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LING 3C03 Child language acquisition > Week 8 > Flashcards

Week 8 Flashcards

1
Q

Can infants learn abstract patterns of non-linguistic stimuli? (Saffran et al., 2007)
-algebraic rules (abstract symbolic representations- dogs in ABA pattern and ABB pattern)
What do we predict and what are the results?

A
  • Saffran et al: if learning statistical patterns is special to language, let’s see if kids can learn algebraic patterns to something that is not language
  • one group of kids gets trained on ABA dogs and one group gets trained on ABB dogs (split-half design)
  • same species of dogs but different patterns
  • split training groups again
  • of ABA kids, half those get new dogs in the same pattern and half those get new dogs in a different pattern
  • same with ABB kids
  • prediction: if Marcus is right (special to language) and learning these algebraic skills is for language, what are we going to see: the kids won’t notice the difference (equally interested as the kids with the other pattern)

-if its domain-general: they would be more excited about the new pattern

results: noticed difference with new dogs in a new pattern
- domain general learning mechanism

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2
Q

But…

(Marcus et al., 2007)
abstract patterns = “algebraic rules”
• ABB & ABA patterns of non-linguistic stimuli!
• pure tones, sung syllables, instrument timbres, animal sounds

A
  • not a big difference in looking times between patterns that they were trained on and patterns that they were not trained on
  • when they were tested on a sound that they were not trained on, they noticed a difference
  • Marcus didn’t find categorization
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3
Q

“Speech is a catalyst for engaging infants’ machinery for generalizing rules.”
Marcus et al. (2007, p. 390)
What does the catalyst do?

A
  • catalyst: makes the reaction go faster/stronger
  • kids can generalize rules with animal sounds but can do it even better if they hear the patterns in speech first (speech is the catalyst)
  • they maybe analyze speech more deeply
  • familiarity of speech over non-speech might be a factor
  • social and emotional awards for paying attention to speech
  • categorization (babies minds are trying to form categories then they can notice patterns of things in a category)
  • produced by humans (humans are interesting to babies)
  • pure tones and animal sounds are not categorized to the same extent as speech is categorized

-language still has a special role because it helps them learn other things

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4
Q

What is an intension?

A

-properties/attributes represented mentally

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5
Q

What is an extension?

A

-specific exemplars in the world

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6
Q

Dogs:
four legs, fur, bark, tails
Are these intensions or extensions?

A

intensions

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7
Q

Dogs: Luna the shitzu

Is this an intension or extension?

A

extension

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8
Q

What does it mean to be context-bound?

A

-they might say the word car when they are looking at a car but not when they are in a car

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9
Q

What is an example of non-referential word use?

A

-allergic to cats and say yikes but you wouldn’t refer to a cat as yikes

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10
Q

What is an example of an underextension?

A

Ava’s dog Luna

  • dog might mean Luna and not dogs in general
  • doesn’t map onto an adult concept
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11
Q

What is an overextension?Give an example.

A
  • a word that is used much more broadly than an adult word

- mama meaning any woman (foster child)

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12
Q

Explain the study about how Language helps kids develop adult concepts (Waxman & Markow, 1995)
• kids aged 0;9 to 1;8
• experimenter presented objects either with a label or without

What do we predict?
What were the results?

A
  • we know that at 7-8 months, kids are sensitive to learning word forms
  • utter first words at 12 months
  • 9-20 months: ripe window
  • familiarization phase: one group had toy animals (a duck, lion, bear)
  • one group had toy tools (hammer, wrench, pliers, saw)
  • one group got told “look at the animal”
  • other group got told “look at this”
  • 2 conditions
  • toys presented to kids
  • how long did they stay interested
  • at test, the experimenter said “oh look” and held up 2 new objects (one from each category but not one that they had seen)
  • prediction: going to be more interested in the thing of the other category
  • preference with the new category

-results: kids that were familiarized with the label presentation (“oh look at this animal) then they were interested in the new toy of the other category)

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13
Q

Explain the study about how Statistical Learning Supports Category Formation (Erickson et al., 2014)
• familiarization with nonsense language (dibo, kuda, lagoti, nifopa)
• within-word syllable pairs 100% probability
• cross-boundary syllable pairs 25% probability
• categorization task with word (lagoti) or non-
word (danifo)

A
  • categorization task
  • dinosaurs or fish
  • present each image for 3 seconds with either the word or the non-word (100% word or 25% cross-boundary word)
  • 8 month olds
  • syllable familiarization (half kids are hearing lagoti and half are hearing 25% word) and then category familiarization (seeing a picture) then test
  • categorized dinosaurs in a category
  • novelty preference
  • whats going to happen when they see a new thing that is not a dinosaur (interested in fish because it is not part of the same category if they have a novelty preference)
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14
Q

Identifying the referent can be challenging:

A

-Quine’s Induction Problem
• inconsistent parents
• non-word associations

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15
Q

What is Quine’s Induction Problem (Quine, 1970)?

A
  • the world is complicated and messy
  • infinite number of referents for a word
  • a rabbit runs by and someone says ‘gavagai’
  • might mean: running, rabbit, dinner, white animal, hello, yikes, long ears, furry, lets chase etc…
  • kids problem: a lot happening, have to pull these word forms out of speech and line them up with something in the world
  • parents are not much help (aren’t consistent and kids aren’t paying attention)
  • referents for abstract things are hard to grasp for kids
  • hard to figure out which sounds are meaningful sounds
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16
Q

Kids are good at identifying the referent!

  • first word at ___
  • 50 words by ___ months
  • ___ words by 6 years
  • __ to __ words a day
A
  • first word at 10-15 months
  • 50 words by 18 months
  • 14,000 words by 6 years
  • 9-10 words a day
17
Q

List 3 examples of fast mapping.

A

-preschoolers, (3;6) 

“Bring me the chromium tray.”
 Carey & Bartlett (1978)
- toddlers, (1;1 and 1;6) 
 “Show me the tukey”
 Woodward et al. (1994)
- a dog, Rico the border collie
 Kaminski et al. (2004)


18
Q

Discuss the study about preschoolers, (3;6) 

“Bring me the chromium tray.”
 Carey & Bartlett (1978)

-what were the results?

A
  • showed kids two trays but didn’t name them (olive and red)
  • probably have a word for red but not olive
  • “go get me the chromium tray” , didn’t know what it was but grabbed the non-red one because they knew what red was
  • a week later:
  • 4 trays, “which one is chromium”
  • most pointed to the same one as last time because they remembered from the last week

-“fast mapping”: can learn a word with just one exposure

19
Q

Discuss the study about toddlers, (1;1 and 1;6) 
 “Show me the tukey”
 Woodward et al. (1994)
What were the results?

A
  • brought them into lab “look its a tukey, wanna play with my tukey”
  • next day: “show me the tukey” and they succeeded in pointing to the tukey in an array of novel toys in front of them
  • doesn’t take a whole lot of experience
20
Q

Discuss the study about a dog, Rico the border collie
 Kaminski et al. (2004)
 and its results.

A
  • even dogs can do fast mapping
  • Rico was claimed to have a vocab of 200 words
  • “as smart as a 2 year old” but not true
  • 2 year olds are going to learn a whole lot more than 200 words
  • test without the owner’s presence
  • put toys in the other room
  • researcher is in room with toys and owner in other room with dog
  • “go fetch pikachu” he gets it. got 37/40
  • how good is he at learning new words?
  • 7 familiar objects and one novel one, “go get tukey” and he came back with the novel one on 7/8 tries
  • a month later, “get the tukey”, gets it!
  • about as good as a 3 year old at learning noun names
  • fast mapping
21
Q 
Is Fast Mapping unique to language?
(Markson & Bloom, 1997)
• 3-y.o, 4-y.o., adults
• three conditions
• novel name
• verbal fact
• visual fact
A
  • 10 objects
  • some were familiar and some novel objects
  • variety of tasks involving objects
  • 3 conditions: some had a novel name ( we can use these pennies to measure the coba), a fact (we can use this thing that my uncle gave to measure the coba), visual fact (we can use this thing with a sticker on it to measure the coba)
  • which is a coba?
  • which is the thing that my uncle gave me?
  • which thing has the sticker on it?
  • results: for word recall, adults were better than chance (1/10), 3 and 4 year olds were better (60 %and 70% correct)
  • everyone was better at verbal fact
  • kids were better with visual fact

-might well be a domain-general skill

22
Q

The Whole Object Constraint:

• infants perceive pieces that move together to be a single object (Kellman & Spelke, 1983)

A
  • kids like to apply labels to objects themselves and not just properties of the objects
  • babies see a stick moving behind a brick, can’t tell if its one or two sticks behind the brick
  • take away brick: novelty preference if its 2 sticks (look longer if it ends up being 2 sticks because they thought it was only one stick)
23
Q

The Whole Object Constraint:

-kids count discrete physical objects (Shipley & Shepperson, 1990)!

A
  • pre-school kids have a funny way of counting (according to their physical boundaries)
  • 4 forks, one half top of fork, one bottom half of fork —> kids count 6 forks
24
Q

The Whole Object Constraint:

• kids prioritize form over properties in creating categories (Baldwin, 1989)

A
  • 2 and 3 year olds
  • “this is a zom” (red marker top), “can you tell me which thing is a zom” (blue marker top or red pencil)
  • going to look for a thing that matches in form rather than in colour or pattern
25
Q

Taxonomic Constraint (Markman & Hutchinson, 1984; Markman, 1994)
Taxonomic Relationship?
Thematic Relationship?

A

Taxonomic Relationship: members of the same categories (different kinds of spoons)

Thematic Relationship: a spoon and a bowl are not members of the same category
-use them both for the same kind of job (functional relationship)

26
Q 
Taxonomic Constraint (Markman & Hutchinson, 1984; Markman, 1994)
results:
A
  • how often did they choose the thing that was part of the same category:
  • oh here’s something, find me another one (usually picking something from the same category)
  • oh here’s a dax, find me another dax (always pick something from the same category)
27
Q

What is Mutual Exclusivity? Give an example.

A
  • kids don’t like things to have more than one label
  • refuse another label for something that they already have a label for
  • resist mutual exclusivity
    ex: im not a silly goose, im benji!

pewter

  • i know that this a bowl, maybe pewter refers to an attribute of the bowl (ex: the colour)
  • rule out the possibility that pewter means bowl
28
Q

Why do kids show a noun advantage?

A
  • nouns are concrete things
  • physically discrete objects
  • physical boundaries
  • sensory input for nouns
  • parents showing flashcards for nouns
  • position in sentences (english is SVO—> noun first and last position)
  • nouns have a lot of lexical content to them
  • easy to correct if wrong because they are concrete
  • use nouns to explain other things

LING 3C03 Child language acquisition (9 decks)

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