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LING228- Child language acquisition > 3>word learning > Flashcards

3>word learning Flashcards

1
Q

when do infants learn their first words?>

A

12 months

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2
Q

features of infants first words>

A

usually relevant & frequent words in environment (i.e. greetings, objects, toys, pet names)

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3
Q

when does a child reach (on average) 600 words?

A

36 months

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4
Q

features of infants first 600 words> (2)

A

-these words as expansion to different types & more abstract words
-these words as mainly still common nouns verbs & greetings

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5
Q

when does comprehension of words begin?

A

around 8-10 months

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6
Q

when does production of words begin?>

A

around 11-13 months

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7
Q

word comprehension=

A

mapping a word to its referent

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8
Q

what is word comprehension indicated by?> (2)

A

> Retention=remembering the word-referent pair (mapping)
Generalisation= generalising the word to a new category member (e.g. extend to other types of car)

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9
Q

word retention=

A

remembering the word-referent pair (mapping)

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10
Q

word generalisation=

A

generalising the word to a new category member (e.g. extend to other types of car)

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11
Q

what is the reference problem?>

A

there are infinitely many possible referents for a word
(e.g. point & gavagi> what is referring to? obj, part of obj, environment etc)

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12
Q

children’s ‘intrinsic biases’ on figuring out word meaning=

A

how every child has innate specific expectations of how labels map onto objects, (with these limiting no of potential referents)

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13
Q

types of children’s ‘intrinsic biases’ on figuring out word meaning (2)

A

> lexical constraints
social-pragmatic cues

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14
Q

how do children figure out word meaning> (2)

A
  • intrinsic biases
  • extrinsic cues
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15
Q

what are extrinsic cues for figuring out word meaning>

A

co-occurences between specific objects & labels; (properties of external communicative situation which assist word learning)

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16
Q

Types of extrinsic cues for figuring out word meaning> (2)

A

statistical associative info, distributional learning (e.g. hear & see together–>pair)

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17
Q

Lexical constraints> 1>whole object assumption study> (3)

A
  • children 3-4 shown image of NOVEL obj & NOVEL label
  • asked which of 2 things it is (part/whole)
  • children chose entire object as referent (fits with assumption)
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18
Q

what is the whole object assumption?>

A

children expect a word to refer to a WHOLE object, not a part/property of it

19
Q

lexical constraints: mutual exclusivity study> (4)

A
  • showed children novel word for ENTIRE object & told them what it is
  • Now children know of word
  • asked on diagram where another label is
  • as don’t accept 2 labels for things then apply this principle & infer this must refer to part
20
Q

what is the mutual exclusivity assumption?>

A

children expect object to have one and only one name

21
Q

Lexical constraints> taxonomic assumption study> (4)

A

-children showed an object with novel label (car & ‘sud’)
-showed objects that thematically similar
-asked to find another (‘sud’) & chose another car
-thus generalised words to other members of category (when use word to refer to 1st one)

22
Q

lexical constraints> taxonomic assumption ALTERNATE study condition> (4)

A

-children showed an object with novel label (car & ‘sud’)
-showed objects that thematically similar
-asked to find another but didnt repeat label
- children chose policeman (as thematically similar)

23
Q

summary on lexical constraints>

A

-aims to solve complex problem by simple set of constraints

24
Q

problems with idea of ‘lexical constraints’>

A

-children do not always adhere to these
-children do learn words that refer to parts of objects
-children do learn MULTIPLE labels for an object

25
Socio-pragmatic- joint attention study> (3)
- after labelling children were asked to find 'toma' out of 3 objects - when both parent & child were looking ast same thing 16 months+ identified correct obj - when no joint attention only 18 month identified correct obj
26
socio-pragmatic cues> communicative intentions study on mutual focus> (4)
- children (2) & 3 hidden novel objs without lang - asked child to find 'toma' new word but no corresponding obj - adult find 2 of 'wrong' objects & vocalises this - once all toys out, children chose correct obj without direct lexical link (through understanding communicative intentions/goals)
27
socio-pragmatic cues: communicative intentions> study on monitioring adults' intentions ('toma') (3)
- objects hidden in buckets -asked "where is toma" - adult takes out 3 novel objects & frowns at each until last which smile at - children chose correct, understanding communicsative intention of 'happy' as found object
28
socio-pragmatic cues: communicative intentions> study on monitioring adults' intentions (widget) (4)
- 2/3 year olds taught 'widget' - in 1 conditon "widge it" presented as an action; in another presented as an object - asked to show "widge it" - children in action condition were more likely to demonstrate the action; children in no action condition were more likely to make link between obj & label
29
socio-pragmatic account evidence
children's word learning starts to take off about same time as socio-cognitive skills
30
problems with socio-pragmatic account
- children do learn word before their joint attention & intention reading skills have developed - children with autism who find interpreting socio-pragmatic cues difficult do learn words
31
extrinsic cues> statistical associative info study> (5)
- children presented with novel object & novel labels (6 overall) - presented in pairs - have to keep track of which object goes with which label (as not explicit) - asked to find 'bosa' ; can only find by co-occurence - both 12 &14 months were able to form associations between novel objects & labels
32
pros of associative learning account>
pros - simple (no need for innate knowledge) - powerful (shown to be in place young
33
cons of associative learning account>
-evidence is from very simplified lab environment (1 label, few objs) - might not be able to scale up to learning in real world - doesnt account for learning of abstract words
34
Emergentist coalition model=
a hybrid account that is sensitive to multiple strategies children use to learn words
35
what is 'statistical associative info' extrinsic cue>
idea children associate words to their referents based on the probability of co-occurence of these pairs across multiple situations
36
3 key ideas of emergentist coalition model>
-children are sensitive to MULTIPLE cues -children differentially weight certain cues over others at different time points -children can move from using immature, basic constraints to more mature, sophisticated ones as they develope
37
emergentist coalition model> study> (3)
- 10, 12, 18, 14 months presented with 2 objects: one as interesting looking & the other as boring - when 'interesting' object is asked to find AND looked at -->all children picked correct - when asked to find 'boring' object--> only after 1 1/2 years were children able to shift attention away from 'interesting' obj
38
source of quantitative differences in word production> (4)
-child gender -birth order -personality -language
39
how is gender a source of quantitative difference in word production>
-found female advantage prior to 24 m -rates of acquistion found to differ
40
how is birth order a source of quantitative difference in word production>
- found advantage in first born, prior to 20 months
41
how is personality a source of quantitative difference in word production>
-children high on positive sociability showed advanced lang production at 20/21 months - shy children less likely to learn & retain names of novel objects
42
how is 'language' a source of quantitative difference in word production>
- noun bias in english-speaking children - vs noun bias not found in mandarin-speaking children (due to mandarin often having N's omitted>thus not exposed to more N's)
43
how is curiosity/interest a source of quantitative difference in word production>
- 24 month olds more readily learn word for a new category member of categories they ALREADY know more words for - 30 month olds more readily learn words about objs that are in categories of their interests

LING228- Child language acquisition (9 decks)

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