the social side of langauge Flashcards
(24 cards)
around ___ you get better at learning sounds within your native language and worse at discriminating sounds outside of your native language
1 year
the______ intervention group showed to really increase the ability for english infants to distinguish their non-native (mandarin) sounds
* JUST the ____ didnt help
social/live language, audio-visual
______ significantly enhances infants’
learning of sound contrasting of a non-native language
social interaction
kids before age __ cannot pass the 3 mountains task
7
whats the referential communication task
- child has to describe objects to the experimenter when they’re covered. so they’re able to chose it once the cover is off
within the referential communication task, even by age __, kids were still producing ambiguous
expressions compared to adults.
9
within the referential communication task, when lexical ambiguity was the
are speakers sensitive to hearer’s comphrehension demands? explain.
speakers were only sensitive to the hearer’s comprehension demands (explaining a picture well) IF THE HEARERS WERE ALSO PARTICIPANTS (not study conductors)
t/f people use ‘generic-you’ when describing norms/rules, more so than expressing preferences
t
are people more likely to use generic you to talk about negative or neutral experiences
negative
will people write more generic “yous” in the writing task “meaning making”, “relieve” or “neutral”
meaning-making
can generic “yous” create phycological distance
yes
t/f at 3y old, children haven’t yet learned to use generic “you” when referring to norms
false. they can
explain the findings of Orvell et al. talking about generic “you” vs specific terms in kids 4/5, 6/7, 8/9
- overall kids in all ages are more likely to pick the generic terms
- 4/5y olds most likely to pick the specific terms BUT this is just because the specific condition was presented to them first so they just picked it
what is often the Pragmatic reasoning used in generic statements
that the message of a speaker goes beyond the literal or logical meaning of the sentences used.
what were the findings of the study looking at generic vs specific descriptions of green/yellow pizza groups
- with age, you’re more likely to attribute the trait to the entire group and say the other group is NOT good at the trait
BUT * this does not apply when they’re talked about in specific language
by what age do kids usually start attributing traits to entire groups
4y
by what age do kids begin to attribute the opposite of the trait to the unmentioined group
5y
does it matter WHO you’re speaking to in terms of if you will use generic or specific descriptions? how?
yes. with age we will generalize more if the speaker has knowledge but if the speaker has no knowledge, even with age its kind of up to chance 50/50
if a parent speaks genericely, their daughter will be more/less likely to like cars
less
Psychological essentialism:
(give true/false example)
The belief that observable similarities between members of categories arise due to innate, hidden properties that are fixed at birth.
Some are right (skin colour, physical properties), some are not (language).
at what age were children shown to have an essentialist bias for language
5/6
what is the relationship between different types of bilingualism and essentialist bias
specifically sequential bilinguals have less of an essentialist bias!
do adults hold essentialist bias?
slightly
