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Brain, Development And Behavior > Language Development > Flashcards

Language Development Flashcards

1
Q

Language is

A

Symbolic and arbitrary

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2
Q

Displacement language

A

Met menselijke taal kan je het hebben over dingen buiten het hier en nu

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3
Q

Generativity

A

We can put together an infinite number of sentences and express an infinite number of ideas

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4
Q

Phonemes

A

Units of sounds

Smallest units of language

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5
Q

Morphemes

A

Smallest unit of meaning

Words but also word parts

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6
Q

Syntactic knowledge

A

Word order rules

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7
Q

Pragmatic knowledge

A

How to use language

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8
Q

Metalinguistic knowledge

A

Knowledge about language what is correct and what is incorrect

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9
Q

0- 12 month

A

Prelingual period

Vocalizing, babbling, protowords

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10
Q

1-2 jaar

A

First words telegraphic speech

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11
Q

6-5 jaar

A

Complex sentences, including grammatical morphemes

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12
Q

Until 8-10 months babies can

A

Babies can distinguish phonemes, irrespective of which language

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13
Q

Vocabulary spurt

A

Between 15-20 months

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14
Q

Fast mapping

A

Mechanism in which children map meanings onto words

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15
Q

Underextension

A

Bijvoorbeeld

Het woord auto wordt maar aan 1 bepaalde auto gekoppeld

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16
Q

Overextension

A

Bijvoorbeeld

Het wordt hond wordt ook aan andere dieren gekoppeld

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17
Q

Grammatical development

Early phase

A

Telegraphic phase
= language without grammatical morphemes
- doggy sleep, want ball, all gone

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18
Q

Grammatical development next phase

A

Productive grammatical system, demonstrated by growing sentences

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19
Q

Overregularizations

A

Putted in plaats van put

Weet dat in de verledentijd vaak ergens ED achterkomt, maar doet dit ook bij woorden waarbij dit niet hoort

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20
Q

Skinner theory language c

A

Children are tabula rasa and learning through stimulus-response
is not a special gift

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21
Q

Augustine theory language

A

A gift by god

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22
Q

Chomsky theory language

A

Children are born with innate language knowledge (universal grammar)

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23
Q

Nativist view Chomsky

A
  • Grammar is not learned in a step by step manner, it is based on repeated exposure
  • Acquisition, not learning
  • Input is needed as a trigger to activate innate grammatical knowledge
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24
Q

Nativist view: Poverty of stimulus

A

Innate language knowledge is needed otherwise a child will not acquire grammer fast, effortlessly and correctly

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25
Alternative view language development
Social mechanism, coupled with general learning mechanisms and rich input
26
Social learning
Prelingual children look at the gaze direction of their interlocutors= cue for the meaning of unknown words Ook wel joint attention genoemd
27
Statistical learning
Extracting patterns from the input (can be phonological, morphological or syntactic patterns)
28
Machismo that facilitate word learning
Fast mapping, mutual exclusivity etc
29
Mechanisms that facilitate input processing
Phonolgical short term memory, attention
30
Individual differences
Internal (innate) and external (environmental)
31
Innate factors
- Developmental language disorder - 22Q11 deletion syndrome - Dyslexia
32
Critical period
Genetically encoded predetermined time window to learn something
33
Wanneer wordt het erg lastig om een taal te leren
Vanaf een jaar of 18
34
Causes of differences language development
Children with a smaller phonological short term memory have a smaller vocabulary size
35
Intervention
Step 1: make parents aware of their role Step 2: Talk more, tune in, take turns Intervention is promising but not sustainable
36
Cultural differences
Verschillen per cultuur - in Piedmont praten ouders pas als hun kinderen gaan praten - Quiche Mayan fluisteren ze alleen tegen hun babies - Samoan ouders praten niet tegen hun kinderen en laten brusjes dit doen
37
Bilingualism
Is niet twee monolinguals in one person
38
Bilingual aspects
- Input to a bilingual child is divided over two languages | - Two languages both active in the bilingual Brian
39
Simultaneous bilinguals
Phonological and grammatical developments in two languages are relatively independent - Timing is similar as in monolinguals
40
Vocabulary bilinguals
Smaller vocabulary in one language | - Input van woorden is verdeeld bijvoorbeeld alleen Nederlands op school en alleen Chinees thuis
41
Minority language
Language spoken by minority of people from the country they live in
42
Majority language
Nations dominant language, spoken majority of people, language of education and official media
43
Preschoolers in migrant families
Relative amount of input in each language predicts development in that language
44
Development in two languages
De second language krijgt over de tijd heen steeds meer dominatie
45
Transfer bilingual language
Effects of limited may be counteracted by effects of transfer between the two language
46
Benefits of bilingualism
- 1926 -> bilingualism lijdt tot mentale achterstand | - heden -> anders
47
Executive functions
- regulate actions and thought, used for flexible behavior and to adapt to current and changing goals and situations. - Inhibiton, updating and shifting
48
Billingualism and executive function
- Bilinguals train inhibition because of suppression of inference form the other language, and in interactive settings they train attentional shifting, monitoring of cues and goals-> Brian training
49
Discussion executive functions
- Effect is vooral voor kinderen - Niet alle studies vinden deze effecten -
50
Comprehension
Understanding what others say
51
Production
With regard to language, speaking to others
52
generativity
refers to the idea that through the use of the finite set of words and morphemes in humans’ vocabulary, we can put together an infinite number of sentences and express an infinite number of ideas
53
Semantic development
Knowledge of the meaning of certain expressions in a language
54
Syntax
Rules of language that specify how words of different categories (verbs nouns) can be combined
55
Left hemisphere
Dominant in language | Controls and Presents language related stimuli
56
Prosody
Perception of speech
57
Categorical speech
Perceive certain speech sounds beloning to a certain category
58
Voice onset time
The time between the moment that air passes through the lips and the moment that the vocal cords beging to vibrate
59
Babies and VOT
Babies can beter differentiate between speech sounds, which helps them learn any language
60
Word segmentation
Process of discovering in fluent speech, where the words begin and end
61
Distribution characteristics
Certain sounds occur more often than other sounds
62
Holophrastic period
Children only use one word at a time to make something clear
63
Collective monologues
Conversations between children who have nothing to talk to dacht other.
64
Talking through narratives
Discriptions of past events that the basis structure of a story
65
Modularity hypothesis
Brains of children contain an innate language model that is different from all other aspects of cognitive functioning
66
Connectionists
Information processing that emphasizes the equal activity of a number of pieces that are connected to each other
67
Phonological development
The mastery of the sound system of a child’s language
68
Syntactic development
The learning of the syntax of a language
69
Infant directed speech
Speak to a baby with - emotion - affection - exaggeration - slower and higher voice
70
mutual exclusivity
children expect that a given entity will have only one name
71
syntactic bootstrapping
the strategy of using the grammatical structure of whole sentences to figure out meaning

Brain, Development And Behavior (11 decks)

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