week 4

Question 1

What is the difference between input and interaction?

Answer 1

Input is the language forms the child hears, interaction is the way language is used in a conversation.

Question 2

register

Answer 2

A distinct mode of speech.

Question 3

ADS

Answer 3

adult directed speech

Question 4

assimilation

Answer 4

Sounds take on each other’s acoustic propertes in certain respects.

Question 5

For what reasons could CDS be categorized as a distinct register?

Answer 5

The /t, d and /n phonemes are more clearly pronounced, there are phonological adaptations.

Question 6

MLU

Answer 6

Mean length of utterance

Question 7

IDS

Answer 7

infant directed speech

Question 8

SES

Answer 8

socioeconomic status

Question 9

socioeconomic status

Answer 9

A variable that generally takes into account level of education, income and job prestige.

Question 10

What is the effect of high levels of parent prohibition?

Answer 10

Relatively poor language growth, MLU and complexity of vocabulary.

Question 11

What are some consequences of having talkative parents?

Answer 11

Children are more efficient at processing speech, develop larger and more diverse vocabularies

Question 12

What role does imitation play in the acquisition of syntax?

Answer 12

None really, the object of imitiation is the product of syntax, the sentence, and not the grammatical rules themselves.

Question 13

Operant conditioning

Answer 13

A form of learning studied by behaviourist. The child receives a reward every time it utters a correct sentence.

Question 14

imitation

Answer 14

the reproduction of another person’s behaviour

Question 15

mirror neurons

Answer 15

Neurons in the premotor cortex that discharge both when an action is observed and when it is performed.

Question 16

What three factors require attention in the study of imitation?

Answer 16

1) the actors
2) the time lag
3) precision

Question 17

What is the time lag in the study of imitation

Answer 17

The time between the model and the imitation.

Question 18

What did the Twins Early Development Study find about imitation?

Answer 18

Good non-verbal imitators had higher vocabulary scores.

Question 19

Nonword repetition task

Answer 19

Children are presented with a series of nonsense words and asked to repeat them.

Question 20

What were the results of the nonword repetition task among 4, 5 and 6 year olds?

Answer 20

The ability to imitate words is highly correlated with their vocabulary level.

Question 21

Recast

Answer 21

Adult imitations with minor adjustmnets

Question 22

What is the prime function of recasts?

Answer 22

To maintain the flow of conversation with a partner who is cognitively or linguistically immature.

Question 23

negative evidence

Answer 23

Information about what is not grammatical

Question 24

direct contrast hypothesis

Answer 24

The prediction that the correct adult form is especially visible when it directly follows a child error.

Question 25

Negative feedback

Answer 25

A form of corrective input where adults seek to clarify after a grammatical error.

Question 26

CQ

Answer 26

error-contingent clarification question

Question 27

error-contingent clarification question

Answer 27

Function as a form of negative feedback

Question 28

prompt hypothesis

Answer 28

Predicts that negative feedback provides a cue that pushes their memory about language forms they have already learned.

Question 29

How does Rosalind Thornton define elicited production?

Answer 29

As an experimental technique designed to reveal children’s grammars by having them produce particular sentence structures.

Question 30

What is the important difference between elicited production and elicited imitation?

Answer 30

Elicited production does not model the structure, but only gives context and ingredients. Elicited imitation also models the production of the structure.