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EDPY 472 > What is language > Flashcards

What is language Flashcards

1
Q

What is Neuroscience

A

The part of science that studies the structures and functions of the nervous system (Central & peripheral

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2
Q

What is the frontal lobe’s function?

What are the parts of the frontal lobe and their function?

A

Function:

  • fine and complex motor activites (speech output, exectuve functioning (problem solving)
  • FASD, learning disabilities

Parts:

  • Prefrontal cortex: regulator of depth and feeling
  • primary motor cortex/premortor cortex: intricate motor movements of body parts
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3
Q

What is Broca’s area and where is it located?

A

Broca’s is in the motor cortex (in the frontal lobe) and is “responsible” for the fine coordination of language production

loose grammar and cuntion words
I’m going to the beach saturday vs. beach saturday

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4
Q

What is the occipital lobe?

A

involved in vision, processing visual info and reception

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5
Q

What is the parietal lobe?

A

language functions, perception and integration of sensory

comprehend oral and written language

mathematical solving

for reading and naming

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6
Q

What is the temporal lobe?

A

processing auditory info and language comprehension

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7
Q

What is Heschl’s gyrus? and where is it?

A

small left temporal lobe region

specialized for processing speech, particulalry its temporal (time) aspects

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8
Q

What is Wernicke’s Area/ Receptive Speech Area?

What is Wernicke’s aphasia

A

point for receiving and integrating association from throughout the brain

important for language comprehension and production

Aphasia is problems understanding or creating written or spoken language

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9
Q

What is the connectionist models?

A

to understand how the brain processes work, you need to understand the connections between the areas of the brain.

  • numerous areas
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10
Q

what is phonological processing?

A

occurs in Broca’s area - phonetic breakdown into phonemes

Broca’s, Heschl’s, & Wernicke’s inter connected in phonological processing, auditory, and language comprehension

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11
Q

what are sensitive periods?

what are the features?

A

critical time frame during which sensory or motor functions grow and change: signt brain, etc

Features:

  • practice
  • periods of risk and opportunity
  • expsosure
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12
Q

What is neural plasticity

A

brains malleability to take on other skills

younger = more neural placticity and therefore recover quicker

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13
Q

Label the brain

A
  • Frontal lobe
  • temporal lobe
  • parietal lobe
  • occipital lobe
  • horizontal axis
  • vertical axis
  • Somatomotor cotex
  • somatosensory cortex
  • medulla oblongata
  • spinal cord
  • cerebellum
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14
Q

rostral

dorsal

caudal

ventral

anterior

superior

posterior

inferior

A

up

left

down

right

front

top

back

bottom

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15
Q

what is myelin sheath and myelinization

A

rapid relay of nerve impulses

growth of myelin sheath (slow process)

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16
Q

What is the imitation Theory?

Who is the researcher?

A

learn language threw imitating adults

B.F. Skinner

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17
Q

Who challenged the imitation thoery?

Whatevidence did he come up with?

What was his notion?

A

Noam Chompsky

Evidence:

a. young children are able to follow proper grammar rules
b. generative and productive quality of language (saying things they’ve never heard/said before)
c. young children can use proper word order

Notion of LAD: language acquisition device - born with (biological) uniqe capacity to learn language and grasp rules of grammar

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18
Q

What is the interactionist theory?

A

how environment and biolgical interact

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19
Q

What are intonation patterns and what does it help tell us?

A

David Crystal

intonation carries meaning

helps us know when language development begins

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20
Q

What is cry analysis and what does it help tell us?

A

Barry Lester

Crying is first effective form of communication

  1. Different cries = different physiological patterns
  2. How caretakers responds impact on early language development.
  3. Cries have prosodic qualityies - change in intonation, ptich and melody
  4. Peter Wolfe: cries as experimental manipulation: watch reaction of adults

when language development begins

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21
Q

What is turn-taking during nursing and what does it help tell us?

A

Harry McGurk

precursor for turn taking in communication

Baby sucks - passive; pause - active

when language development begins

22
Q

What is categorical Perception? and what does it help children come to recognize?

A

peter Eimas; Janet Werker

How do infants segment process speech and determine what categories are important?

  • Strong Biologial Component (inheritance) They are universal language Perceivers: at 4 days old they know what sounds are important

Recognize that speech they hear is actually made up of separate units

23
Q

What are the rules of language - Grammar?

What is Jerome Bruner’s idea in regards to rules of language?

A
  • Syntax: word order in a sentence
  • Semantics: word meaning
  • Pragmatics: how to use words in socially appropriate ways (please, thank you)

Jerome Bruner and the Holistic Approach: children learn all 3 of the above together

24
Q

How does social interaction impact language learning?

A
  • Parents reaction to child’s intentionality
  • First Words = those useful for social interaction
  • We pull intentionality out of precommunicative children - asking baby questions and commenting on sounds
  • mother-child book reading: allows analysis of sentences over and over again and may allow to learn rules of grammar
    • repetition –> reinforces/strengthens the neural pathways–> leading to automaticity –> cogntivie resourecs available for application and expansion of leart skill in new envronments and new learning
  • scaffolding: creating a structure environment we create a scaffold on which the child can acquire language through social interaction
25
Q

Which comes first language or cognitions - beliefs?

A
  1. Andrew Meltzoff: young children language and cognitive develop simultaneiously
  2. Catherine Nelson: older children - cognition is crucial for language learning (understanding)
  3. Eve Clarke: Construction of compound nones: must know how and when to apply rules
26
Q

What does Dan Solbin say about cross-cultural linguistics?

A
  • Language Universals and universal grammar (UG): universal language rules that govern language behaviour of all chrildren at certain stages of development
    • Overgenralization: know rule but not exception
      • teach run go –> teached runned goed
      • use correct form before they are taught
    • segmentation and classifcation - patterns of applying the underlying rules of language
27
Q

What is the goal of the child?

A

To learn how to communcate

28
Q

What is language?

A
  • communicate, express
  • collective understanding
  • share
    *
29
Q

Why is there difficulty understanding/producing language?

A
  • bilingual
  • inexposure
  • structural issues
  • developmental problems
    *
30
Q

Language is conventional?

A
  • Strict set of rules,
  • conventions must be followed
  • specific, systematic, and rule governed
31
Q

Language is a representational tool?

A
  • tool to think and communicate
  • Brain uses language as a tool to store information, plan, problem solve, and memorize
  • therefore,
  • cognition and language become intertwined
32
Q

What is communication?

A
  • giving or receiving info
  • conventional system
  • spoken
  • gestures
  • lingustic (follows rules)
  • non linguistic (sarcasim)
33
Q

What are the 4 basic processes of communication?

A
  • Formation
  • Transmition
  • Reception
  • Comprehension

–> Sender: Formation & Transmition –>

–> Shared Means: speech, sign gesture, writing –>

–> Receiver: reception & Comprehension –>

–> Feedback: active and dynamic –> sender

34
Q

How do children learn to talk?

In order to master the complicated communication system, the language learning child has to:

A
  1. analyze and segment acoustic signal of speech as it is produced by others
  2. Identify the units of language (phones, morephemes)
  3. master all of the complexities of the intricate articulatory patterns necessary for producing individual phonemes and sequences of phonems
  4. master the set of phonological rules: combinging phones
  5. Acquire vocabulary (lexemes)
  6. map all of these lexemes individually
  7. Acquire set of morphological and syntactic rules
  8. master the carious communcative functions of language
35
Q

Strands that are woven into skilled reading are?

What is skilled reading?

A
  • Language Comprehension –> increasingly strategic
    • Background knowledge: facts
    • Vocabulary: links, bredth
    • Language structure: syntax, semantics
    • Verbal Resoning: inference
    • Literacy knowledge: genres
  • Word Recognition –> increasinging automatic
    • Phonological Aareness: syllables, phonems
    • Decoding: speaking, sound correspondence
    • Sight recogniton: familiar words
  • Skilled reading: fluent execution and coordination of word recognition and text comprehension
  • oral language
36
Q

What is a theory? Why are they important?

A
  • claim or hypothesis that is repeatedly tested - consistent evidence supports a theory it becomes accepted part of the knowledge base
  • Important: used to make predictions about natureal phenomena
37
Q

What are the componets of a theory of language?

A

language development/acquisition has these key components:

  • it must describe a behaviour
  • generate a testable hypothesis
  • provide explataion of the acquisition process

(none of the language theories satisfy all these requires)

38
Q

What are the questions an adequate thoery must explain?

A
  1. What do infants bring to the task of language learning?
  2. what meachanisms drive language acquisition?
  3. what types of input support the language learning system?
39
Q

What do infants bring to the task of language learning?

A
  • Nativists versus Empericitis
    • Nativists: nature: knowledge doesn’t come from experience alone - Descartes
    • Empiricists: nurture: mind is blank slate, comes from experiences - Locke
40
Q

What mechanisms drive language acquisition

A

The processes by which language develops:

  • Domani specific: processes dedicated soley to language comprehension and production
  • Domain General: language comprehension and production are the results of general processess used to achieve a vairety of taks (problem solving)
41
Q

What types of input support the language-learning system?

A
  • Internal: hearing more and more language and using knowledge to drive their own language development
  • external: social interactions provided by environment increase child’s knowlege of communcation conventions
42
Q

What are the nativist Inspired Theoriies?

A
  • Universal Grammar and Noam Chompsky
  • Modularity Theory and Jerry Fodter
43
Q

What is universal grammar

and the limitations?

A
  • Noam Chompsky
  • UG: System of grammatical rules and categoreis common across all the worlds language
  • All children have LAD: mechanisms with acces to the grammatical rules of all human language (UG)
    • universal component of language learnning
  • learn language quickly/efficiently because they know an outline of what languages look like
    • role of environemtn is just to trigger language acquisition processes
  • Limitations: untestable; provided feedback on grammaticality of utterances by the environment - parents responses are different: correct vs. agrammatical utterances
44
Q

What is the modularity Theory?

A
  • Jerry Fodter
  • language is organized as highly specific modules in the brain (interactive to produce combined functions)
45
Q

What are the empiricist inspired theories?

A
  • behaviourists and skinner
  • cognitive theory/ constructivists and piaget
  • social interactionist theory and Vygotsky
46
Q

What is the behaviourist theory? and limitations?

A
  • Skinner
  • learning is result of envornmental foreces
  • emphais on function of language
  • behaviour is shaped through reinforcement
  • limitations:
    • less often provide feedback - more so for “truth value”
47
Q

What is the cognitive theory/constructivist theory and what are the limmitations?

A
  • Piaget
  • language is constructed by the child based on inborn abilities but operates on info provided by environment
  • active particpants in learning,
  • sequence of cognitive developemnt determines sequence of language development
  • change in their knowledge through assimilation and accomodation
  • limitations
    • cognitive abilites don’t match up to language abilities
      *
48
Q

What is the social interactionist theory and limitations?

A
  • Vygotsky
  • children and environment are dynamic system
  • learning occurs through social interaction and scaffolding (removed or changed)
  • ZPD
  • limitations
    • relatively new theory, untested
    • CDS: necessary? critical?
49
Q

What are the empiricist nativist inspired thoeries?

A
  • connectionists/info processing and david rimelhart
50
Q

what is the connectionist (info processing) theory and limitations?

A
  • David Rimelhart
  • approximate inner workings of brain
    • model and stimulate mechanisms for input
    • pathways model dendrites and axons that connect neurons to the brain
    • Nodes receive input
    • connections between nodes vary in strength - continuously transform in response to received input
  • Limitations
    • not learning through feedback; its innate
    • doesn’t take into account social aspect
51
Q

What are individual and sex-related differences?

A
  • everyone’s brains are slightly different (LH dominant for most)
  • Small no. of LH dominant and women - language laterized in RH
  • women are more likely to show bilateral laterization
  • later language learners rely more on RH
  • early experiences affect how brain is wired
  • development is non linear; its rapid and extensive and negatively influenced by stress
52
Q
  • what the human brain does best is learn
  • each new stimulation, experience, or behviour results in some rewiring
  • to our brain we are either
    • doing something we already know how to do
    • or we are doing something new
A

EDPY 472 (5 decks)

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