Word Learning

Question 1

Why is word learning hard?

List 2 main reasons

Answer 1

1) Because things can’t just be “point and name”

2) The mapping problem
(+ Difficult to get the meaning right (under-extension and/or over-extension)

Question 2

True or False?

Point and name is very common (and universal)

Answer 2

False

Point and name is not common (and not
universal)

Question 3

When children usually point and name, what type of words to they mainly say?

Answer 3

Nouns

Question 4

Define the mapping problem

Answer 4

When there is potentially an infinite number of possibilities for mapping between a word and potential referents

Simply = When a word can mean a range of different things

e.g. Gavagai can mean dog, fast, brown, paw, ear etc

Question 5

When there is potentially an infinite number of possibilities for mapping between a word and potential referents

Simply = When a word can mean a range of different things

e.g. Gavagai can mean dog, fast, brown, paw, ear etc

This is known as…?

Answer 5

The mapping problem

Question 6

What is the GAVAGAI problem?

Answer 6

A made up word by Quine (1960) used as an expression of a completely foreign language that is not easily translatable into a known language as it can mean a range of different things

e.g. Gavagai can mean dog, fast, brown, paw, ear etc

Question 7

A made up word by Quine (1960) used as an expression of a completely foreign language that is not easily translatable into a known language as it can mean a range of different things

e.g. Gavagai can mean dog, fast, brown, paw, ear etc

This is known as…?

Answer 7

GAVAGAI problem

Question 8

Word learning is hard because children struggle to get the meaning of the word right.

Sometimes they express an under-extension of a word

What does this mean?

Answer 8

When the meaning they have for a word is too narrow compared to the actual meaning of the word

e.g. “Dog” might mean family dog but not other dogs they see

It’s as if the word “dog” is almost taken as a name and not as a word

Question 9

When the meaning they have for a word is too narrow compared to the actual meaning of the word

e.g. “Dog” might mean family dog but not other dogs they see

It’s as if the word “dog” is almost taken as a name and not as a word

This is known as…?

Answer 9

Under-extension

Question 9

Word learning is hard because children struggle to get the meaning of the word right.

Sometimes they express an over-extension of a word

What does this mean?

Answer 9

When the meaning they have for a word is too broad compared to the actual meaning of the word

e.g. “Dog” might mean any four-legged animal they see including pig, horse, lion

Question 9

When the meaning they have for a word is too broad compared to the actual meaning of the word

e.g. “Dog” might mean any four-legged animal they see including pig, horse, lion

This is known as…?

Answer 9

Over-extension

Question 9

Do children comprehend or produce words first?

Answer 9

Comprehend words

Question 9

True or False?

Comprehension precedes production

Answer 9

True

Question 10

______ -year-olds comprehend 2-3x as
many words as they produce

a. 5
b. 4
c. 3
d. 2

Answer 10

d. 2

Question 10

2-year-olds comprehend _______ as many words as they produce

a. 2 - 3 times
b. 4 - 5 times
c. 10 - 12 times
d. 1 - 2 times

Answer 10

a. 2 - 3 times

Question 11

Infants appear to start to
comprehend nouns as early as ____ months

a. 4
b. 5
c. 6
d. 7

Answer 11

c. 6

Question 12

At 6 months old, what words do infants start to comprehend?

Answer 12

Nouns

Question 13

Infants start to comprehend verbs
(e.g., eat, hug) at ____ months

a. 10
b. 12
c. 14
d. 16

Answer 13

a. 10

Question 14

At 10 months, what words do infants start to comprehend?

Answer 14

Verbs

Question 15

Do infants start to comprehend verbs or nouns first?

Answer 15

Nouns

Question 16

Which sentence will most likely influence an infant to look at the object

1. Look at the apple
2. Look at that

Answer 16

1. Look at the apple

Question 17

Are infants more likely to look at a labelled object/image (e.g. “Look at that hand”) or an unlabelled object/image (e.g. “Look at this”)?

Answer 17

Labelled object/image (e.g. “Look at that hand”)

Question 18

Between 18 and 24 months, infants get much faster on the ______ task

Answer 18

Looking while listening task

Question 19

At what age range do infants get much faster on the look-while-listening task?

Answer 19

Between 18 and 24 months

Question 20

By _____ months, infants don’t even need the full word to comprehend what is being said

a. 12
b. 18
c. 24
d. 48

Answer 20

b. 18

Question 21

True or False?

By 8 months, infants don’t even need the full word to comprehend what is being said

Answer 21

False

By 18 months, infants don’t even need the full word to comprehend what is being said

Question 22

At around 12 months, what vocalisations do infants produce?

Answer 22

Their first words (saying words to convey meaning)

Question 23

At what age do infants vocalise their first words?

Answer 23

12 months

Question 23

By 24-30 months, infants produce up to ___ words

a. 80
b. 200
c. 500
d. 700

Answer 23

c. 500

Question 23

By _____ to _____ months, infants produce up to 500 words

Answer 23

24 - 30 months

Question 24

True or False?

By 24 to 30 months, infants produce up to 800 words

Answer 24

False

By 24 to 30 months, infants produce up to 500 words

Question 25

Infants’ first words come from a range of categories

Name 4 main categories

Answer 25

1) Nouns (objects – dog, cat & proper names - Mummy)

2) Verbs (action words – jump, get)

3) Social routines (bye, hello, please)

4) Adjectives (descriptions – cold, dirty)

Question 26

In early language, infants often vocalise single words

True or False?

Answer 26

True

e.g. “Apple” instead of “An apple”

Question 27

What do infants lack in early language?

Answer 27

The usage of articles (a, an, the)

Question 28

Define early noun bias

Answer 28

When infants tend to vocalise more words that are nouns rather than verbs, adjectives etc.

Question 29

When infants tend to vocalise more words that are nouns rather than verbs, adjectives etc.

This is known as…?

Answer 29

Early noun bias

Question 30

____ make up 40% of English-speaking children’s first 50 words

a. Verbs
b. Adjectives
c. Social routines
d. Nouns

Answer 30

d. Nouns

Question 31

Nouns make up _____% of English-speaking children’s first 50 words

a. 20%
b. 40%
c. 10%
d. 50%

Answer 31

b. 40%

Question 32

Describe the natural partitions hypothesis

Answer 32

The reason for early noun bias is said to be because concrete objects and entities are easier to individuate from surroundings

Question 33

The reason for early noun bias is said to be because concrete objects and entities are easier to individuate from surroundings

This is known as…?

Answer 33

Natural partitions hypothesis

Question 34

Why do infants not have a bias for verbs or adjectives?

Answer 34

Because actions, states and descriptions tend to apply TO entities labelled by nouns

Thus, they are less clearly defined in space and time

Question 35

Infants do not have a bias for verbs and adjectives because actions, states and descriptions tend to apply TO entities labelled by nouns

Thus, they are less clearly defined in space and time

This is known as the …?

Answer 35

Natural partitions hypothesis

Question 36

What does socially mediated word learning propose?

List 4 things

Answer 36

1) Not all early words are nouns (hello, bye)

2) Not all early nouns are discrete objects (breakfast)

3) Learning occurs in situations where easiest to read adult’s intentions, irrespective of word class.

4) Happens often with nouns

Question 37

1) Not all early words are nouns (hello, bye)

2) Not all early nouns are discrete objects (breakfast)

3) Learning occurs in situations where easiest to read adult’s intentions, irrespective of word class.

4) Happens often with nouns

What does this suggest about word learning?

Answer 37

Infants follow socially mediated word learning

Question 38

Infants use words in a variety of situations

Name 3 situations and give 2 examples for each

Answer 38

1) Names for people and objects

e.g. Daddy, spoon

2) Names for actions

e.g. open to request that a door be opened, a jar be opened etc.

3) Names for properties

e.g. gone, more, dirty

Question 39

1) Names for people and objects

e.g. using “Daddy” when he is not around, spoon

2) Names for actions

e.g. open to request that a door be opened, a jar be opened etc.

3) Names for properties

e.g. gone, more, dirty

What does this suggest about infant word learning?

Answer 39

Infants use words in a variety of situations

There is some flexibility for the words they use as they are able to apply words they’ve learnt in a particular context to a different context

Question 40

Word used only in specific context or specific exemplar

This is known as…?

Answer 40

Under-extension

Question 41

Words used in specific contexts where adults would use in a wide range of contexts

This is an example of…?

Answer 41

Under-extension

Question 42

Give 3 examples of when infants would use words in specific contexts where
adults would use in a wide range of contexts

Answer 42

1) saying “bye” only when putting the telephone receiver down

2) using “there” only when putting an object in a location (but not to an object “over there”)

3) refering to the word “flower” only to mean a “rose” and NOT other flowers

Question 42

1) saying “bye” only when putting the telephone receiver down

2) using “there” only when putting an object in a location (but not to an object “over there”)

3) refering to the word “flower” only to mean a “rose” and NOT other flowers

What does this suggest about early word knowledge?

Answer 42

Even though there is a slight flexibility in which the infant is able to use certain words in a variety of different contexts, in some cases, this is not the case

Question 43

Word used beyond its true meaning

This is known as…?

Answer 43

Over-extension

Question 43

True or False?

Overextension errors are rare

Answer 43

False

Over-extension errors are frequent

Question 44

Calling a ball an apple

This is an example of…?

Answer 44

Over-extension

Question 44

When do children stop making over-extension errors?

Answer 44

2.5 years old

Question 45

By 2.5 years old, children stop making _____ errors

Answer 45

Over-extension

Question 45

Define category error

Answer 45

When the infant mixes up the concept of one item with the category of another item

e.g. the concept of ball is incorrectly in the same category as apple

Question 46

When the infant mixes up the concept of one item with the category of another item

e.g. the concept of ball is incorrectly in the same category as apple

This is known as…?

Answer 46

Category error

Question 47

Anything shaped like a ball is an apple

e.g. An orange is an apple, a tennis ball is an apple

This is an example of…?

Answer 47

Category error

Question 48

What are the 2 over-extension errors infants make in early word production?

Answer 48

1) Category error
2) Vocabulary limitations

Question 49

Why do infants make category errors?

Answer 49

They have vocabulary limitations

e.g. lacking the vocab of “ball”

Question 50

List the 4 innate constraints on early word learning

Answer 50

1) Object constraint
2) Whole-object constraint
3) Principle of contrast
4) Mutual exclusivity

Question 51

Describe object constraint

List 2 points

Answer 51

1) When an adult points to an object and says a word, a child assumes this word labels the object

Simply = Words refer to objects

2) This explains noun bias

Question 52

1) When an adult points to an object and says a word, a child assumes this word labels the object

Simply = Words refer to objects

2) This explains noun bias

This is known as…?

Answer 52

Object constraint

Question 53

Describe whole object constraint

List 1 point

Answer 53

1) When an adult points to an object and says a word, a child assumes this word labels the entire object, not parts or characteristics of the object

Simply = Words refer to whole objects rather than their parts

e.g. Gavagai labels a whole animal, not its tail, ears, legs

Question 54

1) When an adult points to an object and says a word, a child assumes this word labels the entire object, not parts or characteristics of the object

Simply = Words refer to whole objects rather than their parts

e.g. Gavagai labels a whole animal, not its tail, ears, legs

This is known as…?

Answer 54

Whole-object constraint

Question 55

Which innate constraints on early word learning explains early noun bias?

a. Whole-object constraint
b. Mutual exclusivity
c. Principle of contrast
d. Object constraint

Answer 55

d. Object constraint

Question 56

Describe principle of contrast

List 2 points

Answer 56

1) No two words have exactly the same
meaning

The word “big” can “wide” can’t have exactly the same meaning

2) Explains how the child overcomes overextension (helps the child narrow down the accurate label for an item)

Question 57

1) No two words have exactly the same
meaning

e.g. The word “big” can “wide” can’t have exactly the same meaning

2) Explains how the child overcomes overextension (helps the child narrow down the accurate label for an item)

This is known as…?

Answer 57

Principle of contrast

Question 58

Which innate constraints on early word learning explains how the child overcomes overextension (helps the child narrow down the accurate label for an item)?

a. Whole-object constraint
b. Mutual exclusivity
c. Principle of contrast
d. Object constraint

Answer 58

c. Principle of contrast

Question 59

Describe mutual exclusivity

List 2 points

Answer 59

1) No object has more than one name

e.g. Object X cannot be shoe and ball at the same time

2) Helps children override the ‘whole object constraint’ and learn the names for parts of objects

Question 60

1) No object has more than one name

e.g. Object X cannot be shoe and ball at the same time

2) Helps children override the ‘whole object constraint’ and learn the names for parts of objects

This is known as…?

Answer 60

Mutual exclusivity

Question 61

Which innate constraints on early word learning helps children override the ‘whole object constraint’ and learn the names for parts of objects.?

a. Whole-object constraint
b. Mutual exclusivity
c. Principle of contrast
d. Object constraint

Answer 61

b. Mutual exclusivity

Question 62

Look at this example:

• A picture of a squirrel and an unfamiliar animal of the same size is shown
• Experimenter asks, “which animal do you think is the toma?”
• Ps answer the unfamiliar animal, even though toma is not a real word nor a real animal
• But because the other animal is familiar (squirrel), Ps would not think the squirrel was a toma

This is an example of…?

Answer 62

Mutual exclusivity

Question 63

What are the 3 main problems with constraints theory?

Answer 63

1) Do constraints explain word learning or just describe it?

• What about non-noun words?

2) Are constraints innate or learned via experience?

• There is little research on young infants

3) Are constraints specific to language?

Question 64

Look at this example:

1) Experimenter shows an object to infant and says “My uncle gave me this”

2) The infants were asked, “Give me the one my dog likes to play with” (from an array/selection of toys)

3) 3-yr-olds selected the new object

What does this suggest?

Answer 64

Infants follow social inferencing on the intention unrelated to meaning of words

Question 65

Describe the syntactic bootstrapping hypothesis

Answer 65

Proposes that children use knowledge of syntax itself to decode sentence and verb meanings

Relies on tight links between verb syntax and meaning

Question 66

Proposes that children use knowledge of syntax itself to decode sentence and verb meanings

Relies on tight links between verb syntax and meaning

This is known as…?

Answer 66

Syntactic bootstrapping

Question 67

Describe an experiment involving syntactic bootstrapping

List 3 points

Answer 67

1) 3-5-yr-olds shown picture of someone kneading a substance in a bowl

2) Children were asked:

• “do you know what it means to sib?”
• “do you know what a sib is?”
• “have you seen any sib?”

3) Task: the children had to pick from either sibbing, a sib, or sib from selection of pictures depicting several actions, substances, and containers.

They chose:

• sibbing = picture of kneading
• a sib = picture of bowl
• sib = picture of substance

Question 68

3) Task: the children had to pick from either sibbing, a sib, or sib from selection of pictures depicting several actions, substances, and containers.

They chose:

• sibbing = picture of kneading
• a sib = picture of bowl
• sib = picture of substance

What does this suggest?

Answer 68

Syntactic bootstrapping

Children acquire their native language through exposure to sentences of the language paired with structured representations of their meaning

Simply = They know sibbing sounds like an action word (verb) so it must be kneading

They know a sib sounds like a noun so it must be the bowl

Question 69

Children acquire their native language through exposure to sentences of the language paired with structured representations of their meaning

Simply = They know sibbing sounds like an action word (verb) so it must be kneading

They know a sib sounds like a noun so it must be the bowl

This is known as…?

Answer 69

Syntactic bootstrapping

Question 70

1) 3-5-yr-olds shown picture of someone kneading a substance in a bowl

2) Children were asked:

• “do you know what it means to sib?”
• “do you know what a sib is?”
• “have you seen any sib?”

3) Task: the children had to pick from either sibbing, a sib, or sib from selection of pictures depicting several actions, substances, and containers.

They chose:

• sibbing = picture of kneading
• a sib = picture of bowl
• sib = picture of substance

This is an experiment involving testing for…?

Answer 70

Syntactic bootstrapping

Question 71

Nouns refer to…?

Answer 71

Objects/categories

Question 72

Adjectives refer
to …?

Answer 72

Properties

Question 73

What refers to properties?

Answer 73

Adjectives

Question 74

What refers to objects/categories?

Answer 74

Nouns

Question 75

“Can you hand me the X?”

Is X…

a. A noun
b. An adjective
c. A verb
d. A simile

Answer 75

a. A noun

Question 76

“Can you hand me the X one?”

Is X…

a. A noun
b. An adjective
c. A verb
d. A simile

Answer 76

b. An adjective

Question 77

“Can you hand me the red X?”

Is X…

a. A noun
b. An adjective
c. A verb
d. A simile

Answer 77

a. A noun

Question 78

“Can you hand me the X pen?”

Is X…

a. A noun
b. An adjective
c. A verb
d. A simile

Answer 78

b. An adjective

Question 79

Describe the results of Gelman & Markman’s (1985) experiment investigating structural cues to word meaning

Answer 79

4-yr-olds picked a different object of same kind where asked to find the “fep one”

But the children picked a different object when asked to find the “fep”

Question 80

Describe Waxman & Booth’s (1985) experiment investigating structural cues to word meaning [nouns]

List 5 points

Answer 80

1) Looked at how 14-month olds extend novel nouns and adjectives

2) Children see objects (e.g., purple elephant, purple dog, purple bear, purple lion)

3) Children are told “Look! These are blickets! This one is a blicket and this one is a blicket.”

4) When shown a purple horse and a purple plate and asked to give a blicket, they give the horse

5) When shown a purple horse and a blue horse and asked to give a blicket, they give randomly

Question 81

1) Looked at how 14-month olds extend novel nouns and adjectives

2) Children see objects (e.g., purple elephant, purple dog, purple bear, purple lion)

3) Children are told “Look! These are blickets! This one is a blicket and this one is a blicket.”

3) When shown a purple horse and a purple plate and asked to give a blicket, they give the horse

4) When shown a purple horse and a blue horse and asked to give a blicket, they give randomly

What does this suggest about structural cues to word meaning in infants?

Answer 81

With nouns, children extend the noun to the
category but not the property

Question 82

Children extend the noun to the property but not the category

True or False?

Answer 82

False

With nouns, children extend the noun to the category but not the property

Question 83

When shown a purple horse and a purple plate and asked to give a blicket, children gave…

a. Both
b. The plate
c. The horse
d. Neither

Answer 83

c. The horse

Question 84

When shown a purple horse and a blue horse and asked to give a blicket, children gave….

a. Randomly
b. The blue horse
c. The purple horse
d. Neither

Answer 84

a. Randomly

Question 85

In the “blicket” experiment, children treated the word as a…?

a. Verb
b. Adjective
c. Adverb
d. Noun

Answer 85

d. Noun

Question 86

True or False?

With adjectives, children also extend to the category OR the property

Answer 86

False

With adjectives, children do not extend to the category OR the property

Question 87

With adjectives, children do not extend to the

a. Category only
b. Property only
c. Category OR the property
d. They do extend to the category and property

Answer 87

c. Category OR the property

Question 88

Describe Waxman & Booth’s (1985) experiment investigating structural cues to word meaning [adjectives]

List 5 points

Answer 88

1) Looked at how 14-month olds extend novel nouns and adjectives

2) Children see objects (e.g., purple elephant, purple dog, purple bear, purple lion).

3) Children are told “Look! These are blickish! This one is blickish and this one is blickish.”

4) When shown a purple horse and a purple plate and asked to give the blickish one, they give randomly

5) When shown a purple horse and a blue horse and asked to givethe blickish one, they give randomly

Question 89

1) Looked at how 14-month olds extend novel nouns and adjectives

2) Children see objects (e.g., purple elephant, purple dog, purple bear, purple lion).

3) Children are told “Look! These are blickish! This one is blickish and this one is blickish.”

4) When shown a purple horse and a purple plate and asked to give the blickish one, they give randomly

5) When shown a purple horse and a blue horse and asked to give the blickish one, they give randomly

What does this suggest?

Answer 89

Children DON’T extend adjectives (“blickish”) to the category, but also don’t extend it to the property.

They seem to understand that it is not a noun, but don’t quite get what it actually does

Question 90

True or False?

Structural cues to nouns seemed to be learned early

Answer 90

True

Question 91

True or False?

Structural cues to
words other than nouns appear early

Answer 91

False

Structural cues to
words other than nouns appear later

Question 92

The “blickish” experiment was done on 14 month olds

However, the same pattern is also present in…?

a. 24 month olds
b. 18 month olds
c. 5 years old
d. 2 years old

Answer 92

b. 18 month olds

Question 93

The “blickish” experiment was done on 14 month olds

However, the same pattern is also present in 18 month olds?

At _____ children are getting better but are still not great

a. 21 month old
b. 26 month old
c. 20 month old
d. 19 month old

Answer 93

a. 21 month old

Question 94

True or False?

At 21 months old, infants have mastered the understanding of adjectives

Answer 94

False

At 21 months old, infants are getting better but not
great at understanding adjectives

Question 95

What do 2 year olds use to narrow down verb meanings?

Answer 95

Structural cues

Question 96

How can structural cues help with understanding verbs?

Answer 96

Structural cues can be used to narrow down verb meanings

Question 97

How old are infants when they start to use structural cues to narrow down verb meanings?

Answer 97

2 years old

Question 98

A man is running with a dog right behind him:

• The dog is meeking the man
• The man is meeking the dog
• The man is meeking
• What does meeking mean?

This is an example of…?

Answer 98

Using structural cues to narrow down verb meanings

Question 99

Children are sensitive to some aspects of sentence structure, but not clear exactly …?

Answer 99

What and when

Question 100

How can we understand sentence structure?

Answer 100

Having some knowledge of words and word categories is needed to understand their structure

Question 101

Look at this example:

The man’s tamming over the bridge

Tamming could mean: walking, strolling, going

What does this suggest?

Answer 101

Structural information can’t solve all the problems

An unfamiliar word could mean different things, ambiguous

Question 102

What are the 4 issues with structural cues to word meaning?

Answer 102

1) Children are sensitive to some aspects of sentence structure, but not clear exactly what and when.

2) The chicken and the egg; Some knowledge of words and word categories is needed to understand their structure.

3) Do experimental studies reveal something about long term learning of word meaning, or immediate problem solving task?

Some experiments are unnatural

4) Structural information can’t solve all the problems

The man’s tamming over the bridge

Tamming could mean: walking, strolling, going

Question 103

Who proposed the social-pragmatic approach?

Answer 103

Tomasello (2003)

Question 104

Tomasello (2003) proposed what approach to word learning?

Answer 104

The social-pragmatic approach

Question 105

According to the social-pragmatic approach, how do children learn words?

Answer 105

Children learn words and word meaning from
pragmatic cues in the environment which
remove ambiguities around word meaning

Question 106

Children learn words and word meaning from
pragmatic cues in the environment which
remove ambiguities around word meaning

This was proposed by…?

Answer 106

The social-pragmatic approach

Question 107

According to the social-pragmatic approach, word learning is constrained in 2 main ways

What are they?

Answer 107

1) The social world is structured

2) Social-cognitive skills the infant has

Question 108

Which approach proposes that word learning is constrained in 2 main ways?

a. The social world is structured

b. Social-cognitive skills the infant has

Answer 108

The social-pragmatic approach

Question 109

The social-pragmatic approach proposed that word learning is constrained in two main ways:

One way is through how the social world is structured

Give 3 examples of this

Answer 109

1) Routines
2) Games
3) Patterned social interactions

Question 110

The social-pragmatic approach proposed that word learning is constrained in two main ways:

One way is through the social-cognitive skills the infant has

Give 2 examples of this

Answer 110

1) Joint attention
2) Intention reading

Question 111

Joint attention and intention reading are examples of…?

Answer 111

Social-cognitive skills the infant has

Question 112

Routines, games and patterned social interactions are examples of…?

Answer 112

How the social world is structured

Question 113

Children learn language in familiar _________ in repeated daily routines

Answer 113

Social contexts

Question 114

True or False?

Children learn language in unfamiliar social contexts in repeated daily routines

Answer 114

False

Children learn language in familiar social contexts in repeated daily routines

Question 115

Young children learn almost all their early
language in …?

Answer 115

Cultural routines, e.g., feeding, games, book reading

Question 116

Cross-culturally, children are engaged in a wide range of __________ and learn most of their early words in ______ contexts

Answer 116

a. Social routines
b. Familiar

Question 117

Social revolution happens at approximately ____ months

a. 6
b. 9
c. 11
d. 12

Answer 117

b. 9

Question 118

During joint attention, adults use language
and children attempt to …?

Answer 118

Interpret the communicative intent

Question 119

Word learning occurs when children attempt
to interpret _______ as expressed in the ______

Answer 119

a. The communicative intentions

b. Utterance

Question 120

The shared common ground reduces the
possible ________

Answer 120

Referents

Question 121

Children use 2 things to identify referents from adults

What are they?

Answer 121

1) Eye-gaze
2) Joint attention

Question 122

Children use things like eye-gaze and joint
attention to …?

Answer 122

Identify referents from adults

Question 123

___ month-olds learn names for objects
better when the speaker and infant are jointly
attending to the object

a. 20-24
b. 8-11
c. 12-15
d. 18-20

Answer 123

d. 18-20

Question 124

18- to 20-month-olds learn names for objects
better when …?

Answer 124

The speaker and infant are jointly attending to the object

Question 125

Gaze-following behaviour at 10 months predicts…?

Answer 125

Language skills at 18 months

Question 126

Gaze-following behaviour at ____ months predicts
language skills at ___ months

a. 2, 12
b. 9, 18
c. 10, 18
d. 12, 18

Answer 126

c. 10, 18

Question 127

What predicts
language skills at 18 months?

Answer 127

Gaze-following behaviour at 10 months

Question 128

Children use speaker’s intentions to …?

Answer 128

Infer meaning

Question 129

What do children use to infer meaning?

Answer 129

The speaker’s intentions

Question 130

Child already knows the name of the familiar object on the table & she knows the adult knows this too

So she can assume that the adult intends the novel object when the
adults asks her to “show me the modi.”

This is known as…?

Answer 130

Intention reading

Question 131

Child already knows the name of the familiar object on the table & she knows the adult knows this too.

So she can assume (using intention-reading) that the adult ______ when the
adults asks her to “show me the modi.”

Answer 131

Intends the novel object

Simply = Is referring to the unfamiliar object on the table rather than the familiar one

Question 132

At what age do children understand that a novel referent refers to the object an adult is looking for rather than objects they have rejected?

a. 5 years old
b. 2 years old
c. 4 years old
d. 3 years old

Answer 132

b. 2 years old

Question 133

2-year-olds understand that a novel referent refers to the object an adult is looking for rather than …?

Answer 133

The objects they
have rejected

Question 134

Children are able to
interpret the adult’s anticipation of what will
happen and learn verbs which relate to forthcoming action

This is known as..?

Answer 134

Acquisition of verbs

Question 135

How can infants acquire the knowledge of verbs?

Answer 135

Children are able to
interpret an adult’s anticipation of what will
happen and learn verbs which relate to
forthcoming action

Question 136

Children can differentiate between intended and accidental actions when …?

Answer 136

Learning new verbs

Question 137

When learning new verbs, children can differentiate between ____ and ____

Answer 137

Intended and accidental actions

Question 138

What are the 2 issues with the social-pragmatic approach?

Answer 138

1) What kinds of inferential skills does the child bring to the task of language acquisition?

2) Can this process of learning account for the acquisition of complex syntax?

Question 139

1) What kinds of inferential skills does the child bring to the task of language acquisition?

2) Can this process of learning account for the acquisition of complex syntax?

These are 2 main issues for …?

Answer 139

The social-pragmatic approach

Question 139

Learning can be affected by 3 factors

What are they?

Answer 139

1) Cognitive
2) Social
3) Environmental factors

Question 139

True or False?

Language learning is isolated

Answer 139

False

Language learning is not isolated

Question 140

True or False?

Children do not show key patterns in how they use
language

Answer 140

Children show key patterns in how they use language

Question 140

True or False?

Children have access to a variety of sources of information when learning word meanings

Answer 140

True

Question 140

Children show key patterns in how they use language

List 2 key patterns

Answer 140

1) Comprehension precedes production

2) Early noun bias

Question 140

What are the 3 main critical evaluations for infant word learning studies?

Answer 140

1) It is unclear when different information is used at different stages of development.

2) Would we expect the same strategies across
languages and cultures?

3) How do children learn less salient words (e.g., the) or words that are more abstract (e.g., happiness, justice)?

Question 140

What are the 3 main theories that try to explain how children learn word meaning?

Answer 140

1) Innate Constraints

2) Structural Cues in Language

3) The Social-Pragmatic Approach

Question 141

1) Innate Constraints

2) Structural Cues in Language

3) The Social-Pragmatic Approach

What do these theories explain?

Answer 141

How children learn word meaning