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Developmental Psychology > Lecture 7 - Language development > Flashcards

Lecture 7 - Language development Flashcards

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1
Q

Define language

A
  • Symbolic communication
  • rule goverened
  • conventional (same rules agreed upon)
  • Arbitary (no reason why particular sounds mean particular things(
  • have to learn rules and their exceptions
  • Social, inellectual
  • not always spoken - written/ gestured
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2
Q

Define Phonology

A

About sounds

  • phonemes = smallest unit of sound within a language
  • Speech is just a continuous stream of phonemes
  • Languages distinguish, but we can make 100s
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3
Q

What did Chomsky & Halle (1968) say

A
  • Rules govern combination
  • ‘Cant produce’ - some sounds we physically cant make
  • ‘Aren’t produce’ - some sounds are language specific
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4
Q

Define Orthography

A
  • Letters - about how we write down the language we wish to communicate
  • Graphemes = smallest unit of written text
  • Letters correspond to phonemes, but it is not 1 on 1
  • Hanna etl al (1966) - ‘s’, ‘c’, ‘ss’, ‘sc’, ‘x’, can all be pronounced as s
  • Some rules are exclusively orthographic - silent letters, or adding an -e
  • 44 phonemes + 26 letters to produce these sounds
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5
Q

Define semantics

A

About meaning
- Morphemes = smallest meaningful unit
- ‘s’ makes something plural, ‘ed’ makes it different tense
- Dog = free noun, can stand on its own
- Dogs - the s in dogs = plural suffix, needs to be with something else
- Words can have multiple meanings (e.g. roll)
- Phrases/ sentences:
• require syntax/ grammar for meaning
• Need to learn these rules
• Syntax = order
• culture appropriate

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6
Q

Define pragmatics

A

Non-linguistics

  • considers the communicative function of language
  • About adjust to the context of language (speec/ writing? and who you’re talking to)
  • acknowledgment of social conventions (like turn taking)
  • Involves perspective taking (what reader/ listener already knows, so what to fill them in with)
  • Intonation (pitch) and prosody (tone, rhythm stress)
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7
Q

Outline the pre-linguistic stage in newborns of language development

A
  1. Newborn
    - reflexive vocalisation
    - first sounds
    - crys, grunts, hiccups, general innate noises
  2. 1 month
    - can discriminate all phonemes, but loses this ability by 12 months
    - dont need to recognise all phonemes
    - Can produce different cries for different messages
    - hungry/ sad/ tired
  3. 2-3 months
    - coo, smile, laugh
    - combining vowels and social smiles
    - helps spoken language dev
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8
Q

Outline the pre-linguistic stage: 4-6 months

A
  • babbling - consonant-vowel combos
  • precursor for speech - teaches control of vocal chords, mouth, tongue, lips
  • Universal (even in deaf), similar sounds at similar ages
  • Echolalia - repeating sounds of others
  • Pragmatics - joint attention (follow another persons gaze) and turk taking (adult has to do work)
  • Bateson (1978) found most adults wont talk over babbling child - turn taking
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9
Q

Outline the pre-linguistic stage: 6-9 months

A
  • babbling gets more sophisticated
  • canonical babbling - getting more word like, e.g. dadda
  • reduplicated babbling - repeating over and over
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10
Q

Outline the pre-linguistic stage: 9-12 months

A

•Modulated babbling - more conversational, learning about intonation, prosidy
• Meaningful gestures, like pointing (8 months)
• Start to understand simple instructions, like ‘no’ or ‘stop’
• By 1 year, babies know
- making a sound brings a response
- turn taking
- can make different noises
- listen to others voices

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11
Q

What did Reddy (1999) find about the 9-12 months language dev

A

Looked at communicative interactions

  • found infant begins taking active role
  • moves from dyadic (one infant to another thing) to triadic intreaction (infant to 2 other people/ objects)
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12
Q

Outline first word: 1-2 years

A
  • Learn comprehension before production
  • Phonologically consistent forms: ‘moo’ = cow
  • First word around 1 year
  • intially slow vocab dev, 1-3 words a month
  • 18-24 months = 10-20 words a week
  • 6 years = 15,000 words
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13
Q

What did Dromi (1999) and Nelson (1981) find about 1st word

A

1st word fell into predictable semantic categories - often objects that can be acted upon (e.g. ball)
or
familiar actions/ behaviours (“uh oh”)

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14
Q

Outline grammar development: 2+ years

A
  • Holophrases - child communicates with a single word or gesutre - saying milk and point to the milk = give me the milk
  • happens around 12- 18 months (Tomasell (1995)
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15
Q

Outline 2/ 3 word utterances: 2+ Years

A

• 2 word utterances - adults have to decypher meaning, contexnt is important
- no grammar/ tense
- 1.5-2.5 years (Bloom, 1998)
• 3 word utterances (2-3 years) - logical errors lead to knowledge of grammar, over using the rule
-

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16
Q

Outline sentences stage of language dev: 2+ years

A
  • Holophrases
  • 2/ 3 word utterances
  • playing with language, like rhyming (around 3/4/5)
  • 4-5 can reliably apply rules, have knolwedge of most grammatical constructions
17
Q

What do nativists like Chomsky and Pinker argue?

A
  • Language is only human, seen in virtually all humans
  • are cross-cultural similarities, like universal grammer, or babbling
  • We have ‘language acquision drive’ - in buil mechanism to decypher language/ grammar and help us learn a langugae
  • Innate drive to learn language
  • in deprivation studies, children can still babble/ talk even after not being exposed to it
18
Q

What do behaviourists like Skinner argue?

A
  • Humans have different languages, dialects, accents

- imitation (like echolalia) and reinforcement is important

19
Q

What are ‘for’ nativistis?

A

√ - there are universal properties of language - children go trhguh same stages, make same mistakes (even deaf)
√ - Pidgen languages - simplified version of language appearing spontaneously
√ - Brain areas related to language areas

20
Q

What are ‘againsts’ nativistis?

A

X - understates complexity of language
X - languages are different, e.g. masculine, feminine - dont apply for english
X - Complex language components are hard to learn, why dont we have them immeditely from birth
X - impossible to prove we have this innate ability

21
Q

What are the fors for behaviourists?

A

√ - Env evidence - we speak accent dialect of our social group
√ - More a parent talks to baby in early years, better language dev
- push chair facing mother = greater speech, quicker development

22
Q

What are the againsts for behaviourists?

A

X - understates dev achievement - very complex, cant just say we imitate
X - can produce language they havent heart
X - Adopted children dont have one on one interaction but still develop language fine
X - too much emphasis on role of parents

23
Q

What are the conclusions of this debate?

A
  • interactionist approaches
  • We have innate disposition to learn language
  • this is facilitated by env/ behaviours
24
Q

Define literacy deveopment

A

Literacy = ability to read and write

Written language:

  • develops after spoken language
  • Not always acquired easily
  • requires explicit education
  • dev requires matching written to spoken
  • need exposure and support
25
Q

Outline literacy development at 6 months

A
  • Can look at picture books
  • look at pictures/ words
  • carry books/ turn pages
  • to support:
    read through picture book stories with them
26
Q

Outline literacy development at 24-36 months

A
  • can recite/ remember phrases from the story

- not reading - just memory of what has happened

27
Q

Outline literacy development at 3-4 years

A
  • can follow things along with finger

- see how things appear

28
Q

Who came up with literacy development stage models?

A

Frith (1985), Ehris (1995)

29
Q

Outlie logographic stage (preschool) of literacy development

A
  • salient visual cues, smaller is misread as yellow
  • because it has two sticks in it (Seymour & Elder, 1986)
  • still rely on memory of words
  • recognise shape of letters and words
  • Expect large objects to have longer spelling (bus vs car)
  • inefficient
30
Q

Outline alphabetic stage of literacy development (approx 5+ years)

A
  • phoneme-grapheme correspondances - can consistently recognise what words/ letters look like
  • Can convert reading into spoken words - sounding out
  • Depends on phonological skills
  • Must eventually acquired additional strategies - as they can only read sounds they know/ can produce/ in their spoken vocab
  • can start to read books on their own
31
Q

Outline alphabetic stage of literacy development (approx 5+ years)

A
  • orthographic knolwedge
  • know that ‘8’ and ‘eight’ are the same
  • Morphological knowledge - reliably add ‘s’ to make plural for instance
  • Rapid vocab development from text, applying it to other contexts
32
Q

What are stage models criticised for?

A

X - strict stage models are too rigid compared to how it is now though literacy develops

33
Q

How does sensori-motor stage link to literacy development (piaget)

A
  • birth -2 years
  • None/ limited skills
  • sensory exploration of world
  • Sensory stimuli - important to improve childrens understanding of the world - achieved through books
34
Q

How does pre-operational stage link to literacy development (piaget)

A

2-7/8

  • rapid language dev
  • begin to categorise words
  • understand possession, things are good/bad, fun/boring
  • more expressive
  • can support by discussing and reflecting on stories
35
Q

How does conrete-operational stage link to literacy development (piaget)

A

7/8-11/12

  • use concrete object to think about abstract concepts
  • learn to draw graphs/ flow charts
  • can express abstract thoughts in concrete way - down on paper
36
Q

How does formal-operational stage link to literacy development (piaget)

A

11/12+

  • use language in abstract way
  • make/ write sophisticated inferences
  • can synthesis, critical reading/ writing
37
Q

What are Holdaway (1979) 4 things that facilitate language development?

A
  1. Observation of literacy from others
    - need to see others reading/ writing
  2. COllaboration
    - ZPD/ scaffolding - others can support/encourage reading, improve literacy
  3. Practice
    - need to practice alone to self-evaluate and imrpove
    - correct errors or ask for help
    - need help with this at first
  4. Performance
    - share new skills with supporters
    - chance to perform
38
Q

What is the relationship between spoken and written language?

A
  • Bi-directional
  • need spoken language early on to support reading and writing
  • Learn lots of words and social norms from reading
  • Exposure to different language forms
  • Acquire language as an object of thought - use language to talk/write about language

Developmental Psychology (9 decks)

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