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LING 3C03 Child language acquisition > Week 12 > Flashcards

Week 12 Flashcards

1
Q 
Speech Acts. 
(Searle, Austin)
Every speech act has:
-
-
-
A
  • locutionary force
  • illocutionary force
  • perlocutionary force
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2
Q

What is the locutionary force?

A

literal meaning (morphology, syntax, semantics)

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3
Q

What is the illocutionary force?

A
  • (communicative intent)

- what the speaker intends to accomplish with that reference

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4
Q

ex: driving with friend…, are you hungry?
-i want to stop but i want to negotiate about stopping (not asking if they’re actually hungry but if they want to stop)
Is this locutionary force, illocutionary force or perlocutionary force?

A

illocutionary force

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5
Q

What is the perlocutionary force?

A

-the answer to the illocutionary force, may be quite different from what the speaker intends

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6
Q

What are the stages of Communicative Development?

A

1.perlocutionary
2.illocutionary
•protoimperatives
•protodeclaratives
3.locutionary

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7
Q

Does locutionary competence coincide with first words?

A
  • Kids might not use words referentially, they might just be making sounds
  • Locutionary competence starts with first words but develops gradually
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8
Q

When does intentional communication begin?
(Bates, Camaioni & Volterra, 1975)
• longitudinal study
• three girls beginning at ages 0;2, 0;6, 1;0

A
  • whether they are making eye contact
  • researchers visited families every 2 weeks and took notes and videos
  • earlier on, there were perlocutionary effects (cry-effect on parent)
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9
Q

When does intentional communication begin?
(Bates, Camaioni & Volterra, 1975)
“In an effort to obtain a box that her mother is holding in her arms, Carlotta pulls at the arms, pushes her whole body against the floor, and approaches the box from several angles. Yet during the entire sequence she never looks up into her mother’s face.”
(age 0;9)

A

-goal to get box but no evidence that she wants to communicate this to anyone

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10
Q

When does intentional communication begin?
(Bates, Camaioni & Volterra, 1975)
“Carlotta, unable to pull a toy cat out of the adult’s hand, sits back up straight, looks the adult intently in the face, then tries once again to pull the cat.”
(age 0;11)

A

-same goal but now there’s a recognition that this person might be able to help her reach her goal

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11
Q

When does intentional communication begin?

Discuss joint attention and the theory of mind.

A
  • it was proposed that 10 months is when the intent to communicate starts to emerge

joint attention: two people paying attention to somebody or something else (later on, kids direct other people’s attention to things)
-important precursor for theory of mind

theory of mind: kids are aware that people have different states of mind

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12
Q

What role does communicative competence play in language development?

A
  • learning that you can convey your intent is a good incentive to develop language
  • they learn that the communicative function of language can get them stuff
  • parents responses support early vocabulary development (when parents respond to their kids crying, the kids cry less)
  • when kids respond to parents efforts to pay attention, kids have bigger vocabularies
  • evidence that interacting with kids communicative efforts supports their language development
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13
Q 
Do Kids’ have an Awareness of adults Intentions?
(Meltzoff, 1996)
-18 month olds
-tasks for kids to do
-split the 18 month olds into 3 groups
A

1) target group- watched the experimenter perform a task 3 times
ex: “look here”, picked up the beads and put them in a cup (3 times)
2) intention group- experimenter said the same thing and they would try to fail
ex: picked up beads and drop them beside cup (3 times)
3) control group- handed toys to group and observed what they did (no demo of any kind)

Will kids copy the “failed” action?

1) 3/4 of them put the beads in the cup
2) they picked up the beads and put them in the cup (understood the intended action)
3) 1/4 did the same thing

target: 76%
intention: 80%
control: 24%

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14
Q

Only animate things can have intentions.

True or False?

A

True

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15
Q

Language Differentiation
 (Meisel, 2004)
For someone to be fluent in either language, you need to…

What is fusion?
What is differentiation + autonomous development?
What is differentiation + interdependent development?

A
  • for someone to be fluent in either language, you need to differentiate between the two
  • need native like accent in both, right morphosyntax in both languages
  • the end product: different grammar for both

fusion: at first, they thought that the grammars were fused together

differentiation + autonomous development: languages are entirely independent of each other

differentiation + interdependent development: interdependent, influence on each other as the child’s grammar of each is developing

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16
Q

Discriminating phoneme contrasts.
• Spanish / Catalan bilingual babies (Bosch & Sebastien-Galles, 2003)
-languages are generally similar but different phonologically
-child is setting up a grammar for both and one system is teaching them to pay attention to this difference and one is teaching them not to pay attention to it

Explain the study and its results.

A

-tested them at 4,8 and 12 months
-head turn preference
4 months: notice a difference
8 months: monolingual Catalan babies for whom this contrast is contrastive recognize the difference, bilingual babies and spanish babies lost knowing the difference
12 months: bilinguals regain the contrast

-by 8 months, they stop paying attention to things they don’t need (information from environment) but then by 12 months they realize that they have to pay attention to this contrast (information from environment)

17
Q

What tells us that bilingual kids have Differentiation in the Lexicon?

A
  • mutual exclusivity
  • translation equivalents
  • bilingual kids more likely than monolingual to override mutual exclusivity
18
Q

Discuss the study about Bilingual/Bimodal kids.
(Petitto et al. 2001)
LSQ= quebec sign language

A

-belief that early exposure to more than one language is good and bad

  • 6 kids
  • 3 were french-english bilinguals
  • 3 were LSQ-french bilinguals
  • look for evidence of fusion and differentiation
  • both groups achieved their milestones at about the same age (same total vocabulary but not necessarily 50 english and 50 french but possibly 50 in total mixed)
  • both groups had translation equivalents
  • evidence of differentiation
19
Q

Discuss the study about Morphosyntactic Differentiation.
(Gathercole, 1997)
-school-aged kids, 8-9 year olds
-orange ball, green blob

A
  • english-spanish bilinguals
  • morphosyntactic distinction that doesn’t line up between the two languages
onegroup
-green blicket
-now give the bear a blicket
(choices: orange blicket, green something)
choose orange thing
group2
-green blicket
(choices: orange blicket, green something)
give the bear some blicket
choose the green blob

English:

  • mass noun: non countable substance
  • count noun: countable substance
  • evidence of interdependence of the two systems (influence of languages on each other)
  • not completely autonomous
20
Q

“The relation of bilingualism to intelligence”
(Peal & Lambert,1962)
• Montreal ten-year-olds
• 75 monolingual, 89 bilingual
• tests of verbal and non-verbal intelligence

A
  • evidence from non-language tasks for advantage of bilingualism
  • controlled for socioeconomic status and what not
  • found that bilinguals scored better on both verbal and non-verbal tests
21
Q

Bilinguals & non-language tasks (Ben-Zeev, 1977)
• 5- to 8-year-old English/Hebrew bilinguals and monolinguals
-matrix of cylinders that differ in diameter and height
-9 different cylinders

A
  • bunch of tasks to do with them
  • not language tasks
  • pattern tasks
  • bilingual kids were better than monolingual kids at these pattern tasks
22
Q

Bilinguals & non-language tasks (Bialystok, entire career)

  • little plastic shapes in red and blue
  • preschoolers
A

task 1:
-“put all the blue ones here and the red ones there”
task2 :
-“put all the squares here and the circles there”

  • have to inhibit first task and pay attention to other property
  • found that bilinguals are better at ignoring distracting conflicting or sensory/perceptual? information

LING 3C03 Child language acquisition (9 decks)

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