Issues In Developmental Psych 21021 Flashcards

Question

# Finding the patterns: rule learning What does syntax require and what is an example study?

Answer 1

Syntax requires learning the abstract rules of a language. 6 month olds could learn an abstract rule with linguistic stimuli (Marcus et al., 1999): - those familiarised to ABA pattern listened longer to ABB - those familiarised with ABB pattern listened longer to ABA

Answer 2

Italian is a frequent first while Japanese is a frequent final language. Italian 8 months olds listen longer to frequent first while Japanese 8 month olds listen longer to frequent final

Answer 3

Primary and secondary intersubjectivity (Primary intersubjectivity involves direct social attention and attunement evident from birth Secondary intersubjectivity is characterized by inclusion of objects into the primary mother–infant intersubjective interactions and is evident from 9 months)

Answer 4

Turn Taking and Joint attention

Answer 5

Non intentional communication, with no intent behind the interaction - present from birth. First months: attention to faces and eye contact, produce vocalisations, imitate sounds and facial gestures - caregiver and infant share experiences (face to face dyadic interactions) - no assumption of others’ perspective - not intentional interactions

Answer 6

Older infants (9mo): more sophisticated, pointing, eye contact, turn taking, shared attention, child waiting for a response, persistence if not understood - Triadic interactions develop - start to assume others have own perspectives - intentional interactions

Answer 7

It's dyadic - only with one other (mother or toy, not both) New-borns mimic facial expressions. 3-4 months imitate sounds. No understanding of others intentions in these interactions. But it is key because it shows that infants are motivated to engage with others!!!

Answer 8

Faces or face like things in order to interact Goren et al… (1975)

Answer 9

direct gaze (eye contact) over averted gaze (Farroni et al., 2002)

Answer 10

6mo infants only follow gaze to object if preceded by mutual gaze Same results found for IDS but not ADS Communicative signal (IDS/gaze) encourages infants to attend to same object

Answer 11

Parent “freezes” and stops responding. Interaction breaks down atttempts to repair the interaction (social engagement cues) Secondary intersubjectivity (because there is intention behind communication etc).

Answer 12

Depth perception (the mirror trick on the checked table to make it look like a cliff they can fall off of). Infants will look to the parent for an emotional cue of how to respond Shared attention to the situation allows transfer of information

Answer 13

Young infants from around 3 months old alternate vocalisations with their caregiver (Stern et al. 1975) By 12 months old, very few overlaps between speakers (Schaffer et al, 1977) Shown in proto-conversations (Bruner, 1975): practising conversations with words, sounds and gestures, attempting to convey meaning before the onset of language in that child.

Answer 14

Interruptions suggest not until children are 3 do they control turn-taking in language (Ritter & Durkin, 1987) In early stages, its the caregiver that ensures a smooth interaction between speakers. Difficult to establish exactly when mutually intentional.

Answer 15

Joint attention involves triadic interaction between the child, adult and object/event There is shared awareness of the shared attention

Answer 16

By 9 months, children look to adult in unfamiliar or threatening situations to gauge emotional response At 9 months, child and adult interact over an object. Child switches gaze between adult and object (Carpenter et al, 1997) Caregivers talk about object of joint attention (West & Iverson, 2017)

Answer 17

Joint attention skills predict later language skills (Tomasello & Farrar, 1986) Children learn better the names for objects when they are attending to the object (Pereira, Smith & Yu, 2014)

Answer 18

(Bruner, 1983) Much of early language is learnt in routines. Caregivers structure routines around child which create shared context in which the child knows what is coming next. These highly repetitive routines provide scaffold for language learning Routines differ in types of words used (Tamils-LeMonda et a., 2018)

Answer 19

During year 1, mother monitors child’s line of regard and regain child’s attention when focus is lost (Collins & Schaffer, 1975) Mother is initially solely responsible for establishing topic and providing relevant language. Mothers sensitivity to child's focus of attention is related to a child's vocabulary development - Children more likely to learn object they attend to than for one their attention is directed to (Tomasello & Farrar, 1986) Twins often show language delay - linked to amount of time spent in joint attention episodes with mother (Tonasello et al, 1986), highlighting mothers role.

Answer 20

Following points Following eye gaze

Answer 21

Imperative pointing - to ask for something. Declarative pointing - produced with communicative intention of sharing attention to an object or event, or expressing emotion, information about an object event etc.

Answer 22

9mo: can follow points in front of another person 12mo: begin to check back with pointer 14mo: follows point across line of sight

Answer 23

Allows us to track where someone else is looking, and join them - engaging in joint attention. By 9mo, infants will turn to follow adults gaze and share an object of attention (Scaide & Bruner, 1975)

Answer 24

18 months. Prior to that, they track head movements (Corckum & Moore, 1995; Moore & Corckum, 1998)

Answer 25

12mo will follow a head turn even if adult blindfolded. They will also gaze follow if the partner has their eyes open, but NOT if eyes are closed! 14mo will only follow when eyes are visible

Answer 26

Infants will follow gaze behind barriers.

Answer 27

Tricky to determine. There is conflicting evidence about when children begin following because they think the looker sees something interesting.

Answer 28

(Behne et al., 2005) Infants of ages 14, 18 & 24 months can do both to retrieve an object of interest, but do not follow non-communicative points and gaze direction.

Answer 29

Get adult to do something Infant learns if they point, she gets what she wants (Camaioni, 1993)

Answer 30

To direct adults attention Infant learns they get increased attention when pointing (Moore & D’entremont, 2001)

Answer 31

12 mo indicate when adult finds wrong object (Liszkowski, et al., 2006) and attends to it, causes negative reaction from infant (Bound et al., 2019)

Answer 32

Is not common and not universal Only usually works with nouns

Answer 33

The problem of how language learners connect a label to its referent. If I'm stroking a dog and calling it a dog, how does the infant know I'm referring to the whole animal, not just a part of it/colour of it/feel of it etc.

Answer 34

The tendency of very young children to extend the use of a word beyond the scope of its specific meaning. E.g., calling all 4 legged animals 'dogs'.

Answer 35

Categorical term (a word used to describe a group of things) is used in language improperly by only using it for one object instead of all objects that belong in that category.

Answer 36

Comprehension, it precedes production.

Answer 37

2yo comprehend 2-3x as many words that they produce (Goldin-Meadow et al., 1976)

Answer 38

Early speech lacks articles

Answer 39

Nouns 6mo (Bergelson & Swingley, 2013) Verbs 10mo (Bergelson & Swingley, 2013)

Answer 40

Uses real-time measures of the time course of young children's gaze patterns in response to speech. There are 2 picture of objects and infants look at them, then the name of one of them is said. If they have understanding they look at correct label for longer. 18-24 month olds get much faster at this. At 18 months old they start looking to the correct picture before hearing the full word (Fernald, Swingley, & Pinto, 2001).

Answer 41

12 mo first words and at 24-30 mo 50 words (Lots of variability in this).

Answer 42

Nouns - Mum, Dog Verbs - jump, get Social (routines) - bye, hello Adjectives - cold, dirty

Answer 43

Cross-linguistically nouns are more predominant in early vocabularies and speech. (E.g., 40% of English-speaking children's first 50 words - Nelson, 1973)

Answer 44

Natural partitions hypothesis (Gentner, 1982) Early nouns easily individuated from surroundings, therefore easier to understand than verbs. Socially mediated word learning (Tomasello, 2003) Learning occurs where its easiest to read adults intentions which happens most with nouns.

Answer 45

Names for people and objects (nouns) Names for actions (verbs) Names for properties (e.g., gone, more, dirty)

Answer 46

Saying 'Bye' only when putting telephone down (Bates et al, 1979) 'There' when putting an object in a location (Barrett, 1982) Refer to the word 'flower' when only mean a rose (Fernandez & Cairs, 2011)

Answer 47

Overextension errors are frequent (Rescorla, 1980) and generally occur until ~ 2.5 years old. E.g., call ball an apple Could be due to a category error (concept of ball in same category of apple) or vocabulary limitations (lack the word ‘ball’).

Answer 48

Children have an innate belief that words refer to objects, which could explain early noun bias.

Answer 49

The belief that words refer to whole objects rather than their parts.

Answer 50

No two words have exactly the same meaning (you can call a dog: a dog, its name, or an animal). Explains how child overcomes overextension

Answer 51

No object has more than one name. Helps children override the whole object constraint and learn names for parts of objects

Answer 52

Do constraints explain or just describe word learning? Are constraints innate or learned via experience? (little research has been done on this in infants) Are constraints specific to language? (Diesendruck & Marskon, 2001)

Answer 53

Proposes that children learn word meanings by recognizing syntactic categories (such as nouns, adjectives, etc.) and the structure of their language.

Answer 54

3-5 year olds shown video of someone kneading a substance in bowl. Asked them the following questions: - do you know what it means to sib? - do you know what a sib is? - have you seen any sib? Task: pick sibbing, a sib, or sib from selection of pictures depicting several actions, substances, and containers. Answers: - sibbing = picture of kneading - a sib = picture of bowl - sib = picture of substance (refers to definitions that would be assumed from syntax)

Answer 55

Nouns refer to objects, adjectives refer to properties and both of them are used differently in sentences (syntax). Therefore, children can infer the meaning of a word based on the syntactical position in a sentence.

Answer 56

4 objects in total. 3 are the same but with different patterns. 1 is totally different. Asked to find the ‘fep’ they picked the odd object out. When asked to find the 'fep' one, picked the similar object with a different pattern. Shows the use of syntax for understanding.

Answer 57

**Children extend the noun to the CATEGORY but not the property.** Example/explanation: - Children see objects (e.g., purple elephant, purple dog, purple bear, purple lion). - Children are told "Look! These are blickets! This one is a blicket and this one is a blicket." - When shown a purple horse and a purple plate and asked to give a blicket, they give the horse - When shown a purple horse and a blue horse and asked to give a blicket, they give randomly. They identified the animals as 'blickets', therefore they picked horse over plate, but when it is two horses, they are lost.

Answer 58

Nouns seem to be learned early but structural cues to other words appear later. Adjectives - 18mo show same pattern (Booth & Waxman, 2009) 21mo getting better but not great (Waxman and Markow, 1998) This could be because is takes longer to understand the syntactic structure of adjectives.

Answer 59

They can be used to narrow down verb meanings. I.e., depending on how the structure refers to already known words (such as nouns) infants can calculate the potential meaning of the word and learn it's a verb.

Answer 60

Children are sensitive to some aspects of sentence structure, but it is not clear exactly what and when.(cant pinpoint a specific time) Some knowledge of words and word categories is needed to understand sentence structure. (chicken and the egg paradox, what comes first, knowledge of words or knowledge of sentence structure) Structural information can't solve all problems - gives info but isn't conclusive.

Answer 61

Children learn words and word meaning from pragmatic clues in environment which remove ambiguities around word meaning. Word learning is constrained in two main ways: - social world is structured in routines/games etc - infant using social cognitive skills such as joint attention, intention reading, which gives them the ability to narrow down meaning. (pragmatic = relating to matters of fact or practical affairs often to the exclusion of intellectual or artistic matters)

Answer 62

Children learn language in familiar social contexts in repeated daily routines. Almost all their early language in cultural routines (Ratner & Bruner, 1978) Cross culturally, children are engaged in wide range of social routines and learn early words in familiar contexts (Lieven, 1994).

Answer 63

9 months (when they can use their social relationships and skills to learn language quicker)

Answer 64

During joint attention, adults use language and children attempt to interpret communicative intent - this is how word learning occurs. This shared common ground reduces possible referents (Baldwin, 1993) - making word learning easier.

Answer 65

Joint attention Eye gaze

Answer 66

Gaze following behaviour at 10mo predicts language skills at 18mo (Brooks & Meltzoff, 2005) 18-20mo learn names for objects better when jointly attending with speaker (Baldwin et al., 1996)

Answer 67

Children use speakers intentions to infer meaning (Baldwin, 1991). 2yo understand that a new word (novel referent) refers to object that an adult is looking for, rather than objects they rejected (Tomasello & Barton, 1994) Acquisition of verbs - children are able to interpret adults anticipation of what will happen and learn verbs relating to forthcoming action (Tomasello & Kruger, 1992). Children can differentiate between intended and accidental actions when learning new verbs (Tomasello & Barton, 1994).

Answer 68

The ways in which a language allows words to be combined. Allows for understanding between speakers And productivity, with a finite set of words we can produce an infinite number of possible sentences (using provided syntax).

Answer 69

The subject/noun phrase (the thing doing the action)

Answer 70

The object/noun phrase (receiver)

Answer 71

Species specific - little evidence primates can acquire syntax. Species Universal : virtually all children have acquired the majority of their language's grammar by 5.

Answer 72

Mainly content words. - refers to here-and-now, easily understood in context. - Creative (more sing, all gone sticky etc) - Observes adult word order Suggests ownership of some kind of organising principles.

Answer 73

There is little variety of utterances until children are able to generalise between schemas (so, not until they can do this^). Rules are item-specific and based on individual words or schemas (sets of words).

Answer 74

Syntactic rules are abstract - based on grammatical categories. E.g., Verb + Object, Subject + Verb - these allow for more language to be produced (see PowerPoint if this isn't clear). Rules are not restricted, therefore allowing all utterances possible in the adult language

Answer 75

Suggests that language is learnt gradually from the environment rather than having it innately (bottom-up) Suggests grammar is used for communication and infants are motivated to learn to communicate.

Answer 76

Communicative intention reading Drawing analogies Distributional learning

Answer 77

They allow children to predict what happens next and therefore what the language they hear refers to. Repetitive chunks of language can be learned in context where relation between linguistic form and meaning is more transparent.

Answer 78

- high frequency items learned early - only **gradual generalization** of knowledge across words to create more abstract syntactic categories and rules

Answer 79

Knowledge of grammar tied to individual verbs until 2.5-3 yrs Child initially unable to generalise between verbs with similar meanings or used in similar sentence types. (Tomasello, 1992) (can do later in life)

Answer 80

With familiar verbs (e.g., chasing) 2 year olds able to describe actions correctly to explain who is chasing, and whom is being chased. But with unfamiliar/novel verbs (e.g., weefing) 3 year old children struggle to explain who’s doing action and who’s receiving (Akhtar & Tomasello)

Answer 81

Any high frequency word/group of words can form the basis for organization of child’s linguistic system. The constructions children learn reflect the frequency of particular patterns in the input (Lieven et al., 1997; Pine et al., 1998)

Answer 82

1. Structure combining 2. Semantic analogy 3. Distributional learning

Answer 83

Children's utterances build on what they have previously said. They learn mini-utterances, then build bigger ones from there.

Answer 84

Dense diary of a single child for 6 weeks at 2 years old. Record for 5 hours/week and noted all new utterances (by mother) RESULTS: (go to PowerPoint for more depth) 295 multiword utterances: 186 repetitions (63%) - of mothers utterances 109 novel utterances (37%) - generated Conclusions: Many of the child's complex utterances were based around repetitions or small changes to what mother had said before. MOST changes involve simple substitutions within a lexically-based frame, or the addition or subtraction of a single word. Suggests child is operating with extensive inventory of specific utterances and fairly limited mechanisms for altering these utterances to match the demands of the discourse.

Answer 85

Children need to learn a number of verbs before they can recognise similarities between them and begin to build more general schemas. Commonalities reinforced, differences forgotten

Answer 86

2 & 3 yr olds asked to repeat 4 word sequences and manipulated 3 word frame by similarity of meaning of items in 4th slot. Example/explanation: [FRAME] [SLOT} Back in the 'box/case/town' - higher similarity It's time for 'lunch/soup/drums' - lower similarity CONCLUSIONS: Children made fewer errors when items that normally occur in the slot are more similar Meaning helps build flexible constructions

Answer 87

The ability to learn the co-occurrence of characteristics of the input (words that occur together or have similar contexts). E.g., Verbs = end in 'ing/ed/s', Nouns end in 's/'s' so the lexical iterations of walking and jumping can be learnt because the characteristics between them are very similar (kids can learn they are both verbs conjugated the same way!!!)

Answer 88

**METHOD:** Exposed 2 year olds to transitive sentences (SVO sentences) in a game like manner under two main conditions: - Noun only condition (e.g the cat is chasing the mouse) - Mixed condition (e.g the cat is chasing the mouse + he is chasing him). - - They were then asked to play in the same manner as training stage (not important) then asked questions, the most important being: - What's "AGENT" doing? - this was in attempts to elicit transitive sentences. **CONCLUSION:** Children's experience of both pronouns and nouns as arguments during training helped them to form some kind of transitive schema. The results supported the distributional approach, which predicted that the two conditions using pronouns would be most facilitative of producing transitive sentences from the infants. (The use of the pronoun based schema He's -ing it, in combination with nouns in other utterances within the same experimental conditions, was sufficient to help almost all the children become productive with the novel verbs during testing).

Answer 89

Significant memory load, planning entire sentences

Answer 90

Might be underestimating how abstract a child’s knowledge of sentence structure is

Answer 91

Children’s utterances are creative because they have access to innate grammatical rules.

Answer 92

Children's utterances are **creative** because creativity is based on the use of lexical frames learned from the language children hear, with new items inserted into variable 'X' slots. Example/explanation: (they fill in the blanks of sentence structure with variables that fit that category i.e. you have a child who wants to address an agent, they learn where it goes in the sentence, and they learn what words fit in the category of agent).

Answer 93

1. Assume that grammar is a symbolic computational system which processes the relationships between abstract variables. 2. Assume that grammatical categories and rules are already known in the child’s brain from birth (Universal Grammar). 3. Predict that the acquisition of a particular aspect of grammar should have an all or nothing quality. (When you learn how nouns work, you can apply this rule across ALL nouns).

Answer 94

1. Children should innately know certain aspects of grammar 2. Children should show consistent treatment of members of a particular grammatical category. (all or nothing quality) (Use nouns in the same way once they learn the rules of said category)

Answer 95

The idea that all the possible rules for languages are innate - grammar is universal and the rules of grammar apply in all languages. When there are rule differences across languages, they are different in a constrained way which are coded by **parameters**. Children need to work out which parameter settings apply for the language that they are learning.

Answer 96

All the possible rules for language are known innately and the rules of grammar apply in all languages. Where grammar rules differ, they do so in highly constrained ways encoded by parameters. Children need to work out which parameters apply to what language they’re learning.

Answer 97

Word order: Japan - Object -> Verb English - Verb -> Object Subject use: English - subjects are required. Italian- they are optional. (you can drop the first word because either it is assumed, or the conjugation of the words tell you the assumed subject)

Answer 98

Avoids problem of how children acquire complex grammar rules. Allows a unified theory of acquisition across languages whilst explaining how languages differ.

Answer 99

Proposed evidence of parameters being set: - Children's early utterances generally follow adult word order. Proposed evidence of applying grammar rules. - Children are productive from early on (all gone sticky)

Answer 100

1;9 years old can identify correct picture to match subject-verb-object sentences from a choice of 2 causal actions. (Monkey gorping frog vs frog gorping monkey) Nativists draw evidence for setting the word order parameter. Constructivists disagree - I think they believe it shows production as apposed to comprehension? - As nativists assume comprehension of a parameter.

Answer 101

Parameters not clearly specified: - Vague and not empirical: how many parameters? Which aspects of language are/aren't coded by parameters. Unclear how children avoid setting parameters incorrectly . Bilingualism: - How do bilingual children set 2 or more versions of same parameters?

Answer 102

Children display limited knowledge of SVO (subject-verb-object) word order in production and act-out studies. The idea that a child can easily determine the appropriate setting for each parameter based on linguistic input has been challenged by the complexity of linguistic structures and the diversity of languages. Many studies show a very close relation between what children hear, how often, and what they learn. (Which doesn't support a innate set of p&ps)

Answer 103

Children's language develops over time, so many researchers argue that this provides evidence that we don't start out with a full innate UG. One solution is to build in a part of UG that matures over time according to a biologically-determines timescale. (AKA a maturing version of UG - develops over time with the child).

Answer 104

Two stages: Lexical stage of development: (20 months old) - Children's utterances consist of content words such as nouns, verbs etc with other parts of the corresponding adult utterance omitted. Functional stage: (24 months old) - Child’s innate grammar 'matures' and the parts governing the use of more complex grammatical components switch on.

Answer 105

Maturation model: Lexical stage (20 months old) Kathryn no like celery Hair wet Pig say oink Mummy doing? Hands dirty

Answer 106

Maturation model: Functional stage (24 months old) I'm pulling this I don't need that Will you help me? She likes ice cream I watched the ducks

Answer 107

Explains why EARLY utterances not fully grammatical. Allows for development of language over time so more likely to fit the empirical data. Some claims there is a similar trajectory of learning for both typically developing children with normal hearing and deaf or blind children, despite their experiences of the world being different.

Answer 108

Difficult to identify precise point in development when maturing aspects of the grammatical system come 'on-line'. Children show use of most grammatical functions from early stages (although inconsistent and it varies across languages). At around 24 months, children use of many 'functional' words related to lexical frames.

Answer 109

How do children link their innate knowledge of grammatical categories into the words they hear? Example/explanation: Caregivers don't label particular words as theirgrammatical function - yet children pick them up.

Answer 110

That children use semantics (meaning) to map words in the input onto these innate syntactic categories by using innate **Linking Rules** to map semantics onto syntax. This theory assumes that grammatical (syntactic) categories and rules are innate.

Answer 111

It's not always easy to work out grammatical categories from meaning: - Not all verbs are actions (believe, want, need). - Not all nouns are concrete objects (idea, dream, justice). - Not all subjects are agents (she). SOLUTION: 1. Use a form of **distributional analysis** to determine word order for the language from prototypical sentences. 2. Then apply knowledge of word order to work out grammatical category of more abstract terms.

Answer 112

Explains how children break into innate system. Explains why early utterances follow adult word order. Explains how children learn verbs which are not actions, and nouns which are not objects etc.

Answer 113

Many of children's early utterances are not semantically prototypical, and therefore are unlikely to be based on innate knowledge of semantic linking rules. It doesn't explain how children don't miss-set parameters in response to hearing passives: - In passive sentences the noun phrase (NP), which is usually the object of an active transitive, becomes the subject: ACTIVE: The cat (agent: subject) chased the mouse (patient: object). PASSIVE: The mouse (patient: subject) was chased by the cat (agent: object.)

Answer 114

If child hears passive utterances early on, they may use semantic bootstrapping to conclude that their language is object-verb-subject. Some nativists propose passive parameter doesn’t mature until 5 years old. However, children do hear and use passive sentences from fairly early on - especially in other languages.

Answer 115

There is a systematic decline in ability to distinguish sounds from non-target language. (Universal listener) And an increase for target language.

Answer 116

Used a highly controlled made up language made up of words and part-words (words made of a combination of words in the first list) They found: **infants listened longer to the part words** , suggesting they had managed to **segment** the words in the stream and **recognised the part words were new combinations**

Answer 117

English is a **frequent-first language** Before articles, pronouns and preposition: An apple The dog You ran They swam On the table Under the chair (Function words = auxillary verbs, preposstions, articles ,conjunctions & pronouns) | (Function words are the first words in these examples)

Answer 118

1. Identify the sounds that make up their language. 2. Segment speech into smaller units (words) 3. Figure out how those smaller units are organised to convey specific meanings (syntax).

Answer 119

of or consisting of two - being part of a group. Usually in relation to early stages of development, it is when the baby only interacts with one thing (mother or toy - NOT BOTH).

Answer 120

When infants coordinate attention between a social partner and an object of mutual interest. This occurs around 9 months. Key for advanced communication development.

Answer 121

Use of eye contact/pointing to direct another's attention. Consistent use of vocalisation to indicate specific goal. Evidence of child waiting for response. Persistence if not understood.

Answer 122

The practising of conversations with words, sounds and gestures in attempts to convey meaning before the onset of language in that child.

Answer 123

Given a novel word and a novel event in the world, why does the infant infer that the word refers to the whole object (e.g., a rabbit) and not some property of the event (e.g., hopping, white, furry, disembodied rabbit parts)?

Answer 124

With adjectives, children do not extend to the category OR the property. Example/explanation: Children see objects (e.g., purple elephant, purple dog, purple bear, purple lion). Children are told "Look! These are blickish! This one is blickish and this one is blickish." When shown a purple horse and a purple plate and asked to give the blickish one, they give randomly When shown a purple horse and a blue horse and asked to give the blickish one, they give randomly Children DON’T extend it to the category, but also don’t extend it to the property. They seem to understand that it is not a noun, but don’t quite get what it actually does.

Answer 125

It assumes A LOT from children, are they truly that able? Is it skills that we aren't noticing? Can this process of learning account for the acquisition of complex syntax?

Answer 126

Generativist

Answer 127

That they approach the task with an innate machinery that is SPECIFIC to language - sometime described as Universal Grammar (UG) or Language Acquisition Device.

Answer 128

Nativists: - Children observe adult word order because they have an abstract rule. Constructivists: - Children observe adult word order because they pick up high frequency lexical frames from their input (which follow adult word order).

Answer 129

Nativists: - Generalisations provide evidence of abstract (innate) rules that they apply across terms. Constructivists: - Generalisations demonstrate that children learn these patterns gradually from distributional analysis of the language they hear.

Answer 130

Using linking rules between meaning and syntax, children can start to 'link' individual words to innate grammatical categories. They can also link semantic roles to syntactic roles: Semantic roles: - Agent: person carrying out the action - Patient: person or thing affected by the action Syntactic roles: - Agent: Subject of sentence - Patient: Object of sentence. This overall allows children to start making links between which pieces of the language puzzle go together, as they create bigger areas of connected pieces, they can connect this to other areas until they have the picture of how language works.

Issues In Developmental Psych 21021 Flashcards

(154 cards)