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normal language development > exam 2 > Flashcards

exam 2 Flashcards

1
Q

critical period

A

there is a biologically determined period during which a behavior must appear

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2
Q

what are some things that would provide proof of a sensitive period for language learning?

A

children unexposed to language (do not develop syntax), children who are deaf born to hearing parents, second language studies

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3
Q

what are some non-biological factors that could affect language acquisition throughout the lifespan?

A

education level, environment (learning: classroom vs. immersion), social psychosocial factors (role in the family, personality)

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4
Q

Which aspects of language development are most strongly related to genetics?

A

-genetics: predictive of rate of acquisition of language, rate of language disorder, grammar/syntax
-environment: lexical/vocab development

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5
Q

social gating

A

the social function of language ‘gates’ children’s attention which allows them to learn

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6
Q

what were the results of studies on the language outcomes of infants who were exposed to live interaction and audio visual media of a speaker of a different language?

A

live social interactions: infants display skills of native speaker; audio-visual (recording): infants display same ability as having no exposure; interaction has important connotation in language learning

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7
Q

joint attention

A

when an adult and child are looking at same thing and “mutually engaged”

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8
Q

gaze following

A

child looks where person looks (around 10-15 mo)

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9
Q

gaze leading

A

eye gaze, communicative pointing (10mo-1 yr)

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10
Q

conventional gestures

A

: culturally agreed upon meaning (nodding, shaking head no, appear just before emergence of words)

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11
Q

spontaneous gestures

A

symbolic communication created by children- predicts vocab & syntax development (ex: blow on food- hot, open & close hand- give me)

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12
Q

evidence that children can read intentions of others?

A

-missed string in a cup experiment: can imitate correct behavior by 18 mo
-used for language learning: new labels go to what adult is looking at, not child (around 24 months)

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13
Q

what do infant visual stimuli looking time measures tell us about mental categorization?

A

infants are actively forming categories of things/objects- can differentiate between rectangles and a circle

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14
Q

high amplitude sucking paradigm

A

sucking rate increases (dishabituation) with new sound if it is heard as different

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15
Q

habituation

A

become acclimated to (bored of)

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16
Q

dishabituation

A

regain interest in stimuli

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17
Q

headturn paradigm

A

uses pavlovian (classical conditioning) responses (ex: turning head when hearing “da” rather than “pa”

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18
Q

preferential looking & eye tracking

A

looking in a certain direction to relay preference; device used to track pupils/eye movements

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19
Q

what are some of babies’ preferences at birth?

A

i. Language > other audio
ii. Mother’s voice to other women
iii. Stories they’ve heard in the womb
iv. Native language

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20
Q

when does the shift from being a “universal” vs. “language specific” listeners?

A

around 1 yr

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21
Q

true or false: infants can create categories of objects and animals by 4-6 mo.

A

true

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22
Q

path

A

how infants recognize and categorize motion events- the direction the agent moves in (prepositions)- not mandatory/optional

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23
Q

manner

A

how infants recognize and categorize motion events- the way the agent moves (jumping, bouncing, skipping) (verbs)

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24
Q

what do infants use to differentiate between objects

A

adjectives and nouns

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25
Q

statistical learning

A

counting the frequency with which one stimulus is followed by another

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26
Q

statistical learning and identifying syntactic rules

A

abstract patterns that can apply to any stimuli (Ex: the dog was running, the boy was playing  the X was _Y_ing)

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27
Q

how old were the infants in the rule learning (syntactic patterns) study?

A

7 mo- could tell the difference

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28
Q

phonological memory

A

capacity to remember newly encountered sound sequences

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29
Q

how can you test phonological memory

A

Non-word how do you repetition task: grall, brasterer- words get longer w/ more phonemes

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30
Q

better phonological memory, better …

A

vocab, grammar, second language learning- predictive of language abilities

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31
Q

central executive

A

executive functions – allocates mental resources among competing demands.

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31
Q

central executive

A

executive functions – allocates mental resources among competing demands.

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32
Q

what is poor central executive indicative of?

A

language disorders (Developmental Language Disorder) and trouble with sentence comprehension

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33
Q

what is the benefit of naps for infants and preschoolers?

A

infants- improve retention of statistical learning
preschoolers- improves retention of new words

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34
Q

frequent frames

A

a couple of set words that have verry few words that vary between them- cue syntactic categories 9ex: “ you ____ (verb) it)”, “the ___ (noun) is”)

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35
Q

prosody

A

melody of speech, stress patterns

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36
Q

Prosodic and phonological bootstrapping and 2 methods

A

use prosody and phonology to learn syntax or word meaning
1. Nouns vs verbs in syllable stress (‘record vs. re’cord)
2. Pauses at phrase boundaries (“the fuzzy brown bear|walked to the store”)

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37
Q

attributes of infant directed speech

A

higher and wider range of pitch, shorter phrases and slower tempo, longer more prototypical vowels, highlight particular vowels

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38
Q

what are the benefits of Infant Directed Speech (IDS)

A

preferred by infants and improves phonological processing

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39
Q

example of expansion

A

kid- “shoes!” parent- “ you need your shoes?”

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40
Q

example of reframing

A

kid- “I not did it”; Mom: “You didn’t?”; Zoe: “I didn’t did it”

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41
Q

parents are “ _____ _____” at birth

A

conversational partners

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42
Q

true or false: Children whose mothers are less responsive to their communication, have better language earlier

A

false (responses to crying and following kid’s attention promotes language development)

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43
Q

what are 3 ways quality of maternal input can be measured

A

range of vocab, complexity of sentences, chances for child to respond (conversational terms)

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44
Q

quantity of maternal input

A

more speech that children hear spoken to them –> higher vocab

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45
Q

what are the major findings from Hart & Risley (1994)

A

children of parents w/ higher socioeconomic status (SES) have higher vocabularies because they hear significantly more words

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46
Q

avocado example

A
  • Low SES- “you wouldn’t like that”
  • “higher SES- “that’s an avocado, remember we had that other day- it was guacamole and you didn’t like it”- more language learning
47
Q

directives

A

ex: “pick that up now”- associated w/ low SES high stress households- less language learning

48
Q

directives vs. eliciting speech

A

directives: low SES; eliciting speech “what do we do after playing?”- higher SES and more language acquisition

49
Q

responsiveness in availability of language

A

label what kid’s attend to and respond to kid’s communications, babble, and speech

50
Q

phonological knowledge

A

the ability to recognize and manipulate the spoken parts of sentences and words

51
Q

phones

A

different sounds a language uses

52
Q

how many phones are possible and how many dos each language use on avg.?

A

200; 45

53
Q

phoneme

A

perceptually distinct unit of sound in a specific language that distinguishes one word from another (think minimal pairs- /bIt/ vs /pIt/

54
Q

allophones

A

sounds that occur in a language that do not differentiate language (English: aspirated vs. unaspirated p)

55
Q

distinctive feature

A

sound that carries meaning

56
Q

how do adults represent speech sound?

A

process language on the phoneme level

57
Q

how do we know adults represent speech sound on the phoneme level

A

onset and rhythms, manipulate sounds, spoonerisms (sound switching errors)

58
Q

phonotactic knowledge

A

constraints on sound sequences (ex: “gn” in german & italian but not english

59
Q

phonological rules

A

rules about how sounds go together in a language

60
Q

voicing assimilation

A

consonants match in voicing (“wugs” vs “blicks”)

61
Q

phonetic feature

A

The elements making up and distinguishing phones are phonetic features (height, backness, frontness, stop, etc.)

62
Q

articulatory phonetics

A

speech sounds and how they are pronounced

63
Q

what differentiates vowels and consonants?

A

consonants: how airflow is obstructed; vowels: airflow is not obstructed

64
Q

manner of articulation

A

how airflow is obstructed (stops and fricatives)

65
Q

place of articulation

A

where airflow is obstructed (bilabial, etc.)

66
Q

voicing

A

time vocal chords start vibrating relative to release of air (voiceless vs. voiced)

67
Q

why are vowels difficult for children to differentiate and categorize?

A

varied between speakers; high frequency helps infants

68
Q

What are vegetative sounds? When do they first occur?

A

accompany biological functions (cry, burp, etc.); occurs at BIRTH

69
Q

what advances in phonological production are made btwn 16-30 wks?

A

cooing and vocal play

70
Q

cooing & brain devlopment?

A

vowels (when happy, social); development of limbic system –> emotion

71
Q

what is vocal play?

A

increase in types of sounds- all babies sound the same (16-30 wks)

72
Q

canonical babbling

A

true syllables “bababa” (6-9 mo)

73
Q

jargon

A

babbling with prosody (ex: twins talking video) (ab 10 mo)

74
Q

nonreduplicated babbling

A

range and type of sound increase (not just the same syllable over and over

75
Q

babbling drift

A

sounds like native language

76
Q

why is babbling drift important and when does it occur

A

importance: environment influence- when do babies recognize/recreate native sounds

77
Q

how does prosody play a role in babbling drift?

A

differences at 9 mo in prosody (comprehension)

78
Q

What do cross-linguistic studies and research with children who are deaf tell us about the phonological production that occurs between 6 and 9 months?

A

canonical babbling is rare in babies who are deaf- deaf children often stop babbling (importance in hearing experience)

79
Q

Language specific babbling was tested using 2 different methodologies. Explain these two studies.

A

study 1: adult french raters listened to babbling from babies learning different languages- novice raters detected french sounds at 8 mo, expert: 6 mo. RESULTS: babbling drift occurs from 6-9 mo

study 2: experts identified vowels and consonants in babbling- differences at 9 mo in prosody. RESULTS: babbling drift6-9 mo

80
Q

when do first words emerge?

A

about 52 wks

81
Q

how is physical growth related to speech sound development?

A

vocal tract- smaller, different shape- muscles developing (ex: tongue); facial skeleton getting larger

82
Q

how is brain development related to speech sound development?

A

limbic system (emotion-cooing); motor cortex (moving muscles etc. to produce speech sounds)

83
Q

how is experience related to speech sound development

A

hearing self to learn (ex: deaf children often stop babbling)

84
Q

how do newborns represent speech sounds in comprehension

A

syllable level (ex: ba vs. bu- 1 difference, ba vs. du- 2 differences)

85
Q

when do people start to represent speech sounds on the phonemic level?

A

3 mo. (/b/ /a/- individual phonemes)

86
Q

what are some early errors in word production?

A

reduplication- ball –> baba
deletion of weak syllable- banana –> nana
stops –> fricative- see –> tee

87
Q

“whole word”

A

first words are represented as whole words in production- adults have representations of phonemes

88
Q

phonological idioms

A

child produces sound correctly in one word, but mispronounces in another (‘wa-bit” but “rag”)

89
Q

perception vs. production

A

hear errors in others that they produce

90
Q

when is phonology mastered?

A

by 7 yrs (mostly by 4)- excludes phonological awareness (individual’s awareness of phonetic structure

91
Q

mental lexicon

A

mental dictionary of words you know

92
Q

lexical selection

A

early words biased towards phonemes kids can produce (“mama” vs. “mother”)

93
Q

word

A

arbitrary symbol- stands for something w/o being part of it (arbitrary: no specific rule about sounds of word/what word refers to)

94
Q

reference

A

symbol standing for a whole concept (ex: grass, human reference of outside vs. dog’s understanding (walk))

95
Q

mental lexicon

A

mental dictionary- includes semantics (word mearning)

96
Q

first word production?

A

10-15 mo. (ab 52 wks)

97
Q

context-bound words

A

tied to particular context (dog is my corgi in the backyard- no other dog in no other situation)

98
Q

referential words

A

not bound to specific use (has a reference for word) (dog is my corgi and pic of dog in book, and neighbor’s dog, etc.)

99
Q

What is the overall pattern of referential and context bound words in young children and how does this change with age?

A

slowly context-bound –> referential over time

100
Q

50 word point

A

50 sounds most common in children’s babble also most common sounds in children’s 50 first words

101
Q

make up of early vocabulary?

A

nominals (nouns)- noun bias
action words- up, go
modifiers- allgone, pretty
personal social words- no, want
grammatical function words- what, is

102
Q

human simulation study

A

mom interacting w/ toddler- bleeped out nouns & verbs
task- name missing words
RESULTS: nouns: 45% missing nouns, 15% missing verbs
many more possible meanings for verbs

103
Q

natural partitions theory

A

noun bias is caused by the nature of things in the word to labeled- objects are easier to categorize than verbs, adj., etc.

104
Q

relational relativity hypothesis

A

nouns are more consistent across languages than verbs, adjectives, etc. (ex: “Wikipedia, the FREE encyclopedia”)

105
Q

verb embedded

A

present in noun-bias languages (she hit him)

106
Q

verb final

A

present in no noun-bias languages (she him hit)

107
Q

noun drop languages

A

don’t need noun (ex: puedes ir vs. tu puedes ir)

108
Q

What is different about parent interactions in different cultures that could lead to less of a noun bias in some languages?

A

english- label objects
mandarin- label actions (verbs)

109
Q

overextentions

A

using a word too broadly (dog for all 4 legged animals)

110
Q

underextensions

A

using word too narrowly (dog = only my dog fluffy)

111
Q

When do children show more advanced production than comprehension in word meaning? Give an example.

A

produce some words they don’t fully understand (ex: uncle- that guy that comes over

112
Q

word spurt

A

around 50 words (15-20 mo) inc. in word learning (some kids have big inc., some more linear)

113
Q

what are some possible causes of individual differences in vocabulary growth?

A

sex, birth order, SES, phonological memory

114
Q

speech segmentation

A

statistical learning using phonological cues (stress patterns)

115
Q

find referent in environment

A

ex: what does gavagai mean when someone points at rabbit

116
Q

lexical constraints

A

guides child by constraining possible interpretations of new words- whole object assumption and mutual exclusivity assumption

normal language development (3 decks)

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