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Psych 315 > Unit 4 > Flashcards

Unit 4 Flashcards

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1
Q

what is communicative competence?

A

-knowing how to use one’s languages appropriately and strategically in social situations

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2
Q

What is referential communication?

A

ability to describe an item from a set of similar items so that a listener can identify it

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3
Q

How do children respond to indirect requests?

A

As requests for action - example ‘is your dad there’ -‘it’s noisy in here’

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4
Q

How do children address requests?

A
  • direct requests to lower status w/ intensity
  • indirect requests w/ softeners to listeners of higher status
  • more likely to be direct w/ peers & indirect with adults
  • social nuances
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5
Q

who are kids more likely to do indirect requests with & then direct requests?

A
  • indirect - w/ adults

- direct - w/ peers

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6
Q

How old are you when you start taking turns in conversation?

A
  • infant

- pause for parents etc.

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7
Q

Are preschoolers good with timing in conversations? Topics/themes?

A
  • no they lack it -wait for obvious cues

- can elaborate on topics/themes

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8
Q

What about giving feedback/repairing convos? Ages?

A
  • 2-3 can repair

- 3-4 ask questions when confused and give more specific responses - don’t repair speech if no question

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9
Q

AAE?

!

A
  • African American English -dialect
  • decreases over time - own grammatical rules
  • characteristic forms, distinct vocab/slang, dropping of consonants -code-switch & adjust dialect for context
  • decreases once beginning formal schooling - is related to academic success -those who don’t use it in school settings do better b/c school focusses on formal english
  • usedmore y boys than girls, in lower income & before age pf 11
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10
Q

Genderlect?

A
  • girls are more collaborative, supportive, suggest joint activities - boys more controlling w/ peers, action, disruption
  • used more w/ peers of same gender & more w/ peers than siblings
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11
Q

Do kids understand that different language is used for different ppl in different contexts?

A
  • yes -change registers -adapt language
  • when playing with dolls -use different voice for mom, dad, & kids - mom kids are more direct to, but mom is more indirect - father they’re indirect to, but father is direct - kids sound whinier
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12
Q

When parents speak/correct kids what kind of talk is it mostly? Why?

A
  • indirect
  • because it challenges the kids more cognitively
  • think instead of parrot
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13
Q

In the family who pushes kids communciation more?

A
  • fathers & siblings -bridges to outside world

- often are less responsive & don’t take in conversational immaturity

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14
Q

What are language scripts?

A

-abstract knowledge about an event -sequence of actions -kind of language to use in certain settings -familiarity w/ scripts reduces cognitive demands so they can focus on the convo

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15
Q

What about autism?

A
  • lack theory of mind, social orientation, and general linguistic ability -hard to understand others intentions, motivations, beliefs
  • trouble starting convos, taking turns, responding
  • to help: -change eviro, model behaviors, naturalistic teachings strategies, use their interests, peer training, practice scripts
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16
Q

What about down syndrome?

A

-have more developed ToM - more sociable -but inability to use advanced languages so harder to infer

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17
Q

What about deaf kids born to hearing parents?

!

A
  • have enviro that’s limited in opportunities for rich, communicative interactions
  • if exposed early on - acquire like a native -but after 7 it’s harder for them to learn it
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18
Q

What is communicative competence associated with?

A
  • academic competence in reading & math -predictive of later academic skills
  • sociable likableness/popularity
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19
Q

What is language?

A
  • system made of symbols used to communicate -combine meaningless elements into structures that convey meaning
  • endless combinations
  • can be spoken or signed
  • have form – phonemes, syntax, morphemes
  • content – semantics (meaning)
  • use – pragmatics (how we use it to communicate)
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20
Q

What are phonemes?

A

the sounds of language -those sounds have different meanings

  • different languages have diff sounds and phonemes
  • ex. l - lake
  • r - rake
  • l & r have different sounds
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21
Q

What are morphemes?

A

smallest unit of meaning in language -example - s & ing - s means more than 1
-raking - 2 diff morphemes - rake & ing

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22
Q

What are semantics?

A
  • meaning -what do you mean by the word -to what are you referring?
  • in a literal sense
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23
Q

What is syntax?

A

-rules for combining words into meaningful & interpretable sequences - grammar -diff orders/rules

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24
Q

What is pragmatics?

A
  • the rule for how language is used

- meaning in context of discourse & intended or inferred meanings

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25
Q

Language - nature?

A

-acquired by all humans - some form of language is acquired - even infants prefer to listen to language over nonlanguage - innately human characteristic

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26
Q

Do only humans have language?

A
  • other species can learn but limited, know some meanings, understand some semantics
  • apes can learn new combinations fo words - new syntax structure -rules for combining - but Bonobo Kanzi can’t get beyond 3-5 years level
  • dog - 200 words
  • parrots - know some words
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27
Q

Language - nurture?

A

-does require some experience - need exposure - unlikely learn it w/o exposure -

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28
Q

Is there an age range where you need to be exposed to language to learn it?

A
  • easiest before 7 –Ginie after 13 could pick up words but not syntax
  • adoption -1st language to 2nd -before 7 became native english speaker - but after struggle to acquire syntax
  • the older you are - the harder it is
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29
Q

When does a lot of language acquisition happen?

A
  • infancy
  • by childhood can say sentences etc.
  • by 10-12months make sounds of their languages
  • by 12 months say first words
  • by 2 years - have vocab of 200-500 words
  • 18months -combine words
  • 3 years -longer & more complex sentences
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30
Q

Does language always have the purpose of communicating to someone else?

A
  • no
  • egocentric speech/private speech
  • 4-6 years old - speak to themselves -for no apparent purpose
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31
Q

What is Piaget’s egocentric speech?

!

A
  • they don’t take into account others’ perspectives -speech not meant for others
  • monologues (running discourse)
  • collective monologues (2 ppl talking together but not for the purpose of each other)
32
Q

What does Piaget say egocentric speech leads to?

A

social speech

33
Q

What does vygotsky say about toddlers talking to themselves?

A
  • it’s private speech
  • drives thinking
  • serves purpose of self-regulation, planning, direction
  • found to be used more in difficult tasks
  • then it’s internalized
34
Q

What does Vygotsky say is the language pattern?

A

-spoken to by other capable members of society -then private speech -then inner speech

35
Q

Whose is preferred -Piaget’s egocentric speech or Vygotsky’s private speech?

A

-Vygotsky’s private speech

36
Q

What is needed for a successful conversation?

A
  • turn-taking
  • taking related turns
  • repairing miscommunication
37
Q

How does turn taking develop?

A

-begins early on -infants babble & will respond to parents -stilted in children, take longer pauses, use more filler words -by 2 years old their pretty good

38
Q

How does taking related turns develop?

A
  • poor in childhood (ex. piaget’s collective monologues) -but it steadily improves
  • unrelated terms drop over time
  • related turns increase over time
39
Q

How does repairing miscommunication develop?

A
  • 1-3 years initially repeat failed communication
  • 3-5 years -more likely to repair failed communication
  • throughout development, increase in giving/responding to verbal & nonverbal feedback
40
Q

When do kids start to repair their failed communication? When do they repeat?

A
  • 3-5 years

- 1-3 years

41
Q

What is language adaptation?

A

-adapt our language when speaking to different ppl and when in different situations

42
Q

Do kids adapt their language?

A
  • yes
  • at 4 years old adjust language to younger vs/ older children, vs. adults
  • have some perspective taking
  • registers
  • dialects
43
Q

What are registers?

A

– style of language associated w/ particular settings/roles -playing - pretend mommy (more direct) vs/ daddy (more passive)

44
Q

What are dialects?

A

forms of language that vary w/ regions or groups of ppl

  • all equally accurate forms of language
  • ex. AAE
45
Q

What is bilingualism? Population?

A
  • learning 2 or mor languages
  • very common >50% of world’s population
  • needs two sets of vocabs, rules, etc.
46
Q

What are simultaneous/”crib” bilinguals?

A

-learn 2 languages from birth -hear both languages at home on regular basis

47
Q

What is a sequential bilingual?

A

-learn 1 language first then a second

48
Q

Is sequential or simultaneous bilingualism better or worse?

A
  • neither

- both lead to knowing & communicating in 2 diff languages

49
Q

Is bilingualism bad?

A
  • in 1920s-50s thought so -thought lower IQ/cognitive abilities
  • but tested in english which wasn’t dominant language –maybe not culturally adequate tests
50
Q

What changed the narrative around bilingualism as bad?

A

-1962 - Pearl & Lambert hallmark ? - more evenly matched bilingual & monolingual samples -found bilingual children were greater in cognitive abilities -mental flexibility & more diverse set

51
Q

How do bilinguals use their languages to communicate?

A
  • code-switching/mixing - can alter depending on situation/context -can combine
  • conversations – better able to detect conversational violations -earlier or more advanced
52
Q

At what age can kids code-switch?

A

-2-4 -appropriately apply languages based on their conversational partner

53
Q

what was a study about bilinguals and conversation violations?

A
  • had puppets - have bilinguals and monolinguals point out who was the rude/silly one in the group? (ie the puppet who said something off topic) - bilinguals were more accurate for younger & older groups
  • maybe b/c used to paying attention to if partner can understand them
54
Q

What are the advantages to bilingualism?

A
  • 2+ languages!
  • easy to travel, can have private convos in public
  • read/watch more
  • awareness of how languages work, grammatical rules
  • perspective taking
  • executive functions (planning, managing cog abilities, inhibitory control, cognitive flexibility, work memory etc)
55
Q

What is a study that tested perspective taking in bilingual & monolingual kids?

A
  • participants view & ‘director’s view’ -director would ask for an object but certain cubbies were blocking his view -so even tho the kid could see it, had to assume he was taking about the other object which the director could see -have to inhibit owns view & think about the other
  • for monolingual kids were 50% correct -but bilingual kids were 80% -including anyone who has been exposed to any other language (like learning french in school) -just exposure helps
56
Q

Summarize Novack et al reading

!

A
  • 3rd graders - aged 8-10 - diverse - experimental -randomly assigned -tested physical action, concrete gesture (mimetic), or abstract gesture on learning a math problem & generalization -gesture is different than action (gestures produced when talking, don’t have direct effect on world, but can on learning & thinking)
  • all 3 helped -on a trained problem physical action did best, but on near-transfer problems (same type but diff #s), concrete & abstract gestures were most helpful, & far transfer test (PQR instead of ABC) only abstract gesture was helpful - shows generalizability - action condition had significantly lower odds of success on all 3 problems -concrete gesture in between - abstract shows deeper knowledge -in action could repeat words but didn’t do it right
  • could be question specific tho, certain ones might help to have action
  • seems have to interpret action symbolically for math
  • symbolic/abstract nature seems to make the difference
57
Q

What is mimetic gesture?

A

-miming a specific action but not doing it -example: twisting a lid off a jar

58
Q

What is a monolingual/bilingual executive function task?

A
  • Card Sorting Task
  • rules switch - first time colour, second shape -have to inhibit first rule & switch
  • young kids struggle
  • monolinguals – perseverators -stick with the first rule, can’t switch
  • bilinguals – can update, inhibit, & switch to new rule -why? possibly because used to switching languages w/ ppl
59
Q

At what age do these advantages show up for bilingual children? What does this say?

A
  • 7-8 months
  • shows it’s an implicit, unconscious thing
  • executive functions are working - have to pay attention to language -inhibiting one to focus on the other
60
Q

What are the disadvantages of bilingualism?

A
  • vocabulary is smaller w/in each language (might be larger overall, but not within)
  • might be slower to access words - take a while to find correct label etc.
61
Q

What is sign language?

A
  • language using hand & body
  • share same properties of language
  • can change hand shape, motion, position to change meaning, syntax etc.
  • young deaf kids exposed to sign language babble with their hands at same age if hearing
62
Q

How does being a deaf child exposed to sign language early on affect language acquisition?

A

-have the same acquisition as if hearing (if exposed to sign language early on)

63
Q

What percent of deaf babies are born to hearing families?

A

90%

64
Q

What is homesign?

A

-deaf babies in hearing families create own form of language -pointing, gesturing, varies family to family -some structures & regularities -but not complex

65
Q

Nicaraguan Sign language?

A
  • 1970s -deaf children had no official language - school in 1970s - deaf kids all brought their own homesign - created own language - evolution, took time
  • driven by the youngest ids - aged 7 - they added spatial modulations - /grammar -after 10 didn’t have as much spatial modulation
66
Q

What is spatial modulation?

A
  • building blocks of grammar
  • move body to have different grammatical meanings - noun, verb, agreement
  • (before or at age of 7 can learn/create it)
67
Q

What is a gesture?

A
  • not a language - use hand and body but doesn’t have structure or set of rules
  • have different cultural meanings -are universal but can look different & mean different things in different cultures
68
Q

When do gestures happen?

A
  • really early on in development
  • deictic gesture (point) -10 months to 2 years
  • infants use words & gestures together
69
Q

What are deictic gesture?

A
  • pointing

- happens around 10months to 2 years

70
Q

What are symbolic gestures?

A

-it stands for something else (example - thumbs up or a pretend telephone)

71
Q

What are pantomime gestures?

A

-acting something out

example - unscrewing a lid

72
Q

What are beat gestures?

A

using your hands to mark the beat or rhythm of your speech (ex. Obama during a speech)

73
Q

What do the # of gestures a kid does predict?

A
  • a greater vocabulary

- correlates & predicts

74
Q

What do # of gestures & word combinations predict?

A

-later complex sentences

75
Q

What do gesture-speech mismatches tell us?

A
  • may indicate on the verge of learning - have some understanding but not quite there -content of words and gestures seem like two different things
  • mismatches before training benefit most from instruction on that task -may be more sensitive to it
  • teachers will teach them more intuitively
76
Q

What happens when children gesture during learning?

A
  • helps lighten the load

- will remember more

77
Q

Can gestures help you remember? Is it conscious?

A
  • yes

- not a conscious thing

Psych 315 (11 decks)

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