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Child Development > Week 8 > Flashcards

Week 8 Flashcards

1
Q

Phonology

A

Sounds of language

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2
Q

Morphology

A

Rules of meaning within the language

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3
Q

Morpheme

A

smallest unit of meaning

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4
Q

Semantics

A

meaning of words

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5
Q

Syntax

A

rues of how to combine words to form sentences

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6
Q

Pragmatics

A

communicative functions of language; rules that lead to effective communication
- turn taking
-eye roll
-air quotes

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7
Q

Infant communication

A
  • Crying ( present at birth)
  • Cooing 1-2 months; gurgling sounds
  • Babbling: about 6 months
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8
Q

Study that infers that infants recognize words before they learn to speak or walk

A
  • when 7.5 month olds repeatedly hear the word bike they listen longer to sentences that contain ‘bike’ than sentences without bike
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9
Q

Sensitivity to statistical regularities in 8 month olds

A
  • Exposed to endless stream of triplets for 3 minutes
  • showed dishabituation to combinations that rarely occurred during familiarization phase
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10
Q

Natural statistics

A

9 month olds can identify a novel word better that starts with d than t when preceded by s

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11
Q

Joint attention

A
  • Develops at 9 -12 months
  • Parents encourage learning of words by pointing to an object and naming it
  • not necessary; can infer based on context of frequent use
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12
Q

Can babies use symbols to communicate

A

yes

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13
Q

Language development

A
  • Start with 1 word utterances (6 to 12 months)
  • 2 word utterances
  • 3 word utterances reveal grammar
  • by 3-4 years are creating novel word combinations correctly
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14
Q

Vocabulary Spurt

A

Stage in which infants learn new words much more rapidly than before
- 10 words per week
- around 18 months

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15
Q

Fast mapping

A

connects new words to objects without considering all possible meanings

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16
Q

Rules for learning words

A
  • One-to-One mapping of words to objects
  • Name refers to whole object
  • If a second name is presented for an object already learned it must be a subcategory
  • given many similar category members, a word applied consistently to only one of them is a proper noun
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17
Q

Cross-cultural differences in language acquisition

A

Mandarin Chinese, Korean and Japanese learn verbs earlier than English infants

18
Q

Symbolic representation

A
  • 9 month olds try to grab objects in photos
  • scale models are useful only when children understand representation
19
Q

Sign language

A

a gesture can map on easily to intended meaning, but sign language is more symbolic

20
Q

Scale Errors

A

Emotions can override sense of scale due to fragile sense of scale

21
Q

Overextension

A

defining a word too broadly
-common around 1-3; disappears as children master language

22
Q

Underextension

A

defining a word too narrowly
- common around 1-3; disappears as children master language

23
Q

Wug experiment

A

Used made up word with grade 1 students
-revealed understanding of morphology
-children know rules well enough to apply to new instances

24
Q

Bilingualism

A
  • Best if second language is acquired before puberty
  • early acquisition means same brain areas for processing both languages
  • children and adults learn languages differently
25
Q

Critical Period

A

Notion that specific experience is necessary during a developmental period for a behaviour to develop

26
Q

Sensitive periods

A

Flexible time window in which experience has optimal effect on behaviour
-behaviour can still be modified outside this window

27
Q

Bilingual benefits

A

BETTER
- attentional control
- concept formation
- analytic reasoning
- inhibition
- cognitive flexibility, complexity, monitoring

28
Q

ESL duration of time to become proficient

A

4- 7 years
-use native language and English to increase success

29
Q

Behaviorist perspective of grammar acquistition

A
  • Children imitate what they hear
  • Children are rewarded for using words correctly
  • Limitations: cannot explain novel combinations and uses of words and parents rarely correct grammar
30
Q

Nativist perspective

A

Noam Chomsky (1957)
- Humans born with neural circuits that allow acquisition of grammar (Language acquisition device)

31
Q

Semantic Bootstrapping theory

A

A nativist perspective theory where individuals automatically know how to categorize words and infer rules for combining words using this innate knowledge

32
Q

Universal Grammer

A
  • Similarities in grammatical structure across languages
  • Humans are born with a grammar that allows us to acquire language quickly with minimal guidance
33
Q

5 supports for universal grammar

A
  1. Specific brain regions for processing language, including grammar
  2. Only humans learn grammar readily
  3. children develop linguistic communication with little/no formal input
  4. Critical period for learning language
  5. Development of grammar tied to development of vocabulary
34
Q

Aphasia: Speech disorder

A

Broca’s Area
-Production
-damage leads to broken speech
Wernicke’s area
-comprehension
-damage leads to “fluent aphasia”
-words flow but are incomprehensible

35
Q

Apes and sign language

A
  • Bonobo observed human models using symbols while interacting with other apes
  • eventually learned hundreds of lexicons and English words
  • Chimps can use 2-word combinations (mostly action object)
36
Q

Is language unique to humans

A

Yes
- non-human animals can learn associations between symbols and actual things/actions
- No animal has shown mastery of syntax

37
Q

Soundless environment

A

Babies learn sign language from their deaf parents in the same way as hearing children who learn spoken language

38
Q

Acquisition of vocabulary and grammar

A

Children not only learn new words, but learn “position” of word simultaneously

39
Q

Cognitive perspective

A
  • Cognitive skills allow children to learn regularities in their environment
  • Infants’ statistical inference is a manifestation of powerful cognition
  • Infants memory improves as vocabulary improves
40
Q

Williams Syndrome

A

Low intelligence by high expressive verbal ability

41
Q

Social Perspective

A

Children master language in the context of social interactions

Child Development (18 decks)

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