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CHILD PSY 235 > What's required for language (CH 6) > Flashcards

What's required for language (CH 6) Flashcards

1
Q

What do we use symbols for?

A
  • Represent our thoughts, feelings & knowledge

- To communicate our thoughts feelings & knowledge to other people

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2
Q

When is the age when kids master their native language?

A

-5 years old

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3
Q

What 2 things does language require?

A
  • Comprehension (Understanding what others say)

- Production (Actually speaking/ communicating)

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4
Q

What are Phonemes?

A

-Units of sound in speech so if a change of phoneme changes the meaning of a word
(rake & lake= 1 phoneme)

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5
Q

What are the steps in language learning?

A
  • Phonological Development
  • Semantic development
  • Syntactic development
  • Pragmatic development
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6
Q

What is Phonological Development?

A
  • 1st step in language learning

- The mastery of sound system in their language

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7
Q

What are Morphemes?

A

-The smallest units of meaning
-Morphemes alone or in a combo constitute words
(dog=1 dog(s)=2 bc of the added “s”)
-Building blocks of language

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8
Q

What is Semantic Development?

A
  • 2nd step of language learning

- Learning the system for expressing meaning in a language, including words & morphemes

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9
Q

What is Syntax?

A

-Permissible combinations of words from different categories

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10
Q

What is Syntactic Development?

A
  • 3rd step of language learning

- Entails learning how words and morphemes are combined

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11
Q

What is Pragmatic Development?

A
  • 4th step in language learning

- Acquiring an understanding of how language is typically used

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12
Q

What is CRUCIAL for language development?

A

-Hearing or seeing the language

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13
Q

What are the characteristics of language?

A
  • Species-Specific= only humans acquire language over normal course of development
  • Species-Universal= achieved by typically developing infants across the globe
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14
Q

Why are animals that are taught words not on the same levels as children?

A
  • The linguistic achievements of animals come after a great deal of concentrated human effort, they also communicate via symbols= little syntactic structure
  • Whereas children master the rudiments of their language w/ little explicit teaching
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15
Q

What does language processing involve?

A
  • Primarily left hemisphere specialization

- Left hemisphere auditory cortex is tuned to detect small differences in timing

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16
Q

When does Left-Hemisphere specialization emerge?

A
  • Very early in life

- Newborns & 3 month olds show greater activity in left hemisphere when exposed to normal speech

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17
Q

When would the Right-Hemisphere become involved in language?

A
  • In the detection of pitch in speech

- Auditory Cortex in right hemisphere is tuned to detecting small differences in pitch

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18
Q

What and when is the Critical Period for Language?

A
  • Its the time period where languages are learned easily
  • The time ends between ages 5 to puberty
  • Neural circuitry supporting language learning operates differently & better during the early years
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19
Q

Why are kids better than adults at learning a new language?

A
  • Their perceptual & memory limitations cause them to extract & store smaller chunks of the language
  • Because crucial building blocks of language are small, their minds can easily facilitate the task of analyzing & learning language
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20
Q

How are infant’s auditory preferences fine-tuned?

A

-Through experience with the human language during their earliest months

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21
Q

What is Infant-Directed Speech? (IDS)

A
  • AKA motherese
  • Distinctive mode of speech when talking to infants
  • NOT UNIVERSAL (although extremely common)
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22
Q

What are the 3 characteristics of Infant-Directed Speech?

A
  • Emotional tone= filled w/ affection
  • Exaggeration=Slower & higher pitched, swoop from high to low pitches
  • Facial Expressions
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23
Q

Why is Infant-Directed Speech important?

A
  • Variation of pitch patterns help convey message to baby (sharp pitch= mad parent)
  • Aids in language development bc it draws baby’s attention to speech itself= they can learn & recognize words better
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24
Q

What do babies come into this world equipped with for acquiring language?

A
  • Human brain

- Human environment

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25
Q

What is Propsody?

A
  • The characteristic rhythm, tempo, cadence, melody, intonational patterns, etc with which language is spoken
  • Preference starts in mother’s womb
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26
Q

What is Categorical Perception?

A

-Perception of speech sounds as belonging to discrete categories

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27
Q

When do infants home in onto their native speech sounds?

A
  • Last months of their 1st year= by those 12 months, they have lost the ability to percieve other speech sounds that aren’t part of their native language
  • By 8 months infants begin to specialize in their discrimmination of of speech sounds= becoming more sensitive to the sounds of their native language
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28
Q

What is Word Segmentation?

A

-Process of discovering where words end & begin in speech

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29
Q

When does the process of Word Segmentation begin?

A

-during the 2nd half of their 1st year

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30
Q

How do infants find words in pause-free speech?

A
  • Pick up regularities in their native language that helps them to find word boundries
  • By use of Distributional Properties= fish out words in the passing streams of speech
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31
Q

What is Distributional Properties?

A

-Phenomenon that in any language, certain sounds are more likley to appear in others

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32
Q

At what age can infants pick out their own name?

A
  • As young as 4.5 months bc its repeated to them very often

- Greater liklihood of learning a new word if it comes after their name

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33
Q

When do infants show early signs of communication efforts?

A
  • 6 to 8 weeks of age
  • They begin to produce drawn out vowel sounds (oooohhh, aahhh)
  • Switch from low grunts to high-pitched cries, soft murmurs, loud shouts
  • Click, smack, blow raspberries= gaining control over their vocalizations
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34
Q

When do babies begin to babble?

A

-From 6-10 months w/ 7 months being the average

35
Q

What is Babbling?

A
  • Producing syllables made up of a consonant followed by a vowel
  • Infants babble a fairly limited set of sounds, some of which are not part of their native language
36
Q

Whats the difference between babbling infants who are deaf & those that are not?

A
  • Deaf infants generally produce the same vocalizations of hearing infants until 5-6 months which is when their vocal babbling occurs very late & quite limited
  • Deaf infants exposed to ASL babble manually
37
Q

What are the steps/milestones of Language Production?

A
  • Babbling
  • Uttering recognizable words
  • Putting words together to form sentences
38
Q

What is the first step of communicative competence?

A

-Turn-taking= being able to alternate between speaking & listening

39
Q

What is the first step for infants when acquiring the meanings of words?

A

-Reference= start to associate words with their meanings

40
Q

When do infants begin to associate words with their referents?

A

-At around 6 months bc when they say mommy or daddy, they look to the appropiate person

41
Q

When do infants being to produce words?

A

-Between 10-15 months of age

42
Q

What is Productive Vocabulary?

A

-Words a child is able to say

43
Q

How to infants make it easier on themselves when trying to say a word?

A
  • Leaving out the harder bits
  • Substituting harder to pronounce words for easier to pronounce ones
  • Reordering parts of the word so that an easy sound is put in the beginning
  • Idiosyncratic “Cagoshin”
44
Q

What to do kids talk about when they start talking?

A
  • Naming their family members (including pets)
  • Naming personally important objects
  • Frequent events & routines
  • They use important modifiers (hot, mine)
45
Q

When do kids hit the vocabulary spurt?

A

-Between 18 to 25 months of age

46
Q

What is the Holophrastic Period?

A
  • Phase when infants say the words in their small productive vocabulary only one word at a time
  • Expressing whole idea/ “whole phrase” with a single word (drink to request a glass of juice)
47
Q

What is Overextension?

A
  • The use of a given word in broader context than is appropriate (dog for any 4 legged animal)
  • Represent effort to communicate NOT lack of knowledge
48
Q

When do infants acquire a productive vocabulary?

A
  • At 18 months
  • Vocabulary consists of 50 words or so
  • This is when vocab learning accelerates (vocabulary spurt)
49
Q

How else do adults facilitate new word learning?

A
  • Highlighting the new word by saying it slowly, repeating them, placing them at the end of sentances
  • Naming games
  • Choosing effective moments to provide new words for their children (object is in visual field)
  • Maintaining spatial consistency w/ objects they are labeling (object always in same place when labeled)
50
Q

How can early word learning be influenced?

A

-By the contexts in which the words are used (new words in distcinct context is produced earlier than words that can be used in a variety of contexts)

51
Q

How can kids contribute to their word learning?

A
  • Fast mapping
  • Guided by assumptions
  • Exploit pragmatic cues
  • Taking cues from the linguistic context in which the words are used
  • 2 to 3 year olds use grammatical category of novel words
52
Q

What is Fast Mapping?

A
  • Process of rapidly learning a new word simply from hearing the contrastive use of a familiar & the unfamilar word (contrasting between red tray & chromium tray)
  • Also used by toddlers to learn facts about objects
53
Q

What is Mutual Exclusivity?

A

-The expectation that a given entity will only have one name

54
Q

What is Whole-Object Assumption?

A

-Expectation that a novel word refers to whole object rather than a part/property/action of the object

55
Q

What are Pragmatic Cues?

A

-Aspect of the social context used for word learning
(an adult’s focus of attention as a cue for word meaning)
-Intentionality

56
Q

How are interpretations of novel words applied to objects?

A
  • Application is guided by the object’s shape= good cue for category membership= Extending a novel noun to objects of the same shape
  • Correspondance between the words the child hears & the objects that the child sees in the world= cross-situational word learning
  • Syntactic Bootstrapping
57
Q

What is Syntactic Bootstrapping?

A

-Strategy of using grammatical structure of whole sentences to figure out meaning

58
Q

At what age to kids being to combine words into simple sentences?

A
  • End of their 2nd year

- BUT they know a lot about word combination before they produce any words

59
Q

How are first sentences structured?

A

-They’re 2 word combinations (more juice)

60
Q

What is Telegraphic Speech?

A
  • Refers to 2 word combinations bc essential elements are missing (like a telegraph)
  • Lacks function words (a, the), auxillary verbs (it,was, will), word endings (plurals)
61
Q

What is Overregularization?

A
  • Speech errors in which children treat irregular forms of the word as if they’re regular (mans goed)
  • Parents ignore this bc they’re more likely to correct factual errors
62
Q

What is Private Speech?

A
  • Children talking to themselves

- Is a strategy to organize their actions

63
Q

What are Collective Monologues?

A
  • When young children talk to their peers

- Even when they are taking turns, they contribute egocentric point of view

64
Q

When do kids start talking about the past?

A
  • At around 3 years old= occasional brief references to the past
  • But they start producing narratives at 5 years old
65
Q

What are Narratives?

A

-Descriptions of past events that have the basic structure of a story

66
Q

How do parents help their kids produce a stronger narrative?

A

-Via Scaffolding= asking them elaborative questions so that their kids will think about the event more

67
Q

What is Pragmatic Development?

A
  • Allows children to understand how language is used to communicate
  • Develops over the course of their preschool years facilitating communication w/ peers & adults= learning to take perspective of their conversational partner
68
Q

What is the Development of conversational perspective-taking abilities related to?

A
  • Children’s level of executive function
  • As kids are more able to control their tendency to assume their own perspective= easier for them to take perspective of conversational partner
69
Q

What else influences their ability to take the other person’s perspective?

A
  • Children’s own experience with language
  • Living in diverse linguistic environment may attune kids to the challenges of communication= taking the other person’s perspective into account
70
Q

What are the effects of kids more reflexive language skills?

A
  • Increasing appreciation of multiple meaning of words

- Ability to learn the meaning of new words simply by hearing them defined= helps vocabulary increase

71
Q

How many words does an average 6-year old know?

A

-10,000 words!

72
Q

What do behaviorists believe about language development?

A
  • Development is a function of learning through reinforcement & punishment of overt behavior
  • Parents used same techniques that were used to train animals
73
Q

What is Generativity?

A

-Understanding & producing sentences that we’ve never heard before

74
Q

What is Universal Grammar?

A
  • Proposed by Chomsky
  • It is a hard-wired set of principles and rules that govern grammar in all languages
  • Based on the idea that the underlying structures of the world’s languages are fundamentally similar
75
Q

What are the 2 key dimensions to develop linguistic theories?

A
  • The degree to which these explanations lie within the child (nature) vs. the environment (nurture)
  • The contributions of the child
76
Q

What principles of linguistic development are similar across the globe?

A
  • Similarities in language structure

- Similarities in children’s environments

77
Q

How do children discover the underlying regularities in language?

A

-By playing close attention to the multitude of clues available in the language they speak,hear, Social context in which the language is used , Intentions of the speaker

78
Q

How does the Nativists view language development?

A

-Cognitive abilities that support language development are specific to language

79
Q

What is the Modularity Hypothesis?

A
  • Idea that the human brain contains an innate, self contained language module that is SEPARATE from other aspects of cognitive functioning
  • Also applied to variety of other functions= spatial skills, social understanding, perception
80
Q

What is the alternative view of learning mechanisms?

A

-Innate Learning mechanisms underlying language development are general

81
Q

How does Distributional Learning Mechanisms help infants?

A

-Helps them track sequences of musical notes, visual shapes, human actions

82
Q

What is Connectionism?

A
  • Type of information-processing approach that emphasizes the simultaneous activity of numerous interconnected processing units
  • Successful at modeling specific aspects of language development
83
Q

LEFT OFF

A

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CHILD PSY 235 (10 decks)

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