Problem 6

Question 1

telegraphic speech

Answer 1

• refers to taking away the grammar of a phrase and only leaving the content words. “
• Ball up,” “foot in,” and “more doll” are all examples of telegraphic speech.

Question 2

overregularization

Answer 2

is a part of the language-learning process in which children extend regular grammatical patterns to irregular words
- i.e. “i speaked”

Question 3

holophrase

Answer 3

Using one word to express the meaning of a belief or desire
- i.e. “cookie?”

Question 4

morpheme

Answer 4

• the smallest unit of language that has its own meaning, either a word or a part of a word.
• “Worker” contains two morphemes: “work” and “-er”

Question 5

syllable

Question 6

babbling

Answer 6

• bababa, wawawa
• exploring the sounds in a language

Question 7

Jon saying doggie to a cat is an example of

Answer 7

overextension
- applying a certain category too broadly

Question 8

If children understand more words than they speak

Answer 8

• comprehension is larger than production

Question 9

phonological awareness

Answer 9

• being able to identify different sounds in words
• crucial for reading and spelling

Question 10

syntactic awareness

Answer 10

• knowing grammar

Question 11

phonemes

Answer 11

• sounds in a language

Question 12

pragmatics

Answer 12

knowing how to adapt a language to the context

Question 13

semantics

Answer 13

learning word meanings

Question 14

syntax

Answer 14

grammatical rules for questioning or negating a sentence belong to

Question 15

child directed speech

Answer 15

how adults adjust speech to young children

Question 16

collective monologue

Answer 16

• children are together but each child has its own monologue, they aren’t having an interaction or a dialogue
• seen in 2/3 year olds

Question 17

only using dog for big dogs and not small dogs is an example of

Answer 17

under extension

Question 18

plato paradox

Answer 18

how is it possible to learn? if you ask a question, how can you judge the answer’s accuracy if you do not know the answer?

Question 19

keil

Answer 19

language learning appears automatic, unintentional, effortless and successful despite: poverty of stimulus (environment does not provide perfect language examples) , minimal feedback on error

Question 20

how do children learn language

Answer 20

• statistical learning
• nativist theories
• behaviourists (learning based on environmental feedback)
• connectionists (like chatgpt)

Question 21

statistical learning

Answer 21

• may be helpful to study word segmentation
  example:
  strong/weak words = kingdom (emphasis on first part of the word)
  weak/strong words = guitar (emphasis on second part of word)
• do 7 and a half months use this difference in stress to segment words
• listening times were longer for familiar words, but only for kingdom and not guitar (statistical learning)
• they somehow recognize kingdom but not guitar
• fucking what?

Question 22

word segmentation

Answer 22

learning where words begin and end

Question 23

how parents contribute to their child’s speech development

Answer 23

• input
• feedback
• joint and say
• pointing to the object and saying the word (point and say)
• child-directed speech (findings are mixed on this)
• sensitivity
• recasting (parents paraphrase what a child says)
• their own vocabulary

Question 24

language acquisition - nativist perspective chomsky

Answer 24

if nobody explicitly teaches language to child and a child cannot be stopped from learning language and universal grammar seems to exist
- then there must be a deep structure: underlying understanding of language, enabling child to learn language
- specific language = surface structure
- there is a body of language acquisition: language acquisition device

Question 25

evidence for sensitive critical period for language learning

Answer 25

- second language learning is easiest up to seven years of age - deprivation of language as a baby/toddler cannot be made up in later years - quality of sign language is best when learned before the eighth year

Question 26

arguments against critical periods

Answer 26

- children receive simpler input than adults: simpler to process - children are more motivated to learn language to communicate than adults since adults already know one - grammar, vocabulary can still be learned better - is pronunciation easier for kids? ability to distinguish universal sounds reduced even before first birthday (by 10 months babies are no longer universal listeners) - but despite arguments, there is still evidence for critical period

Question 27

stages in learning to read - she wont ask about it apparently lmao

Answer 27

- stage 0: pre-reading (<6 yrs) - stage 1: initial reading and decoding (6-7 yrs), decoding from grapheme to sound + gluing them together = reading, distinguish sounds and find grapheme = spelling - stage 2: confirmation and fluency and start to use context (7-8 yrs) - stage 3: reading to learn, reading adds to child's vocab, comprehension is key (8-13 yrs) - stage 4: child can understand nvm

Question 28

child factors in learning to read (more important than stages)

Answer 28

- phonological awareness ( distinguishing sounds, rhyme) - reading adds to long term memory knowledge base, which helps WM and WM helps reading (mutualism) - letter knowledge - motivation, self-confidence

Question 29

early predictors of math: enumeration

Answer 29

- determining the number in a set of units - it's handy to be able to do that quickly, also from an evolutionary pov

Question 30

subitizing

Answer 30

the ability to quickly and accurately determine the number in a small set of units seen from 3 yrs old? - counting - estimating - combinations (for larger numbers) - etc.

Question 31

principles of counting

Answer 31

- 1-t0-1 principle - fixed, correct sequence of numbers - cardinality principle: last number is the quantity - principle of abstraction: the above applied to any collection of units (trees, chairs, etc.) - order-irrelevance: you can count items in any order

Question 32

early predictors of math

Answer 32

- ordinality: knowing the idea of more/less/equal - conservation of number (check what this means again) -drawing and being able to place numbers on a number line - executive functions: WM, inhibition, switching etc. - ordering: not only numbers but also days in the year, events in the year

Question 33

is it useful to know the relation between early and late performance

Answer 33

- Perhaps: interventions can target the early skills * No, it’s a correlation and a third variable may explain the relation (Genetics, family environment, intelligence); intervening is useless * Yes, delay in early skills can be a signal and teachers can act on it

Question 34

environmental factors to learning math: home numeracy environment

Answer 34

- (i.e. i help my child learn simple sums, i help my child recite numbers in order, playing board games or cards, sorting my color shape and side, helping weigh measure and compare quantities): quantity and quality of numeracy experiences at home - informal: spontaneous use of numbers, counting, operation etc. - formal: focus of parent-child interaction is numbers, time telling, counting, comparisons etc.

Question 35

Informal home numeracy: board games study

Answer 35

- played great race for 4 15 minute sessions over two weeks - conditions: experimental was count steps, control was name color - experimental condition showed the most progress in early numeracy skills

Question 36

how the environment may think about math

Answer 36

- in many cultures, it is accepted to say one is bad at math - in the US, math is v much considered a fixed entity - it is easy to make mistakes which may cause a fear to fail - parents and teachers can suffer from math anxiety - parents can model anxiety: if anxious, help with math hw can be counterproductive (but other causes of math anxiety aswell)

Question 38

role of teachers in math performance and emotions

Answer 38

-math anxiety in teachers was not related to math performance in students at the beginning of the year but was negatively related to math performance in students at the end of the year - potential mechanisms: math anxiety + math knowledge impacts quality of math lessons which impacts math performance of students, math anxiety+ math knowledge impacts anxiety for teaching math which impacts math anxiety of students which impacts math performance of students

Question 39

how teachers improve students' math knowledge and attitude

Answer 39

- instruction, detect incorrect strategies, correct errors - differentiation (adapting to individual ability of the pupil) - model growth mindset and show that effort works - take time pressure away in tasks - create success experiences

Question 40

role of school in academic skills

Answer 40

- physical activity is assumed to benefit learning because it stimulates chemical changes in the brain that increase attention - physical education + learning activities = F&V programme -> killing two birds with one stone 1. physical activity without trading it for learning time 2. increased attention may facilitate learning