Week 9a - Learning meaning Flashcards
1
Q
Referential word use
A
Child using word and understanding the meaning
2
Q
Semantic specificity study
Name
Year
Method
Results
A
Bergelson and Aslin 2017
- Eye tracking
- Presented with word pairs while hearing a sentence
- Children knew word meaning before they understand semantically different categories
3
Q
Whole object assumption (Constraint 1)
Name
Date
Ideas
A
- Words name whole object over parts
- Bias towards nouns
- Children map words onto whole novel objects when unknown
- Map words onto parts when known
- Markman and Wachtel 1988
4
Q
Mutual exclusivity (Constraint 2)
Name
Date
A
One word, one label
- Markman and Wachtel 1988
- Children refer to whole when unknown and part when known
5
Q
Taxonomic assumption (Constraint 3)
A
Children must learn that a word relates to a set of items that dont all look the same eg. dogs
- Booth and Waxman 2002
6
Q
Stage 1 of first grammar
A
- 12-26 months
- MLU 1.75
- Operations of reference eg. that car
- Simple semantic relations eg. object + agent
7
Q
Stage 2 of first grammar
A
- 27-30 months
- MLU 2.25
- Morphological structure eg. -ing and plural s
8
Q
Stage 3 of first grammar
A
- 31-34 months
- MLU 2.75
- Morphological structure eg. irregular past tense me fell, possessive -‘s
9
Q
Stage 4 first grammar
A
- 35-40 months
- MLU 3.5
- Morphological structure eg. articles, regular past tense and third person regular present
10
Q
Stage 5 first grammar
A
- 41+ months
- MLU 4
- Morphological structure eg. third person irregular and auxiliaries
11
Q
Overgeneralisation
A
Applying a rule to forms that do not fit that rule eg. I goed
12
Q
Speech error stages
A
- Rule learning item by item, correct
- Systematic rule implementation, overgeneralisation and less accurate
- Rule implementation and item learning of irregulars, adult-like accuracy
13
Q
Joint attention
Eg.
A
- Shared attention of two or more individuals on an object
- Eye gaze, pointing and verbal cues
- Carpenter et al. 1998
- Child attention increases over time, as does joint
14
Q
Intention-reading
Eg.
A
- Language use also requires understanding of speakers intent
- Intentions differ due to social/cultural norms
- If child understands intent eg. Please (get something) they will use it themselves
- Hand gestures, stress, looking
15
Q
Constraints approach to word learning issues
A
- Children violate the constraints
- Body parts are parts of objects and children learn them
- Actions and spacial relations are learnt early
- Children can have/understand multiple names for objects eg. Eddie and Cat
