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2AA3 > Week 8 > Flashcards

Week 8 Flashcards

1
Q

Phonology:

A

sounds of a language

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2
Q

Phonemic awareness

A

number one predictor of reading ability

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3
Q

Morphology:

A

rules of meaning within the language

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4
Q

Morpheme

A

smallest unit of meaning

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5
Q

Words can be

A

single morphemes, prefixes and suffixes

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6
Q

Semantics:

A

meaning of words, can be dynamic. Mental retardation vs intellectual disability, oxford english dictionary- everything in dictionary is semantics. Words are just signs/ symbols- no reason why we interpret as that word/object.

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7
Q

Syntax

A

rules for how to combine words to form sentences

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8
Q

English syntax format

A

Subject-verb-object. Eg Mark hit Joe vs Joe hit Mark. Who did the hitting?Only syntax allows you to understand, even young children understand who hit-Even if never explained-brain designed to pick up from others around us- syntax is not explicitly taught in 1st language. Words themselves do not tell us only syntax

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9
Q

Japanese syntax form

A

Subject-object-verb; subject often dropped. Yesterday, (I) store to went

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10
Q

Pragmatics

A

communicative functions of language; rules that lead to effective communication
-turn taking (to understand not peaking over someone-wait for pause), add “eye roll” when frustrated, air quotes (don’t mean the word literally).

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11
Q

Infancy:

A

Crying: ability present at birth
Cooing: 1-2 months; gurgling sounds (not actual words but different from just crying)
Babbling: about 6m- bubba, mama, dada- string together phonemes- repeating phonemes from parent language.

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12
Q

Infants: Jusczyk & Aslin

A

when 7.5m repeatedly hear the word bike 3X listen longer to sentences that contain bike than sentences w/out bike. They don’t know what it means but can pick it out in a stream of sentences. Recall perceptual development-innate bias to attend to speech- easier to pick out a word just heard in a stream of sentences.

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13
Q

Statistical inference:

A

infants recognize words before they learn to speak or walk.

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14
Q

Jusczk: infants and statistical irregularities

A

Infants (8m) show sensitivity to statistical regularities
-Exposed to an endless stream of repeated triplets for 3 minutes (habituated). Showed dishabituation to combinations that rarely occurred during the familiarization phase.
-No dishabituation to bamuna pokita comida (ba always followed by muna ect) but dishabituated to inconsistent triplets such as kitaco or tabamu. Infants readily learn how to parse words from a stream of sounds. In 3 mins just sound streams- able to extract what sounds go together w/out any language skills

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15
Q

Natural statistics:

A

-”st: occurs between words and at the beginning, middle and end of words; “sd” typically occurs between words (more likely to assume “sd” separates 2 words)
-9m old can identify a novel word better when it starts with d than with t when preceded by s.

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16
Q

Symbolic communication:

A

Gestures
-Wave, nod, turn head (dislike) - Babies use symbols to communicate

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17
Q

Joint attention

A

-Key milestone
-Parents encourage learning of words by pointing to an object and naming it- develops 9-12m. Pointing is not necessary- since babies are good at extracting statistical irregularities- LOL has no meaning but used in a similar context, AI reads the opponent’s mind based on past statistical data.

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18
Q

Language development:

A

-Start with 1 word utterance eg mimi-milk, mama (6-12m- lots of variation- eg bilingual)
-Next- 2 word utterances- more want, me ball
-3 word utterances reveal grammar- have syntax- that hat they have heard- He hit me
-By 3-4 years- create novel word combinations correctly- add meaning and intention

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19
Q

Vocabulary spurt:

A

-infants learn new words (names of objects) much more rapidly than before. 10 words per week. Occurs around 18m.
Fast mapping: automatically connect new words to closest objects without considering all possible meanings.

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20
Q

Rules for learning words: one to one mapping

A

-one-to-one mapping of words to objects- new word must belong to new object- specific example of fast mapping
-Name refers to the whole object. If a second name is presented for an object already learned must be a subcategory. Given many similar category members, a word applied consistently to only one of them is a proper noun (unique label)

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21
Q

Cross cultural differences in learning words:

A

-Infants learning mandarin, chinese, korean and japanese acquire more verbes earlier than those learning english
English emphasizes who (object) SVO
Others: emphasizes action SOV
May highlight cultural differences
Common questions for infants: want, go, eat, do

22
Q

Symbolic representation:

A

9m-try to grab objects in photos- no dual representation, think photo is real object

23
Q

Symbolic representation: sign language

A

Sign language: a gesture can map on easily to intended meaning, but sign language is more symbolic- still need cognitive level to use for representation
Scale models are useful only when children understand representation

24
Q

Scale errors

A

-2.5 years- sense of scale is fragile- emotions can impact
Early errors: Common around age 1-3; disappear as master language

25
Q

Scale errors: under extension

A

Underextension: defining a word too narrowly (dog only refers to family dog)

26
Q

Scale errors: overextension

A

Overextension: Defining a word too broadly (dog=all 4 legged animals). More likely to occur when babies are talking (limited vocabulary?)

27
Q

How do children learn words

A

through continued use
-children in preschool and grade 1 reveal understanding of morphology. New words- children know rules well enough to apply to new instances. Wug example

28
Q

How do children learn words-Vygotsky

A

children learn through social interactions- language depends on context- developmental gap between children of professionals vs welfare increases with age. Difference in cumulative vocabulary starts with vocal spurt at 18m and increase with age- children of professionals get more input- their children have greater vocabulary, syntax and grammar skills

29
Q

Bilingualism: young vs older

A

-better if a second language is acquired before puberty- before narrowing. Especially accents. Early accusing→ same brain areas for processing for both languages. When learn later FMRI shows different patent of activation for second language
Children and adults learn languages differently- since different brain regions involved
-Protracted development in infancy (language present when brain going through the main rapid changes during infancy- better foundation)
-Interference from first language if already proficient (need to inhibit)

30
Q

Critical period:

A

-Specific experience necessary during a developmental period for a behaviour to develop. Defined by biology. Eg imprinting. Theory for 2nd language learning- new language must be learned before puberty

31
Q

Critical period for 1st language:

A

-deaf children of hearing parents exposed to sign language at different ages. Research shows that earlier acquisition= better final outcome

32
Q

what is critical in the development of language

A

-is it the exposure during a set time window that is important- or rather the amount of interference from the 1st language. New studies suggest interference from a first language- older individuals will have greater interference. Even deaf children develop communicative gestures with their hearing parents before learning signs.

33
Q

Sensitive periods:

A

-Flexible time window in which experience has optimal effect on behaviour- more flexible depending on experience eg more phoneme exposure before elearning- more flexible. Behaviour can still be modified outside this window.

34
Q

Benefits of bilingualism:

A

Better at: attentional control, concept formation, analytic reasoning, inhibition, cognitive flexibility; complexity; monitoring. Think of cognitive demands of switching between 2 languages.

35
Q

Myth busting for bilingualism

A

-previously believed that exposing infants to 2 languages simultaneously would be harmful. Studies show that bilingual children start speaking later than monolingual- but no empirical evidence that bilingual children have language deficits later in life.

36
Q

Learning english- strategies

A

-strategy using students’ native language and english more successful than an exclusively english classroom- if don;t understand then can’t ask questions in native language- not good
-takes 4-7 years for most students to become proficient in English- can’t assume they will catch up right away
-Language= communication- if children can’t understand, school is not fun and they won’t learn.

37
Q

Brain evolved to solve problems that we encounter - communication

A

-how to communicate ( important for infant connection and survival), how to survive (through cooperation), how to reproduce (acquire resources to attract mates). More practice solving problems= better skills; diversity of experience also matters.

38
Q

Grammar-Behaviorist perspective:

A

-Children imitate what they hear. Children are rewarded (postive reinforcement) for using words correctly.
-Limitations: cannot explain novel combinations and uses of words (wugs). Parents rarely correct grammar- usually just happy child is using language- yet children fix their grammar.

39
Q

Grammar- Nativist perspective: Noam Chomsky

A

-Humans born with neural circuits that allow acqusiotn of grammar (LAD)
Semantic bootstrapping theory: Piggyback on system that already exists. Nouns=people or objects (why infants have vocal spurts); Verbs= actions. Infer rules for combining words using this innate knowledge. LAD (neurons)–> know if noun or verb- allies inference of rules

40
Q

Universal grammar:

A

-Similarities in grammatical structure across all languages (subject, object, verb)- in all languages evidence that it is written in our neural code
-Humans are born with a “grammar” that allows us to acquire language quickly with menial guidance

41
Q

Support for universal grammar:

A

-Specific brain regions for processing language, including grammar
-Only humans learn grammar readily (evidence that something unique about our brins)
-children develop linguistic communication with little to no formal input (don’t need role model- contrary to behaviorist model)
-Critical period for learning language (if timing- then evidence that linked to genetic)
-development of grammar tied to development of vocab

42
Q

Aphasia
Broca’s area:

A

Production of words. Damage leads to broken speech- cant form words- video- could not say verbs or nouns- supports that non all words are treated the same by brain

43
Q

Aphasia: Wernicke’s area

A

comprehension of language. Damage leads to fluent aphasia- words flow but are incomprehensible.
Healthy individual both areas work together to produce and understand speech

44
Q

Animal communication:

A

-variety of communicative methods. Vervet monkeys- different alarm calls. Kanzi (ape)- observed human models using symbols while interacting with other apes. Eventually learned hundred of lexicons and english words (comprehension and production)
-chips mostly use Action, object 2 word utterances, with some action, object location

45
Q

Is language unique to humans?:

A

-yes. Non-humans learn association between symbols and things/ actions (one to one mapping). But don’t show mastery of syntax- humans show mastery by 4 without explicit instruction.

46
Q

Sign language:

A

-not gestures, has morphemes and syntax. Babies learn sign from deaf parents same way learn spoken language- start with 1 word utterance, then combine and learn rules from combining sign (syntax)
-Has topic and comment-Raised eyebrows usually signals that something is the topic

47
Q

Deaf infants with hearing parents:

A

-some beliefs should be discouraged from signing and taught to lip read. Children deprived of models often develop owen communicative gestures (eg nicaraguan children)

48
Q

Blind children:

A

-Same developmental steps of language acquisition as sighted children. Look up- blind infants will raise their hands in the air. Blind individuals reading braille activates visual cortex- tactile discrimination uses visual cortex.

49
Q

Language Critical period: isolated environment

A

Isabelle- age 6 rescued after no exposure to language- spoke as well as peers within one year
Genie- rescued at 14- never acquired language beyond 1 or 3 word utterances.

50
Q

Vocabulary and grammar:

A

-children learn new words and position of word simultaneously- sentences start with I and you
-Bilingual children’s vocab and grammar are correlated but only within each language, not across. They do not mix the grammar of the two languages.

51
Q

Cognitive perspective:

A

-Cognitive skills allow children to learn regularities in environment
-infants statistical inference is the manifestation of powerful cognition not universal grammar.
-Infant memory improves as vocab improves
Williams syndrome: low intelligence but high expressive verbal ability

52
Q

Social perspective:

A

-children mater language in context of social interaction (eg immersion)
-Can incorporate behaviorism, nativist and cognitive perspectives

2AA3 (9 decks)

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