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PSYC 304 > Week 5 - Language > Flashcards

Week 5 - Language Flashcards

1
Q

What is Communication?

A
  • A signal given by organism is perceived by and influences the behavior of another organism
    • Many animals communicate
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2
Q

Why is human communication special?

A
  • Intention

• Sensitive to the state of the receiver

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3
Q

Precursors to Language

A
  • following gaze

- pointing or other similar movements

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4
Q

What is Language?

A

Intricate system of sounds or gestured symbols that people use to communicate with each other

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5
Q

Generativity

A

Using a relatively small number of linguistic components and rules, we can create an infinite number of expressions

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6
Q

Natural language

A
  • Language acquired without intentional effort

• Nearly all children acquire a language that way

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7
Q

Phonetics & Phonology

A

Learning about the sound system of a language

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8
Q

Semantics

A

Learning about expressing meaning (e.g., word learning)

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9
Q

Syntax

A

Learning the rules that determine how words go together in a sentence

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10
Q

Pragmatics

A

Learning how language is used in social context

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11
Q

4 Components of Language

A

Phonetics/Phonology, semantics, syntax, pragmatics

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12
Q

Drive to Create Language

A

When children are raised in an environment with no language, they will create their own communication
system
• Children who are deaf and who are not exposed to American sign language will create gestures to communicate with their family

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13
Q

Language in fetuses

A
  • Fetuses can learn about auditory stimuli
    • Play full-term fetuses recordings of their mom reading a poem or a stranger reading a poem
    • Changes in heartbeat indicate that they could tell the difference
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14
Q

How do we know what words children can understand?

A

Head-turn preference procedure

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15
Q

Language comprehension at 5 months

A

Infants prefer listening to a recording of their own name than a stress-matched word

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16
Q

Language comprehension at 6 months

A
  • Prefer to listen to familiar words like “baby”
  • Understand the referent of common words
  • -> when word mom or dad was said would turn to corresponding parent
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17
Q

Language comprehension at 8 months

A

Infants demonstrate understanding of basic phrases

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18
Q

Language comprehension at 10 months

A

Infants have a receptive vocabulary of from 11 to 154 words

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19
Q

Production of language from 0 to 6 months

A

0 to 2 months: Reflexive vocalizations
2 to 3 months: Cooing
4 to 6 months: Experimenting with their voice

20
Q

Production of language 6-10 months

A 
Babbling
• Canonical babbling
• Babbling with real syllables
• Reduplicated babbling• (mamama)
• Variegated babbling• (bamananapapa)
21
Q

Gestures

A 
8- to 12-months
• First gestures
• Holding something up
• Pointing
• Declarative
• Imperative
12-months
• Iconic gestures
22
Q

First words

A 
12 months 
• On average, babies say first word
- usually first words are nouns
• 18 months
• Around 50 words
• Holophrases
• Bottle!
• Hug!
23
Q

First Words and Gestures

A

Children will combine gestures and words
• Gesture is linked to later language production
• The more a child gestures early, the more words they produce later

24
Q

Putting Words Together

A

12 months: Speaking first words

• 18 months: Putting two or three words together

25
Q

Learning the Rules of Language

A 
Syntax:  Word order
• Other rules:
• Plurals
• Verb tenses
• Children learn the rules of their language implicitly
26
Q

Overregularization

A

Once children know the rule, they begin to apply it in novel circumstances
• Get irregular forms incorrect
ex: past tense in english

27
Q

Why is Overregularization Occurring?: Dual-Mechanism Model

A

Interaction of rule and memory
• Blocking principal
• Retrieval of irregular form blocks application of the rule
• Retrieval failure
• To retrieve successfully, you need repeated encounters with the form

28
Q

Behaviorism in language

A

Language develops from operant conditioning
• Input: Lots
• Domain specific: No
• Weaknesses
• Reinforcement is rare/not necessary/often ineffective
• Theory predicts that children learning multiple languages at once should be slower, and they are not

29
Q

Connectionism in language

A

Language results from environmental input
• BUT the brain can handle many kinds of information simultaneously
• Can generate rules, even when that rule was never explicitly stated
• Input: Lots
• Domain specific: No

30
Q

Early Empirical Approaches to language

A
  • behaviorism

- connectionism

31
Q

Nativist Approaches

A 
Language Acquisition Device
• Can acquire all natural languages
• Does not have specific rules
• Includes abstract principles that guide learning in any language
• Input:  Little needed
• Domain-specific:  Yes
32
Q

Statistical Learning Approach

A

Children figure language out by getting lots of input and then working out the patterns

33
Q

Word Segmentation

A

where the boundaries between words are

  • can be hard to tell apart sometimes
  • Some sounds are more likely to go together in a word than are others
34
Q

Transitional probability

A

likelihood of one sound given a previous sound

- infants as young as 8 mo use statistics to figure out language

35
Q

Fast mapping

A

The process of rapidly learning a new word through incidental exposure rather than direct teaching
- can do this from 2 yo
- Fast mapping not limited to word learning
• May be limited to linguistically presented material

36
Q

Constraints on Word Meanings

A 
Riddle of reference (How do you know what a word refers to?)
Shape bias (things with same shape have same name)
Whole-object bias (Prefer to label whole objects rather than their parts)
Mutual exclusivity (Each object only has one label)
37
Q

Children are able to learn new words with limited exposure and without direct exposure
How is this possible?

A

(1) Assumptions about what words mean

(2) Use of social information

38
Q

Can Children Learn New Vocabulary from watching videos?

A

Older children can learn new vocabulary from a video

39
Q

Can Children Learn to Discriminate Phonemes from Watching Videos?

A

No, audio/visual stimulation is not enough they need a real person to be there

40
Q

Do Children Learn New Vocabulary from the Television They are Watching ?

A
  • More time viewing Sesame Street predicted greater receptive vocabulary 2 years later, after accounting for receptive vocabulary at Time 1
    • Watching other shows did not predict greater vocabulary
41
Q

Do Children Learn Language Equally Well from All Speakers?

A

infants prefer infant directed speech (IDS)

learn better from IDS than ADS

42
Q

Infant-Directed Speech (IDS)

A

May make word segmentation easier
• Enables learning of new words that children did not learn when they heard them in adult-directed speech (ADS)
• Younger infants remember words they heard in IDS better than those they heard in ADS

43
Q

Are Children Choosy About from Whom They Learn Language?

A

When learning language, children prefer:
• Knowledgeable speakers to speakers who express
uncertainty
• Adults to children; however, children prefer a
reliable child to an unreliable grown up
• Older 4-year-olds prefer a speaker who uses
correct grammar (This is a cup) to one who used
incorrect grammar (That are a cup)

44
Q

Critical Period for First Language Learning

A

Difficult to master syntax after a certain age but not clear what this critical period is

45
Q

Critical period for second language learning

A

thought to end at around puberty (12-13 years)
• Multiple critical periods depending on the aspect of language
• For example, earlier exposure may be necessary to achieve optimal understanding of grammar

PSYC 304 (13 decks)

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