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Flashcards in Language development Deck (35)
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1
Q

Hocket & Charles (1960)

A

differences that make our language special:

arbitrariness - no connection between sound and message

displacement - talking about things not present

productivity - create new utterances

duality of patterning - meaningless phonic segments combined to make something meaningful

2
Q

forms

A

phonology and syntax/morphology

3
Q

function

A

semantics and pragmatics

4
Q

phones

A

differences in sounds we use and how we use them

5
Q

phonemes

A

if a phone changed the meaning of a word

  • infants born able to hear all phonemes - becomes specific to their own language
6
Q

phonological development

A

7 months - canonical babbling (reduplicated sounds)
10 months - babbling reflects sounds of the environment
1 year - variegated babbling (sounds like words)

7
Q

gaze following

A

18 months

checking where people are looking when they are speaking

8
Q

joint attention

A

9 months

2 or more people attend to something and are mutually aware of it
- predicts age of language production

9
Q

pointing

A

9-14 months

imperative - tell someone to do something
declarative - inform someone about something

index finger - predicts vocabulary development
open handed pointing - delay

10
Q

words

A

10-15 months - begin to produce words

slow until 50-100 words in lexicon
6 years - 10-14’000 words in lexicon
8-10 years - 12 new words per day

11
Q

errors in speech

A

spoonerisms - changes letters of two words

malapropisms - word replaces similar sounding word

12
Q

semantics

A

meaning of a word and how to use it

13
Q

errors of scope

A

semantic issues

underextentions (too little detail) or overextensions (too much detail - over applying)

14
Q

how children learn semantics/meaning of words

A

learn to make assumptions - more likely to mean the whole rather than a part of an object

associative learning - word used when the same object is present

social cues - if you have been looking for something, find it and someone says the word

linguistic cues - other words give clues about reference

mutual exclusivity - knowing what other words mean = vital

15
Q

McArthur-Bates communicative development inventory (CDI)

A

parental reports of language development

show vast individual differences

16
Q

SES and learning

A

large role in explaining differences in language development

less contingent talk

17
Q

Contingent talk

A

child directed speech that focus’ infants attention semantically (what infant is attending to) and temporally (in response to infants vocalisation)

18
Q

grammar

A

allows combination of words to convey different meanings

19
Q

syntax

A

organisation into larger structures (sentences)

who did what to whom
novel (made up words) can be used to test, adding into a sentence to see if they respond as if it were a word

20
Q

morphemes

A

forms of words

21
Q

inflectional morphemes (morphology)

A
marks:
tense
person
numer
possession

Berko (1958) - WUG test

22
Q

inflectional morpheme developmental trajectory

A

discover an inflection - errors of omission (wug not wugs)

over imply the inflection (he blewed up)

balance applying the inflections and remember exceptions

23
Q

Chomsky - Universal Grammar (UG)

A

nativist approach - can’t learn grammar by copying what they hear around them because:

poverty of stimulus problem
no negative evidence problem

24
Q

poverty of stimulus problem

A

can produce complex utterances without every hearing them before

25
Q

no negative evidence problem

A

don’t have direct feedback on their wrong grammar

26
Q

universal grammar (UG)

A

grammatical categories and principles (rules) used to generate grammatical sentences

suggested to be an innate system

27
Q

issues with UG

A

what innate knowledge makes up this system?

28
Q

constructivist approach to grammar

A

grammar is learnable:

imitation
analogies
generalisation

29
Q

pragmatics

A

ability to adapt our language to the context we are in

turn taking
understanding implicatures (some compared to all)
talking in different registers
narrative skills (things that aren't there)
30
Q

Development of pragmatics

A

early inclination to engage in turn taking (helps develop their lexicon)

31
Q

referential choice

A

struggle with how and when to use a word so refer to things in ambiguous ways (he/she)

32
Q

feedback

A

respond well to request for classification - helping provide detail

repairing utterances - add detail a child needs to get their point across

33
Q

scaffolding

A

child directed speech - motherease
following in - commenting on an object that has a child’s attention
adjust language for child
expansion - say it the correct way for them
clarification request - when they don’t understand they ask questions

34
Q

atypical development

A

delays in language effects other things

could come from:
hearing loss (need for cochlear implant)
cleft pallet - can’t produce sounds
learning difficulties

35
Q

Developmental language Disorder (DSD)

A

can’t be explained by any hearing loss of other developmental disorder
2/30 children affected
struggle to comprehend and produce speech