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PSY2001 > Language Development > Flashcards

Language Development Flashcards

1
Q

What are the main areas of language?

A
  • Phonology
  • Semantics
  • Syntax
  • Pragmatics
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2
Q

What is phonology?

A

“phonemes” or sound segments

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3
Q

What are semantics?

A

System of meaning (“morphemes”)

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4
Q

What is syntax?

A

Rules by which words/phrases are arranged
(Jane hit Sue vs. Sue hit Jane)

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5
Q

What are pragmatics?

A

How language is useful in different contexts or genres

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6
Q

What are the sequences in language development?

A
  1. Speech Perception
  2. Production
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7
Q

Explain speech perception before birth

A
  • Fetal reactions to sounds from 20 weeks
  • Ability to distinguish male & female voices near term (measured by perceived movement, ultrasound or changes in heart rate)
  • Preference for “uterine” version of mother’s voice after birth
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8
Q

Explain speech perception in neonates

A
  • Prefer speech over non-speech
  • Prefer native language
  • Prefer sounds produced by mother
  • Discriminate word types (content vs function)
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9
Q

How was speech perception tested in neonates?

A

HAS procedure

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10
Q

What part of speech production can we see in babies of 1-2 months?

A

Cooing and laughing

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11
Q

Explain the canonical babbling that occurs in babies of 6-10 months old

A
  • Include more vowels and consonants, in ways that start to sound like words
  • Scream for attention or out of anger
  • Specific gestures/sounds reserved for primary care-giver or other familiar individuals
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12
Q

Explain the modulated babbling that occurs in babies of 10+ months old

A
  • Add stress and intonation patterns
  • Overlaps with meaningful speech period
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13
Q

When do babies’ first words typically come?

A

9-12 months old
- Act as labels consistently
- “holophrases” condenses meaning

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14
Q

Explain the word explosion that typically occurs several months after a baby’s first words

A
  • Roughly 20 words at 18m
  • Roughly 200 words at 24m
  • Mainly nouns (labels of objects, people)
  • Some action, state, function words
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15
Q

Explain the stage of multi-word speech in babies at 18 months

A

18 months -> 2 word utterances
- Telegraphic speech
- Importance of scaffolding

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16
Q

Explain the stage of multi-word speech at babies of 24-27 months

A

24-27 months -> 3-4 word utterances
- Start to see evidence of grammatical rules

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17
Q

Explain the stage of multi-word speech of babies at 3 years old

A

Speech understandable to even unfamiliar adults
- Vocabulary at around 1000 words
- Complex sentences with relative clauses
- Still perfecting some linguistic systems

18
Q

Explain the stage of multi-word speech of babies at 5 years old

A

Language similar to that of an adult
- Still perfecting some tenses and constructions

19
Q

How do pragmatics develop as a baby grows up?

A

2yo
- Adjust to different contexts
- Differences in communication to different listeners (ex. informal or formal)

3yo: Master convention of different genres (ex. “Once upon a time” to tell a story)

4-5yo: Take account of listener’s perspective

20
Q

What are the word learning biases?

A
  • Whole object constraint
  • Shape bias
21
Q

Explain whole object constraint

A

Words refer to whole object rather than parts of object

22
Q

Explain shape bias

A
  • Generalise to other objects that are the same shape rather than other attributes (texture, color, materials, etc.)
  • Aids early noun learning
23
Q

What are the two example models to explain word acquisition

A
  • Barrett’s multi-route model
  • Gleitman’s syntactic bootstrapping hypothesis
24
Q

How do children acquire language?

A
  • Shape bias
  • Word learning biases
  • Word acquisition
  • General theories of language development
25
Q

Explain Barrett’s Multi-Route Model

A
  • Referential words used in variety of contexts
    *ex. ‘more’
    *Mapped on to mental representations of objects or actions
  • Context-bound words used only in specific contexts
    *ex. ‘duck’
    *Mapped on to global construction of the event
    *Gradually analysed into individual categories
26
Q

Explain Gleitman’s Syntactic Bootstrapping Hypothesis

A
  • Sensitive to syntactic and semantic correspondences from early age
  • Extract meanings of new words from syntactic clues
27
Q

How do we test language acquisition?

A
  • Observational studies of spontaneous speech
  • Artificial language in experiments
28
Q

Name the three theories of language development

A
  1. Nativist Theories
    -> Chomsky’s “Innate Language Acquisition Device (LAD)”
  2. Constructivist or Cognitive Theories
    -> Piaget and the “Cognition-hypothesis”
  3. Cognitive-Functional Linguistics
29
Q

Explain the Nativist Theories

A
  • Born with basic language production/comprehension capacity
  • Chomsky’s LAD (Language Acquisition Device)
30
Q

Explain Chomsky’s Language Acquisition Device (LAD)

A
  • Human languages have universal features (phonology, syntax, “deep structures”)
  • Innate knowledge of basic grammar rules
  • LAD perceives regularities in heard utterances (LAD generates hypotheses about regularities, and these hypotheses are tested against new utterances)
31
Q

What is the support for Nativist Theories/LAD?

A
  • Children learn quickly, and learning is governed by rules (Sequence of language acquisition similar)
  • Systematic mistakes (logical errors)
  • Correct order early on
32
Q

Explain the Constructivist or Cognitive Theories

A
  • Cognitive and language development are interdependent
  • Language development reflects stages of cognitive development (Cognitive abilities enable understanding and use of language; Rules come from wider cognitive system, not LAD)
  • Similarities in language driven by similarities in experience and development
33
Q

What is the support for Constructivist/Cognitive Theories?

A
  • First words about familiar objects and activities
  • First words appear around the same time as object permanence (Also around the time symbolic play emerges)
  • Words about present emerge before words about future and past (which appears around the time child understands time concepts)
34
Q

Explain the theory of Cognitive-Functional Linguistics

A
  • No universal, innate grammar
  • Acquire language gradually (Gradual building of grammatical structure)
  • Syntax develops out of experience and social interaction
35
Q

What is the support for Cognitive-Functional theory?

A
  • McDonough et al (2011): Early vocabularies include more nouns and toddlers find nouns easy but struggle with creative use of verbs
  • Tomasello et al (1997): Supported this with their study which introduced new verbs and nouns. Children 18-23m could produce plurals of nouns but not past tense of verbs
36
Q

What is the role of adult feedback on language development?

A
  • Infant-directed speech distinctively different than adult-adult speech
  • Scaffolding meaning
  • Expansion and re-casting
  • Parental coaching can impact positively
37
Q

How does SES impact language development?

A
  • Language processing and vocabulary is lower in children of lower SES (Fernand et al, 2012)
  • Children in the top SES have 60% higher scores than those in the lowest quintile
  • Possibly due to “The Word Gap” wherein lower SES children hear fewer words per hour than higher SES children
38
Q

Explain the Genie case study

A

Extreme deprivation from 20 months to 13yo
- Alone in room
- No communication towards her and she was beaten for any attempt to communicate as well

39
Q

Explain the recovery process for Genie

A
  • First few months started recognising words
  • Then 1 and 2-word utterances, few multi-word
40
Q

What were the observations found in the Genie case study?

A
  • Never learned to use pronouns
  • Never mastered questions
  • Never developed complex sentences
  • Relied more on gestures

PSY2001 (10 decks)

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