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exam 2 Flashcards

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1
Q

creators of “baby signs”

A

acredolo & goodwyn 1988

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2
Q

5 beginner signs

A

-hat
-bird
flower
-fish
-more

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3
Q

5 alternates

A
  • duck
  • cat
  • dog
  • bottle/drink
  • all gone
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4
Q

3 types of gestures

A
  • object
  • request
  • attribute
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5
Q

object

A

-age of onset 13.5 mos

request, comment

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6
Q

request

A

-age of onset 12.9 mos

an action

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7
Q

attribute

A

-age of onset 12.4 mos

comment

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8
Q

total gestures

A

38 mothers reported 148

-over 50% were flower and out

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9
Q

language period one

A

1-10 spoken words
object - 10
request - 9
attribute - 6

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10
Q

language period two

A

10 - 25 words
object - 14
request - 8
attribute - 7

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11
Q

total gestures for language periods

A
  • used 81 gestures
  • 70% appeared during first 25 spoken words
  • after 50 words few new gestures
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12
Q

words have ____

A

*advantage
-once word is learned it takes over and sign drops out
words are:
-verbal
-handsfree
-conventional

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13
Q

cognition and gestures:

piaget’s sensorimotor stage

A
  • stage 4 (8-12 mos) - behaviors tied to certain contexts
  • nonverbal strategies for lang comprehension
  • look at what mother looks at
  • touch and manipulate object
  • imitate actions
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14
Q

dual-directional signaling

A

-gestures allow you to look at your mother and communicate about an object elsewhere

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15
Q

early gestures are

A
  • general
  • all purpose reaching
  • showing
  • pointing
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16
Q

at 16 mos parents report ___ times more gestures than lab studies

A

10 times

40 vs 4

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17
Q

gestures arise from

A
  • routines
  • observation
  • imitation
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18
Q

infant memory

A

-infants greater than 6 mos could remember story words vs. foil words better after listening to story

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19
Q

comprehension vs comprehension strategy

*Robin Chapman

A

comprehension

  • complete process
  • understanding a full sentence

comprehension strategy

  • short-cut
  • incomplete understanding of a sentence
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20
Q

comprehension strategies

sensorimotor stage 5 (8-12 mos)

A

nonlinguistic response tendencies:

  1. attend to the object mentioned
  2. show that you notice the object
  3. do what you usually do in a situation
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21
Q

vocab comprehension:

specific person

A

10-12 mos
-100%
13 - 15 & 16-18

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22
Q

vocab comprehension

object

A 
10-12 mos 
42%
13-15 mos 
100%
16-18 mos
100%
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23
Q

vocab comprehension

unusual action verb

A 
10-12 mos
-
13-15 mos
-33%
16-18 mos
-75%
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24
Q

comprehension vs production

A

action words > in early comprehension vocab

  • comprehension earlier
  • reach 50 words in comp 5 mos sooner than production
  • comprehension grows faster than production
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25
lexical principles
- golinkoff - children assume a new word refers to an object - children assume that a new word refers to the whole object, rather than parts of an object
26
novel name-nameless category principle
-if you hear a new word, look for a new object
27
principle of mutual exclusivity
- hansen and markman - children avoid having 2 labels for 1 referent * if one thing already has name the new name must be referring to new object
28
principle of contrast
- eve clark - word contrast has meaning so if a new word is heard and applied to something with a name than it must refer to aspect of that thing
29
receptive vocab in toddlers with autism
``` -behind on all levels esp: -receptive language -gesture use -understanding of single words ```
30
behaviors that differentiate ASD
- lack of appropriate gaze - lack of sharing of enjoyment & emotion w/gaze - failure to respond to name - failure to coordinate gaze, facial expression and vocalization - lack of expression & joint attention - unusual vocalizations - repetitive movements w/body or objects
31
recognition vs. production | begins
recognize 4-6 mos | production 12 mos
32
from 1 - 6 children learn __ new words a day
5-8
33
during grade school children learn ___ words per year
2000 - 4000
34
in the first 5 years of life children learn
- 1 word a week then 1 a day then one every 2 waking hours
35
level of behavioral equivalence
-children learn words at the "mid-level" of generality, the "level of behavioral equivalence" flowers 1. plant 2. flowers 3. rose, daisy, carnation
36
distribution of words in toddlers early production vocabularies nelson 1973
1. general nominal (nouns) - 51% 2. specific nominals (nouns) - 14% 3. action words - 14% 4. modifiers - 9% 5. personal social - 8% 6. function - 4%
37
distribution of words in toddlers early production vocabularies bates 1994
1. general nominal (nouns) - 40% 2. specific nominals 3. action words - <10%
38
modifiers
by the time the child speaks 600 different words, verbs plus adjectives = 25% of the child's production vocabulary
39
function
by the time the child speaks 600 different words, function words = 15% of childs production vocab
40
referential child
>50% of words are general nominals
41
language ____ is a better predictor of IQ than ____
comprehension, speech
42
environment
how many words a child understands
43
genetics
how much a child talks
44
**shyness
doesnt equal stupidity
45
Nelson Task
``` bag of 48 items -8 nouns 6 examples mother pulls object out of bag -for each noun names only first 3 examples listen for children naming objects **expressive vocab ```
46
learning production vocab
nelson & bonvillian - focus on 24 objects mother names - average number of objects the child named after going through set 5 times
47
girls results
girls said the names on average of 45 times
48
boys results
boys said the names an average of 6 times
49
baby talk
``` animals - noises objects routines bodily functions or needs body parts ```
50
baby talk - good or bad?
not proven to be either
51
over extension
when the set of critical features is too small you get overextension -Clark & Clark ``` *fa-ba (flower) smells pretty -perfume -scented candle -pumpkin pie -scented soap -baby lotion ```
52
semantic feature hypothesis
child has a stable set of semantic features for a word ``` **fa-ba (flower) smells pretty petals color stems leaves ```
53
overextension based on
``` perception mostly: shape size some: movement texture sound taste ```
54
overextension can be based on
- function (nelson) | - prototype - original or most memorable experience with an object or event (Rosch)
55
overextension common
- up until 2 1/2 - 30 months | - in production
56
underextensions
only use dog for family dog
57
can there be over and underextensions at the same time?
``` yes over - clouds, rivers ^are alive under - trees, flowers ^are not alive ```
58
two word combinations
begin sometimes at 16 mos in girls more commonly sometimes at 18 mos often at 68 mos begin at 18 mos in boys often commonly at 24 mos almost all often at 28-30 mos
59
pivot open grammar
martin braines early 2 word combinations - P1 + O - i see, all broke, hi mama, more car - O + P2 - boot off, mail come, milk in-there - O+O - papa away, pants change, dry pants
60
lois bloom
possesion can change but child may not have language to express even though the comprehend 1. mommy sock (mommy's sock) 2. mommy sock (mommy is putting on my sock)
61
revised pivot-open grammar
-limited scope formulae | now includes semantics
62
revised pivot open grammar includes | 1. draw attention to something
see + X | here/there + X
63
revised pivot open grammar includes | 2. identify something
is/that + X
64
``` revised pivot open grammar includes 3. assign class membership ```
X+Y mommy girl X is a Y mommy is a girl
65
revised pivot open grammar includes | 4. remark on specific properties of object
big/little + X hot + X old + X
66
revised pivot open grammar includes | 5. express possession
``` X + Y mommy jacket X's Y mommy's jacket X has a Y mommy has a jacket ```
67
revised pivot open grammar includes | 6. plurality or iteration
two + X
68
revised pivot open grammar includes | 7. recurrence or alternate examples of a type
more + X other + X nother + X X + again
69
revised pivot open grammar includes | 8. disappearance of objects
all gone + X
70
revised pivot open grammar includes | 9. negation
no + X
71
revised pivot open grammar includes | 10. express actor-action relations
X does ---- | he does X
72
revised pivot open grammar includes | 11. location
``` N + (in) here/there shoe here N,V, Adj. + here/there messy there X+Y doggie pillow X is in, on, has moved to Y doggie is on the pillow ```
73
revised pivot open grammar includes | 12. patterns that request
want + X | have-it + X
74
semantic relations
the meanings expressed by 2 and 3 word combinations
75
sematic relation - people or animals - do things - to something
1. agent + action - mommy come, daddy sit 2. action + object - drive car, eat grape 3. agent + object - mommy sock, baby book
76
sematic relation | location
4. action + location - go park, sit chair 5. entit + location - cup table, toy floor
77
semantic relation | description
6. possessor + possession - my teddy, mommy dress, daddy sock 7. entity + attribute - box shiny, crayon big 8. demonstrative + entity - dat money, dis telephone
78
age of first appearance for average child
``` *when half of childs utterances are 2 words 3 word utterances -between 1 1/2 and 2 years 4 word utterances -by 2 years ```
79
language spoken to the child
- motherese, fatherese or parentese - child directed speech or CDS - caretaker speech **Infant directed speech or IDS
80
phonological differences
-higher pitch -exaggerated intonation -clearly enunciated, slow with distinct pauses -simple sounds, syllables and words reduplicated syllables
81
Kuhl IDS study
``` 30 mothers -english, swedish, russian 2-5 month infants 3 vowel sounds similar in all lang -vowel triangle expanded 90-94% ``` *if you talk to infants, biology structured us to know what to do
82
slow speaking rate
speech to 2 year olds = half the rate of adult-to-adult speech
83
semantic differences | -limited vocab
- breakfast cookie = granola bar | - hotel where they put dinosaurs = museum
84
semantic differences | -unique words
``` goo-ee = milk mine = pacifier mee-mee = blanket ```
85
semantic differences | -diminutives
``` mommy daddy kitty puppy clownie nappy sockies milkie up-ie no-ie ```
86
semantic differences | -mid-level of generality
car vs specific words (vehicle, minivan)
87
syntactic differences
- shorter utterances (smaller MLUs) - nicely formed unites - repitition (of self or child) with some additions - noun phrases, verb phrases, or prepositional phrases spoken alone - fewer verbs - few embedded sentences - more content words, fewer function words - fewer statements, more as children get older
88
pragmatic differences
- more commands and questions - often missing you and do - questions with what and where at the end
89
protoconversations
conversations with no reply | -parent asks question then supplies possible answer
90
expatiate the childs word or phrase
child: dere rabbit parent: the rabbit likes eating lettuce. do you want to give him some?
91
prompt or occasional question
parent: what did you see? child: no answer parent: you saw what?
92
explicit corrections for truth
-correct truth of what child says, not grammar or pronunciation child: doggie parent: no, thats a horsie
93
implicit corrections for truth
child: bird house parent: yes, the birds sitting on a nest
94
sentences frames
sentence frame + heavily stressed word - mark off beginnings of new words - capture attention - introduce new vocab - wheres - lets play with - heres - look at - thats a
95
parentese characteristics
``` identify conversational turns -high pitch -exaggerated intonation -model dialogues -prompt questions map language onto ideas -selected vocab -avoidance of pronouns identify linguistic units -pauses -sentence frames -repititions ```
96
telegraphic speech
``` words omitted -redundant information -small, closed set of words -predictable from context words included -set could be infinitely large -less predictable from context ```
97
grammatical morphemes and morphology
- inflection - -affix = suffix or prefix - morphemes - -root words - bound morphemes - -play or played - derivational morphemes - -change part of speech - -hit (verb) - hitter (noun) - morphology= a part of syntax
98
referential child
>50% of words are general nominals
99
language ____ is a better predictor of IQ than ____
comprehension, speech
100
environment
how many words a child understands
101
genetics
how much a child talks
102
**shyness
doesnt equal stupidity
103
Nelson Task
``` bag of 48 items -8 nouns 6 examples mother pulls object out of bag -for each noun names only first 3 examples listen for children naming objects **expressive vocab ```
104
learning production vocab
nelson & bonvillian - focus on 24 objects mother names - average number of objects the child named after going through set 5 times
105
girls results
girls said the names on average of 45 times
106
boys results
boys said the names an average of 6 times
107
baby talk
``` animals - noises objects routines bodily functions or needs body parts ```
108
baby talk - good or bad?
not proven to be either
109
over extension
when the set of critical features is too small you get overextension -Clark & Clark ``` *fa-ba (flower) smells pretty -perfume -scented candle -pumpkin pie -scented soap -baby lotion ```
110
semantic feature hypothesis
child has a stable set of semantic features for a word ``` **fa-ba (flower) smells pretty petals color stems leaves ```
111
overextension based on
``` perception mostly: shape size some: movement texture sound taste ```
112
overextension can be based on
- function (nelson) | - prototype - original or most memorable experience with an object or event (Rosch)
113
overextension common
- up until 2 1/2 - 30 months | - in production
114
underextensions
only use dog for family dog
115
can there be over and underextensions at the same time?
``` yes over - clouds, rivers ^are alive under - trees, flowers ^are not alive ```
116
two word combinations
begin sometimes at 16 mos in girls more commonly sometimes at 18 mos often at 68 mos begin at 18 mos in boys often commonly at 24 mos almost all often at 28-30 mos
117
pivot open grammar
martin braines early 2 word combinations - P1 + O - i see, all broke, hi mama, more car - O + P2 - boot off, mail come, milk in-there - O+O - papa away, pants change, dry pants
118
lois bloom
possesion can change but child may not have language to express even though the comprehend 1. mommy sock (mommy's sock) 2. mommy sock (mommy is putting on my sock)
119
revised pivot-open grammar
-limited scope formulae | now includes semantics
120
revised pivot open grammar includes | 1. draw attention to something
see + X | here/there + X
121
revised pivot open grammar includes | 2. identify something
is/that + X
122
``` revised pivot open grammar includes 3. assign class membership ```
X+Y mommy girl X is a Y mommy is a girl
123
revised pivot open grammar includes | 4. remark on specific properties of object
big/little + X hot + X old + X
124
revised pivot open grammar includes | 5. express possession
``` X + Y mommy jacket X's Y mommy's jacket X has a Y mommy has a jacket ```
125
revised pivot open grammar includes | 6. plurality or iteration
two + X
126
revised pivot open grammar includes | 7. recurrence or alternate examples of a type
more + X other + X nother + X X + again
127
revised pivot open grammar includes | 8. disappearance of objects
all gone + X
128
revised pivot open grammar includes | 9. negation
no + X
129
revised pivot open grammar includes | 10. express actor-action relations
X does ---- | he does X
130
revised pivot open grammar includes | 11. location
``` N + (in) here/there shoe here N,V, Adj. + here/there messy there X+Y doggie pillow X is in, on, has moved to Y doggie is on the pillow ```
131
revised pivot open grammar includes | 12. patterns that request
want + X | have-it + X
132
semantic relations
the meanings expressed by 2 and 3 word combinations
133
sematic relation - people or animals - do things - to something
1. agent + action - mommy come, daddy sit 2. action + object - drive car, eat grape 3. agent + object - mommy sock, baby book
134
sematic relation | location
4. action + location - go park, sit chair 5. entit + location - cup table, toy floor
135
semantic relation | description
6. possessor + possession - my teddy, mommy dress, daddy sock 7. entity + attribute - box shiny, crayon big 8. demonstrative + entity - dat money, dis telephone
136
age of first appearance for average child
``` *when half of childs utterances are 2 words 3 word utterances -between 1 1/2 and 2 years 4 word utterances -by 2 years ```
137
language spoken to the child
- motherese, fatherese or parentese - child directed speech or CDS - caretaker speech **Infant directed speech or IDS
138
phonological differences
-higher pitch -exaggerated intonation -clearly enunciated, slow with distinct pauses -simple sounds, syllables and words reduplicated syllables
139
Kuhl IDS study
``` 30 mothers -english, swedish, russian 2-5 month infants 3 vowel sounds similar in all lang -vowel triangle expanded 90-94% ``` *if you talk to infants, biology structured us to know what to do
140
slow speaking rate
speech to 2 year olds = half the rate of adult-to-adult speech
141
semantic differences | -limited vocab
- breakfast cookie = granola bar | - hotel where they put dinosaurs = museum
142
semantic differences | -unique words
``` goo-ee = milk mine = pacifier mee-mee = blanket ```
143
semantic differences | -diminutives
``` mommy daddy kitty puppy clownie nappy sockies milkie up-ie no-ie ```
144
semantic differences | -mid-level of generality
car vs specific words (vehicle, minivan)
145
syntactic differences
- shorter utterances (smaller MLUs) - nicely formed unites - repitition (of self or child) with some additions - noun phrases, verb phrases, or prepositional phrases spoken alone - fewer verbs - few embedded sentences - more content words, fewer function words - fewer statements, more as children get older
146
pragmatic differences
- more commands and questions - often missing you and do - questions with what and where at the end
147
protoconversations
conversations with no reply | -parent asks question then supplies possible answer
148
expatiate the childs word or phrase
child: dere rabbit parent: the rabbit likes eating lettuce. do you want to give him some?
149
prompt or occasional question
parent: what did you see? child: no answer parent: you saw what?
150
explicit corrections for truth
-correct truth of what child says, not grammar or pronunciation child: doggie parent: no, thats a horsie
151
implicit corrections for truth
child: bird house parent: yes, the birds sitting on a nest
152
sentences frames
sentence frame + heavily stressed word - mark off beginnings of new words - capture attention - introduce new vocab - wheres - lets play with - heres - look at - thats a
153
parentese characteristics
``` identify conversational turns -high pitch -exaggerated intonation -model dialogues -prompt questions map language onto ideas -selected vocab -avoidance of pronouns identify linguistic units -pauses -sentence frames -repititions ```
154
telegraphic speech
``` words omitted -redundant information -small, closed set of words -predictable from context words included -set could be infinitely large -less predictable from context ```
155
grammatical morphemes and morpholog
- inflection - -affix = suffix or prefix - morphemes - -root words - bound morphemes - -play or played - derivational morphemes - -change part of speech - -hit (verb) - hitter (noun) - morphology= a part of syntax
156
toddler age vs MLU
``` 1 year - 1.0 morpheme 2 year - 2.0 morpheme 2 1/2 years - 2.5 morpheme 3 years - 3.0 morpheme 3 1/2 years - 3.75 morphemes 4 years - 4.5 morphemes ```
157
child imitates mother
overestimates MLU | solution: compare spontaneous MLU to imitated MLU
158
child repeats self frequently
- may over or under estimate MLU depending on whether short or long utterances are imitated solution: compare an MLU with repetitions to one without
159
mother asks a lot of questions
- underestimates MLU solution: try to get another MLU calculated from a language sample with a partner, topic, or activity that doesn't bring up as many questions
160
child engages in many routines
overestimates MLU | solution: compare MLU with routines to one without
161
child joins many clauses with "and, but, so, or..."
- compound sentences - greatly overestimates MLU solution: child is too old for simple MLU - allow one "and, but, so" per utterance and treat the next one as new utterance that starts with conjunction
162
Hollis Scarborough 1990 | child development
- early MLU indirectly predicts later reading | - dyslexia also shown with MLU
163
MLU approaching 2.0
- end stage I - 4 word utterances appear - first grammatical morphemes appear * milestone
164
When MLU = 2.0
- begin stage II - range is 1-6 morphemes per utterance - mastery of some grammatical morphemes * milestone
165
browns stage I
-age 1 -MLU 1.0 semantic relationships
166
browns stage II
- age 2 - MLU 2.0 - grammatical morphemes - ing - plural s
167
browns stage III
- age 2 1/2 - MLU - 2.5 - simple sentences - possessive - on
168
browns stage IV
- age 3 - MLU 3.0 - complex sentences - NO new morphemes added
169
browns stage V
- age 3 1/2 - MLU 3.75 - join clauses (and) - present tense - regular 3rd person - singular verb -s - regular past tense -ed - irregular past tense - contractible copula be - articles a and the
170
browns stage V+
- age 4 - MLU 4.5 - irregular 3rd person singular - contractible auxilary be - uncontractible copula be - uncontractible auxilary be
171
Irregular past tense forms | shipley, maddox, driver
- 120 children - sentence completion - 80% mastery level
172
browns 14 grammatical morphemes
``` 5 suffixes 2 irregular verb forms (past, -s) 2 prepositions 1 set of articles 4 copula or auxilary verbs (forms of be) =14 ```
173
overregularization
``` -irregular plurals knows mice but not mouse -plural -s mans feets mens somes childs ```
174
prototype
core concept | first thing they learn in a category
175
prototypical member
- carrot - collie - apple - rose
176
nonprototypical member
- eggplant - chihuahua - tomato - gladiolus
177
probabilistic concept
- something with common features but not a single set of essential features - bird
178
sharp boudaries
hierarchically organized easily defined -dog
179
fuzzy boundaries
- difficult for all to define/agree on | - color
180
lexical principles
- assume a word refers to an object - assume word refers to whole object not parts - avoid two labels for one referent
181
early words
-share phonetic features -occur frequently in speech -shorter in length than later acquired words -learn to produce vowels first BUT consonant contrasts easier than vowel contrasts
182
grammatical classes
- first 50 words represent all grammatical classes - nouns 40% of lang - verbs/adj - function
183
why learn nouns over verbs?
- verbs are more linguistically complex | - concepts referred to by nouns are clearer, more concrete and more identifiable
184
derived words
-rarely used -add suffix what does a zib do - a ZIBBER zibs
185
compound words
frequently used -zib-man use all words & invent these words to fill gap in their vocab -bee-house
186
preferential looking paradigm
- test of infants and toddlers vocab conprehension - can reveal that young children s underlying concepts may be more adult-like than productive vocab may indicate -child who calls cow doggie still looks at cow
187
basic level catergories
- similarities within categories are emphasized | - most general level at which objects are similar because of their forms, functions, componant parts, or motion
188
ostension
- point and say thats a ___ | - for basic level words
189
metalinguistic awareness
- knowledge of the nature of language as an object | - develops gradually throughout middle school years
190
how two two word utterances show syntax?
-child combines words in a systematic way to create sentences that appear to follow rules not in a random fashion
191
two word utterances between 1.0-2.0
- creative - not imitation of adult - more car - mommy stair - bye-bye back - no pee - all gone - eat it
192
telegraphic speech
open class - contenct closed class - function -two word utterances
193
pinker
child uses semantics to provide the key bootstrap into the linguistic system -child uses correspondance between things and names to map onto the linguistic category of nouns
194
preferential looking paradigm at 17 mos
can use word order to comprehend multiword utterances
195
wug test
nonsense words - this is a wug, now there are two, there are two ____ - children performed well with the nonsense words but performance was constrained by controlled limits of experiment
196
pinker ed vs irregular
- ed learned by rule governed mechanism | - irregular learned by lexicon memory
197
children learning spanish, italian & hebrew
do not go through optimal infinitive stage
198
referential - expressive distinction
-nelson believed differences reflect childrens differing hypothesis about how lang is used problems: -use of parental report as source of data -composition of early lexicon vs freq with which children use individual words -the categories and criteria used to define kinds of words children acquire
199
frozen phrases
phrasal speech that occurs before true word combinations | -utterances containing two or more words that had not previously occured as single units in the childs speech

SHS 320 (2 decks)

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