Flashcards in Chapter 8 Deck (81)
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cognitive revolution
behaviourist did not want to observe the inner workings of conscious, during the the 1950s move to cognitive
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cognitive
mental processes involved in acquiring knowledge
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language is symbolic
symbols to talk about places, actions etc. give us meaning, symbols are arbitrary, ex pencil word is symbol, doesnt actually have anything to do with the object)
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properties of language
symbolic, semantic, generative, structured
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language semantic
symbols have meaning that we can use to convey information
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language is generative
we can take different symbols and words to create sentences that have never been used before. MAke up new words over time
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language structured
rules that define our language, how words can be put together to create a sentence, how to structure sentences so we can covey information
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phonemes
smallest speech structure, no human language actually uses all of the phonemes possible, as we get older we diminish the amount of phonemes we can hear, the ones we can receive are connected to the ones within the language we are surrounded by. EX:talk--> t a k
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morphemes
smallest unit of meaning ex: strangers--> strange, er, s
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semantics
meaning of words and word combinations, language is to convey something that has meaning connotation vs denotation
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connotation
emotional meaning
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denotation
defintion
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syntax
a system of rules for arranging words into sentences (how to organize the words within phrases) ex: swimmer, the--> the swimmer not swimmer the
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initial vocalization
(phonemes) similar across all languages (when baby we make the same noises)
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6 month vocal development
babbling begins to resemble surrounding language, infants have preferred language, beneficial to developing language, they absorb the sounds around them
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Deaf baby babble
wanted to see if deaf babies would still babble to understand if babbling was something to develop language or just something kids did
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babble: developmental or random
babbling is actually part of the development of language
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1 yr language
first word is similar cross-culturally, words for parents
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Receptive in 1 yr olds
how much children understand (they actually understand a lot more than they can say)> expressive language (what they can say/ use how they express themselves)
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receptive> expressive language
if we can teach kids American sign language it might be easier for them to express through motion than through language
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18-24 month language
vocabulary spurt:
fast mapping (refers to when children pick up words after one exposure)
over and under extensions (over: child learns a word but applies it to many more cases than appropriate( ex ball, anything round is a ball)
Under: apply a word to only a narrow set of cases (ex dog only applies to their dog)
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end of 2nd year language
combine words, telegraphic speech (not would you please pass the milk but MILK)
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end of 3rd year language
complex ideas, plural, past tense (even in cases where its not appropriate)
over regulation
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6 years language
metalinguistic awareness: ability to reflect on use of language
begin to understand that w can play around with the way we use language
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8 year language
can use sarcasm, word play, pun
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Bilingualism: benefits
associated with metalinguistic awareness, that you can use words in different languages to mean the same thing, attention and executive function, protective benefit (in cases of dimensia-- onset 4 years later than monolingual), more grey matter
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Bilingual disadvantages
smaller vocabularies in each language, language processing speed, thought to make you loose current language, some places its banned to teach kids second language
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bilingual acquisition
2nd language easier to learn at a younger age, greater acculturation facilitates acquisition (understand culture)
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Allen and Beatrice Gardner (1969)
chimpanzee (washoe) learned to understand 160 words in sign language, he could even put them together to make phrases HOWEver critics say he didnt learn language he was taught through reinforcement-- he just picked up on cues
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