation of words from fluent speech
  • around 24 months: adult-level speed and accuracy of word recognition in fluent speech
26
Q

Segmentation cues

A
  1. prosody, intonation
  2. stress pattern of words
  3. statistical regularities of syllable co-occurence
  4. phonotactic contraints
  5. allophonic cues
    (6. association with meaning)
27
Q

Habituation-dishabituation paradigm

A
  1. familiarisation period
  2. test period, presentation of
    - familiarised items
    new items

measurement of
–> average looking times, headturning

  • typical development experiment, e.g. visual object recognition
    • longer looking times for novel items
  • -> more interesting, not habituated
  • speech perception experiments are special case
    • longer looking times for familiar items within a sentence context
  • -> more likely to convey relevant information
28
Q

Infant’s segmentation of fluent speech

A
  • measuring average listening times
    1. familiarisation period: listening to words
    2. tested on passages that either included or didn’t include these words
29
Q

Stress pattern of words

A
  • 6-9 months: infants become sensitive to predominant stress-pattern of words
30
Q

Phonotactic constraints

A
  • restrictions on possible combinations of sounds
  • 6 months - equal listening to speech containing possible or impossible sound sequences
  • 9 months - preference for words with possible sound combinations
31
Q
  1. prosody, intonation
A

newborns

32
Q
  1. stress pattern of words
A

6 - 9 months

33
Q
  1. statistical regularities of syllable co-occurence
A

7 - 8 months

34
Q
  1. phonotactic contraints
A

9 months

35
Q
  1. allophonic cues
A

10.5 months

36
Q
  1. association with meaning
A

continues at 24 months

37
Q

Word learning

A

–12 to 18 months first 50 words

–1.5 to 3 yrs vocabulary spurt –3 yrs on: continued development & automatisation

Development (Period 4) (9 decks)

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