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PSY2004 SEMESTER 1 > PSY2004 SEMESTER 1 - WEEK 5 > Flashcards

PSY2004 SEMESTER 1 - WEEK 5 Flashcards

1
Q

define human language

A

symbolic, rule-governed system that is both abstract and productive, characteristics that enable its speakers to produce and comprehend a wide range of utterances

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2
Q

name 5 key parts of development of the pragmatic system

A
  1. turn-taking
  2. imitation
  3. initiating interactions
  4. maintaining conversations
  5. repairing faulty conversations
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3
Q

outline role of turn-taking in development of pragmatic system

A

mother-infant interactions (proto-conversation)
dyadic interaction, only invovles child and adult but develop into triadic interactions (infant, adult, object)
include proto-imperative, proto-declarative

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4
Q

what is proto-imperative (mother-infant interactions)

A

infant point to object and alternate gaze between object and adult until receive object

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5
Q

what is proto-declarative in mother-infant interactions

A

infant uses pointing, looking to direct attention toward object

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6
Q

what is role of imitation in development of pragmatic system

A

early presence is due to mirror neuron

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7
Q

what is role of initiating interactions in development of pragmatic system

A

first attempt usually non-verbal, attempt to point to object to learn to respond to others peoples point, better direct others attention

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8
Q

at what age do infants start to coordination gestures, looks, vocalisations

A

12-18month

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9
Q

what is role of maintaining conversation in development of pragmatic system

A

waiting until speaker finished, adding relevant info to dialogue

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10
Q

what is role of repairing faulty conversations in development of pragmatic system

A

understand when and how to repair miscommunication

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11
Q

what are Hockett’s design features of language

A

properties of language that can be shared between humans and animals

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12
Q

name some examples of hocket’s langauge design features

A
  1. semanticity
  2. arbitrariness
  3. displacement
  4. productivity
  5. duality of patterning
  6. discreteness
  7. vocal auditory channel
  8. broadcast transmission
  9. rapid fading
  10. interchangeability
  11. total feedback
  12. specialisation
  13. traditional transition
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13
Q

what is arbitrariness (Hockett’s design features of language)

A

no necessary connection between sounds used and message being sent (eg can come up for new name/words)

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14
Q

what is displacement (Hockett’s design features of language)

A

ability to communicate about things that are currently not present (talking about future/past)

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15
Q

what is productivity (Hockett’s design features of language)

A

ability to create new utterances from previously existing utterances and sounds (saying a completely new sentence but others know what it means due to knowing what different component mean)

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16
Q

what is duality of patterning (Hockett’s design features of language)

A

meaningless phonic segments (phonemes) are combined to make meaningful words, which in turn are combined again to make sentences

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17
Q

name some language forms

A

phonological (sound ‘b’)
prosodic (rising intonation of question - going to shops can be answer/question, depend on intonation)
lexical (sound of word ‘dog’)
morphological (plural inflection, s in ‘dogs’)
syntactic (how word, part of word related to one another to produce sentence, following rule)

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18
Q

name some language functions

A

semantic
pragmatic

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19
Q

what is semantic language function

A

saying something about world eg; saying something about dogs

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20
Q

what is pragmatic language function

A

managing communicative exchange in relation to your audience and context (eg; refer to pen with pronoun, then hide, audience know what you are talking about)

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21
Q

name some auditory perceptual abilities present from birth

A
  1. prefer to listen to speech than music
  2. process speech predominantly with left side of brain
  3. able to distinguish some foreign languages from their own native language based on prosody (tell apart English/Italian on rhythm patterns)
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22
Q

what is prosody

A

rhythm or melody of a language
Italian rhythm sounds different to English but Dutch rhythm is similar for English

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23
Q

define categorical perception

A

process that allows us to distinguish sounds between categories (different phonemes) yet at same time makes it difficult to distinguish sounds within category (particular phoneme, eg; /ba/)

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24
Q

from one month, what categorical perception do infants show

A

shows categorical perception of speech sounds /p/ and /b/

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25
what is VOT
from when set vocal chord vibrations, to speech sound actually coming out
26
how can VOT of infant be studied
high amplitude sucking procedure playing babababa initially sucks more, then habituate, then if changed babapa hear pa and distinguish diference, sucks more
27
what are phones
different sound in language and how we can tell they are different languages despite not knowing any words
28
what are phonemes
different phones changing meaning of words (not all languages have same phonemes) smallest segmental units of sound employed in language to form meaningful contrasts between words
29
explain how infants are universal listeners
born being able to perceive all sounds used in language but 1st year experience allows tuning into specific language, phonemic contrasts
30
explain conditioned head turning in studying universal listeners, and phonological development
infant learn to turn head when hear sound, reward of toy test auditory threshold, phoneme detection play ba continuously, then da (infant can detect change but adult cant, then show rotating bunny) infant associate bunny with change shows universal listeners when looking for bunny when ba changes to da
31
how can infants maintain their universal listening
new research suggest small exposure to foreign language maintain perception of foreign phonemic contrast but need to experience in context of social interactions, not passive
32
timetable of infant vocal communication - what is present from birth
crying, involuntary bodily function, sound (reflexive vocalisations)
33
timetable of infant vocal communication - what is present from 2-4months
cooing, laughter
34
timetable of infant vocal communication - what is present from 4-7month
squeals, yells, raspberries, vowels, marginal babbling. gradually increased control of larynx and oral articulatory mechanisms
35
timetable of infant vocal communication - what is present from 7 months
- sudden onset of reduplicated/canonical babbling dadadada, guhguhguh (canonical- sound combinations that sound like words) - manual/gestural babbling: deaf child babbling
36
timetable of infant vocal communication - what is present from 10 months
babbling, reflecting frequent sound in language variety of sound combinations, stress, intonation pattern overlap with beginning of meaningful speech (modulated babbling)
37
timetable of infant vocal communication - what is present at end of 1st year
increase in rate of frequent babbbling produce longer strings of sound, varied intonation and stress patterns
38
why is range of infant vocalisation limited (vocal tract development)
size, placement of tongue in vocal cavity neuromuscular limits on tongue movement (adapted at birth for sucking and swallowing, less able to produce fine articulatory movements)
39
in early infancy, what is learning like?
separate learning of people (dyadic communication and sharing emotion) learning about world
40
at 6 months, what is learning like?
start to connect learning about people+world joint attention, opens way to triadic communication (9month)
41
define joint attention
2 or more people attending to something and mutually aware that they are attending to it together
42
what can time in joint attention predict
later word learning
43
name 2 types of prelinguistic communication
gesture, vocalisation
44
name examples for gesture
showing, giving, pointing
45
name examples for vocalisation
with/without consonant with/without gaze to caregiver
46
at 10-14months, infants start to point. what 3 types, what are they
1. imperatively (to tell someone to do something) 2. declaratively (to inform someone else about something) 3. interrogatively (to request info for something)
47
what is a good predictor for later language skills in gaze
vocalising and looking to caregiver within 1sec
48
name 3 stages of gaze coordination (Bates Camaioni Volterra)
1. perlocutionary stage 2. Illocutionary stage 3. Locutionary stage
49
in Gaze coordination, outline stage 1- perlocutionary
child has systematic effect on listener without having intention controls over effect crying, dont intend effect but caregiver will resopnd
50
in Gaze coordination, outline stage 2- illocutionary stage
child intentionally uses non-verbal signals to convey requests and to direct adult attention to objects/events babbling, gestures
51
in Gaze coordination, outline stage 3- locutionary stage
child constructs propositions and utters speech sounds within same performative sequences that they previously expressed nonverbally using word/sentence in language
52
when are first words produced
10-15months around 1st birthday
53
by age 6, how many words are there in lexicon
10,000-14,000 but huge individual differences
54
define 1 word period
10-18month people-based (mommy), then object noun represent complex multi-word sentence saying doggie, mean theres my doggie
55
define 2 word period
don't consistently use word order to mark semantic relation doggie lick/lick doggie has completely different meanings but child uses interchangeably
56
how can word recognition during 2nd year be studied
tell child to "look at baby" and present with 2 pictures time them children look at correct image even when only hearing part of word
57
explain errors of phonology
spoonerisms and malapropisms occur for many year (elefant, hicupotomous) may be able to perceive but not produce speech sound (tell difference between Rabbit and Wabbit but cannot say them)
58
explain learning of semantics (including underextensions, overextensions)
difficult to study assume word learning is from converging on conventional use of word make scope error, shows obstacles underextention= car means family care overextention= daddy to any man
59
define overregulation error
applies rule to exception to rule eg; thinked, not thought
60
define creative overgeneralisations
create new verbs by treating noun as if it were a verb eg; I'm ballerinerring
61
what do creative overgeneralisations suggest
children do not simply just reproduce forms they've heard, but create new form based on language regularities they hear
62
name 3 learning mechanism
1. simple association 2. social-pragmatic cues 3. syntactic bootstrappin
63
outline simple association as learning mechanism
exposed to situation where words might map to referent learn label via statistical learning (adjust probability of word-referent/word-functino mapping as gets more info) hear ball when see ball and bat, hear ball when see dog and ball, use process of elimination
64
give limitation of simple association learning mechanism theory
lack explanation of how abstract word acquired not all words labels for an object
65
outline social-pragmatic cues as learning mechanism
world is routine and engage in joint attention, intention readings narrow down possible word meaning as related to what we are trying/currently doing include intention reading, mutual exclusivity constraint, whole object constraint
66
what is intention reading (social-pragmatic cues as learning mechanism)
child learns how words function by figuring out what others intending to communicate
67
what is mutual exclusivity constraint (social-pragmatic cues as learning mechanism)
eg; I know what that is, so it must be this knowing words for some things means can use it to work out other word (18month) children believe there is one-to-one correspondence between words and meanings if know dog is dog, don't refer to cat as that
68
what is whole object constraint (social-pragmatic cues as learning mechanism)
children believe that words refer to whole object not part of objects eg; if adult point to elephant, assume adult means whole elephant, not one part
69
outline learning mechanism of syntactic bootstrapping
using language structure to identify what word means sentence context helps to guess meaning of word implies if noun/adjective etc
70
evaluate in general theories of word learning
1.notion of constraints simplifies task child faces when constructing semantic systems - lack support that is involved in word meaning acquisition 2.many constraints actually make word meaning acqusition more difficult. constraint not actually language-specific, but more general relating to attention, learning mechanism
71

PSY2004 SEMESTER 1 (10 decks)

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