chapter 9 Flashcards
(44 cards)
1
Q
Phonemes
A
basic sounds
2
Q
morphemes
A
smallest unit of meaning ex: cats = cat + s
3
Q
Syntax
A
rules for combining words, grammar
4
Q
Semantics
A
meaning of words
5
Q
Pragmatics
A
how language is used in context (Hi teacher, vs, sup teach)
6
Q
metalinguistic awareness
A
knowledge about language (say something then correct yourself)
7
Q
Broca’s area
A
speech production
8
Q
Wernicke area
A
comprehension
9
Q
Behaviorist theory of language development
A
- skinner
- reinforcement + shaping
- support: reinforcement results in more vocalizations
10
Q
Social cognitive theory of language development
A
- bandura
- modeling + imitation
- support: babies copy sounds
11
Q
Nativist theory of lang development
A
- chomsky
- universal grammar: underlying structure of all language
- language acquisition device: way our brain is built - we have innate ability to learn language
- support: infants process language similar to adults
12
Q
Interactionist theory of lang development
A
- combines learning and nativist approach
- biological predisposition, but communication is key
- support: “feral” children case studies
13
Q
Statistical learning theory of lang development
A
- probability
- like predictive text
- support: infants can pick out commonly paired syllables/phonemes
14
Q
Stages of language development: Stage 1. - prelinguistic communication
A
- crying
- babbling
- native language and ASL
- gesturing
15
Q
Early sentences
A
- holophrases : ex - “go”, “mine”
- telegraphic speech: ex - “mommy go work”
16
Q
Bootstrapping
A
Syntactic - Use grammar to understand meaning Semantic – Use meaning to understand grammar
It walks on its flaxes. Can snorks bispooche?
17
Q
Fast-mapping
A
– retaining definition after single exposure due to syntactic and semantic knowledge
18
Q
fast-mapping through mutual exclusivity
A
I know what that is so the new word must refer to
something else
19
Q
Adult contributions in prelinguistic stages
A
Taking turns
Recasting – rephrasing
- “Mommy go work”
-“Yes, Mommy is going to work”
Infant-directed speech
20
Q
Infant-Directed Speech
A
- warm and affectionate tone
- high pitch
- slower speech
- exaggerated facial expressions
- prefer this over adult directed speech
- can be signed
- used across cultures
- NOT BABY TALK
21
Q
How does our phonemic perception change over time
A
- during infancy we go from broad to narrow perception
22
Q
McGurk Effect
A
McGurk effect is a cross-modal effect and illusion that results from conflicting information coming from different senses, namely sight and hearing.
- a perceptual phenomenon which happens when a person perceives that the movement of another individual’s lips do not match up with what that individual is actually saying. In other words, it is an illusion which occurs in the interaction between vision and hearing in the perception of speech
23
Q
Multimodal Perception
A
- visuals play a role
- manual gestures/body language
- facial gestures
24
Q
Bilingual Face study
A
- takes bilingual children longer to look at face than children who arent
- had less fixations on a face than unilingual children
25
Brocas area
- active in the production of speech, is located near the motor center of the brain that produces movement of the tongue and lips.
- Damage: difficulty speaking, will end up using the fewest words possible to say what they mean, but they do understand others when they speak.
26
Wernickes area
- helps us understand and create meaning with speech.
- Damage: no trouble producing words but has difficulty making sense, they also have difficulty understanding other people’s speech. What they say does not make sense.
27
Overregularization
the process of acting as if irregular words follow the regular rules (ex: the cats eated the mouses, instead of the cates ate the mice).
28
Do you think overregularization is an indication that kids do or do not have an understanding of basic grammar? Why?
That they do because these errors show a pattern which they have learned, they are just applying the pattern to words that don’t follow that pattern.
29
Describe the key points under the Statistical Learning approach to language
Infants understanding of language is learned, not based on an innate grammar system as nativist theories assert.
Process of learning words and their meanings relies on the general information processing abilities of the human brain
Transitional probability: infants’ brains are constantly figuring out statistically how likely it is that certain sounds will follow each other
30
What evidence do we have that fetuses start to pick up on language in a prenatal environment?
Changes in fetal heart rate and motor activity when the mother is speaking show that the fetus can hear her voice
Newborn brain function studies shown children can differentiate between their mother’s spoken words and those of another woman
Cat in the hat study
Become familiar with the language their mother speaks before they are born and prefer that language as newborns
31
10. Explain how crying, cooing, babbling, and canonical babbling are used by infants.
Crying: differentiated for parents by intensity rather than the meaning of specific cries
Babbling: repeated syllables leading to varied syllable combinations
Cooing: soft vowel sounds such as ooh and ahh
Do all of these to elicit some response from their environment
These things are known as infant preverbal communication
32
How does babbling relate to an infant’s native language?
The feedback they receive alters the sounds of their babbling which slowly begins to reflect the sounds similar to their own language
33
Joint attention:
parent and child both look at the same item but also check to see whether the other person is also looking, helps infants to sustain attention for a longer period of time and infants who have longer sustained attention learn more words by the end of the first year.
34
Gestures
when children use a gesture, such as flapping their wings to signify a bird, the actual word bird tends to show up about 3 months later. More gestures can lead to more language and word acquisition.
35
relationship between SES and language development
Children in high SES family are exposed to a lot more words than children in low SES families
Amount and quality of language
Better predictor: quality of the parents verbal interactions with the child
36
Explain how young children use constraints in their development of language
Use constraints because they limit or constrain the alternatives the child considers when learning a new word
37
Constraints: Whole object bias
using the word giraffe and assuming it describes the whole animal (its long neck and skinny long legs, etc.), even though this thing obviously has several parts to it, and even if one of the parts is more prominent than the others.
38
Constraints: Mutual exclusivity
children assume that there is one and only one name for an object
39
Taxonomic constraint
leads children to assume that a new word will refer to other objects that belong to the same category
40
Bootstrapping – Syntactic
children use syntax or grammar to learn the meaning of new words.
41
Bootstrapping – Semantic
use words they have learned that name objects or actions to begin to understand grammatical categories such as nouns and verbs
42
Fast-mapping
as children apply all these principles to their acquisition of new words, they can quickly learn new words, often based on a single exposure.
43
Define metalinguistic abilities. How do metalinguistic abilities contribute to language development?
Abilities in which children begin to think about language and how to use it
o Can understand jokes, subtle meanings, better reading comprehension
44
Misconceptions of Bilingualism
Myth: Exposing infants and toddlers to more than one language may cause delays in their speech or language development.
Fact: Milestones of pre-language development are the same in all languages. Like other children, most bilingual children speak their first words (/English/ages-stages/toddler/Pages/Language-Development-1-Year- Olds.aspx) by age one (i.e., mama, dada). By age two, most bilingual children can use two-word phrases (/English/ages-stages/toddler/Pages/Language-Development-2-Year-Olds.aspx) (i.e., my ball, no juice). These are the same developmental milestones for children who learn only one language. A bilingual toddler might mix parts of a word from one language with parts from another language.
Myth: Speaking two languages to a child may cause a speech or language disorder.
Fact: If a bilingual child has a speech or language problem, it will show up in both languages. However, these problems are not caused by learning two languages. Bilingualism should almost never be used an explanation for speech or language disorder.
Myth: Learning two languages will confuse your child.
Fact: Some bilingual children may mix grammar rules from time to time, or they might use words from both languages in the same sentence (i.e., "quiero mas juice" [I want more juice]). This is a normal part of bilingual language development and does not mean that your child is confused. Usually by age 4, children can separate the different languages but might still blend or mix both languages in the same sentence on occasion. They will ultimately learn to separate both languages correctly.
Myth: Children with speech or language processing disorders can have more difficulty learning a second language.
Fact: Children with speech and language disorders may have more difficulty learning a second language but research shows many can do so successfully.
Myth: Bilingual children will have academic problems once they start school.
Fact: The school setting that best suits bilingual children depends on the age of the child. Immersion in an English language-speaking classroom is the best approach for younger children but is less effective for older students. For example, older kids in high school would be better served to get instruction in the language they know while they're learning English. Research shows many academic advantages of being bilingual, including superior problem solving and multitasking skills, as well as increased cognitive flexibility.
Myth: If a child does not learn a second language when he or she is very young, he or she will never be fluent.
Fact: Although the ideal language-learning window is during the first few years of life—the most rapid period of
brain development—older children and adults can still become fluent in a second language.
Myth: If a child is not equally fluent in both languages, he or she is not truly bilingual.
Fact: Many people who are bilingual have a dominant language, which can change over time, depending on how often the language is used. In the United States, it is not uncommon for a child's dominant language to become English—school-aged children usually prefer to speak in the majority language instead of the one that
