language acquisition 1 and 2 Flashcards

Question

recognising words

Answer 1

by 4.5 mo infants recognise their own words by 6mo infants understand the word mommy and daddy by 6 to 9 mo infants show understanding of some words for familiar objects- food and body parts

Answer 2

orient to name tasks given to infant siblings of children with ASD and without ASD (autism) tested and retested at 6, 9, 12, 15, 18 and 24 mo at 36 mo children were classified into 3 groups 1. group with ASD 2. low risk group 3. high risk groups -siblings then their earlier responses were examined with this new insight

Answer 3

from 9mo ASD group behaved differently from other groups children with more repeated failures were diagnosed with ASD earlier than other children with ASD name recognition at 9mo could be useful for ASD prescreening

Answer 4

overall monolingual and bilingual children develop similarly macrostructure shows flexibility and robustness of language acquisition microstructure may give insights into how children learn language

Answer 5

continuum of dragons used 4 is the prototype of the little wings and 16 is the prototype of the big wings and 10 is prototype of all of them - only saw them at test show one novel one if one category 10 will be considered familiar and therefore boring however if 2 categories were shown for 4 and 16 then they were boring/familiar instead making 10 interesting 10mo infants presented with either one or two words in silence condition infants formed 1 category in 1 word condition infants formed 1 category in 2 word condition infants formed 2 categories

Answer 6

most of the input children hear is for categories (noun) the first 300 words children learn tend to be nouns most of children's early vocabularies are words for solid, shaped-based categories with count noun syntax if the shape bias is learned by learning words, we should be able to teach a shape bias through vocabulary training

Answer 7

17 mo children learned 12 real nouns for 9 weeks + 1 mo follow up names for categories usually learned much later ( 26 mo after) - shape training - bucket, pear, ladder, boot heard the word 20 times in 2 min with the item in front of them.

Answer 8

children trained on shaped categories developed a precocious shape bias children trained on shape categories even over-generalised the shape bias to non-solid substances. children trained on material categories did not develop any bias at the beginning of the experiment all the children were matched in ability but at the end of the experiment the shape group had a significantly bigger vocab than the material and control groups not just the list but how vocab benefited only typically developing kids

Answer 9

ability to quickly link a novel name to a novel object, typically by applying known information all children at stage of learning colors a blue tray and a green tray - told kids to bring them not the blue one but the chromium one this provides context and contrast for the kid to use

Answer 10

13 out of 14 children brought the olive green tray one week later when playing with color chips the children were asked which one was the chromium one 9 our of 13 children chose green or olive green chips

Answer 11

word learning is the product of ( nested timescales) - what the child is seeing/doing now - what the child just did - and the child's developmental history

Answer 12

its easier to point to something than to say a new word - gordon and Mcgregor 2014 its harder to choose a known object in an unfamiliar colour - pink cow and cow looking pig - perry and saffran 2017 its easier to choose the correct object if nothing else was named - axelsson and horst 2013 remember the thing that is different

Answer 13

showed children a 9 children books each book depicted 2 novel objects in total they will have seen and heard the names of these objects 12 times by the end of the experiment 2 conditions - one had the same story 3 times on each day for the 3 days and the other had 3 different stories a day over the 3 days - counterbalanced across children all children tested on immediate recall and on retention for words from days 1 and 2 done by pointing at the objects

Answer 14

children who heard the same stories learned words significantly better than children in the different stories condition children who heard the same stories also retained words significantly better recall and retention was better for same story plus less guessing

Answer 15

focus on finer details second time like words they don't know due to already knowing who characters are or the plot

Answer 16

do children learn words better from naptime stories read 3.5yr children storybook 3x in 1 week tested immediate recall for novel words tested retention for novel words (nap in the middle then test next 24 test and the 7 days test) half children naped half didn't results - both story repetition and sleep facilitated word learning different story and no sleep never caught up with the other groups performance

Answer 17

begins at 6 mo caonical babbling is a string of adult like consonant vowel sequence onset of canonical babbling predicts onset of first words children who begin babbling later have smaller productive vocabularies relative to their peers

Answer 18

at first glance at graphs it appears that children have a vocab explosion between 18 to 20 months during this word spurt, children may say about 20 new words a week however the sudden increase is really due to learning multiple words at the same time and some words are more difficult than other so take longer to learn

Answer 19

children start speaking their first sentences at around 24mo children begin showing signs of syntax with telegraphic speech - simple sentences - usually 2 words - noun + noun or noun and verb - no function words

Answer 20

late talkers learn 3 to 5 words/week late talkers are children in the bottom 15th percentile for language at 24 mo they say fewer than 50 words and or do not combine words could be late bloomer or have developmental language disorders 2 children per reception class have clinically significant language delays - often undiagnosed weaker language skills put children at risk of poor social abilities, self-regulation, victimisation or/and poor self esteem

Answer 21

extend a known word to something beyond current vocabulary typically occurs between 12 to 30 mo clark

Answer 22

categorical relation - put two different items in the same category dog and cat analogical relation - perception - apple and red dot put together predicate based relation - put words together that are related for example key and door

Answer 23

grammar usage requires children represent something abstract about words - what nouns, verbs, adjectives, adverbs are - what the rules are about putting them together

Answer 24

how do words go together in sentences

Answer 25

how to change words to change meaning

Answer 26

1. correct irregular usage - few irregulars 2. overgeneralisation 3. correct usage

Answer 27

brain overgenerlised about 14% of irregular verbs, overall. most overgenerlised verb was go but he had heard went correctly > 1000 times before making error

language acquisition 1 and 2 Flashcards

lecture 6 and 7 (51 cards)