Week 4 - Chapter 5 and 6 Flashcards

Question

Reaching

Answer 1

Pre-reaching movements are very important to children’s motor development • (remember Esther Thalen’s work) → clumsy movement to coordinated reaching (via integration of various systems) • Stable sitting and smooth reaching by 7 months → can easily explore objects • Increases their visual and language development

Answer 2

At around 8 months, infants engage in self-locomotion • Walking around 11-12 months • Balance • Wide stance • Keep hands in the air • Both feet on the ground 60% of the time

Answer 3

Unable to adapt perception when object is small Would try to use a toy in the same way

Answer 4

Comprehension - Understanding what others say (or sign or write) Production - Refers to actually speaking (or signing or writing) to others Understanding before production

Answer 5

All human languages share similarities Sounds are combined to form words Words are combined to form sentences Sentences are formed to compose stories, conversations, and other narratives Learning a language involves learning the language’s sounds and sound patterns, its specific words, and the ways in which the language allows words to be combined

Answer 6

Knowledge about phonemes ○ Phonemes– basic unit of sound

Answer 7

System for expressing meaning ○ Morphemes, the smallest unit of meaning in a language ○ Hat -> one morpheme ○ Hats -> two morphemes (designating multiple hats)

Answer 8

Syntax or rules for combining words ○ E.g., I ate the apple (subject, verb, noun)

Answer 9

Acquiring knowledge of how language is used ASL and LSQ have the same components as spoken language

Answer 10

Use correct phonology, semantics, syntax Make appropriate pragmatic inferences generating totally novel sentences in their native language.

Answer 11

Human brain 13-17 months - both hemispheres 20 months - left hemisphere Human environment

Answer 12

Sensitive period of language development ■ Easily learn a new language until ~5 – puberty age. ■ More difficult after ■ Puberty onwards least success.

Answer 13

1) Neglect (The case of Genie) - no syntax, few words, synapses were pruned away 2) Effects of brain damage suffered at different ages on language ● Older adults who suffer brain damage experience language impairment whereas children’s brains are able to reorganize and develop language ■ 3) Language capabilities of bilingual adults who acquired their second language (spoken or signed) at different ages

Answer 14

Human Environment: ■ Others using language ■ Listening to others talk ■ Evidence showing preferences for speech rather than nonsensical sounds (Vouloumanos et al., 2010)

Answer 15

Infant-directed speech (IDS) (parentease) ● Warm affectionate tone ● High pitch ● Extreme intonation ● Slower speech combined with exaggerated facial expressions ■ Why? Dr. Pat Kuhl ■ IDS is common but it is not universal Important for early language development - predicts what words children know a year later

Answer 16

50% of children in the world ● Learning begins in womb ● Do not confuse the two languages ○ Build two separate linguistic systems ○ Language mixing (gap of knowledge rather than confusion) ● Use vocabulary in one language to fill gaps in the other language

Answer 17

Bilingual children ● Initially lag behind (in vocabulary) monolingual children ○ Course and rate of learning one and two languages are similar ● They perform better than monolingual children on a executive function ○ Due to increased cognitive flexibility that is practiced in learning two languages

Answer 18

Infants Prosody: rhythmic and intonation patterns with which a language is spoken Categorical perception: the perception of speech sounds as belonging to discrete categories (/b/ vs./p/) ○ Infants are able to make MORE distinctions than adults do ■ Can distinguish phonemic contrasts that are not made in their native language

Answer 19

both ASL as well as spoken English Eventually lose other phonemes

Answer 20

where words begin and end in fluent speech (6-12 months)

Answer 21

Stress patterns ● Distributional properties - certain sounds are more likely to appear together than are others (any language) Most used word is their name

Answer 22

○ Associate words with meaning (begins 6 months) ○ Understand more words than their parents think they do

Answer 23

Drawn out vowel sounds, or coos (6 to 8 weeks) • Babbling - repeated strings of sounds made of a consonant followed by a vowel (6 to 10 months)

Answer 24

Verbal and sign language

Answer 25

Parent teaching is better Interactive Can correct

Answer 26

Infant-directed speech * highlighting of new words * labeling of objects that the child focuses on * Reciprocity in interactions – dialogues that allow infants to alternate between active and passive role (when parents respond to babbling) * Develop interactive routines * Simple games like “Give-and-Take” or “peek-a- boo” * Pointing to objects and labeling them (by 12 months)

Answer 27

One year, ten to fifteen months Holophrastic period – expressing a “whole phrase” with a single word Names for people, objects, and events from everyday life - nouns more than verbs Overextension – overly broad interpretation of the meaning of the word ■ Example: Calling all four-legged animals dogs ○ Underextension– using a word in a more limited context than is appropriate ■ Example: “dog” only referring to the family dog not all dogs

Answer 28

When there’s new words children exploit the context where the word was used to infer its meaning Use pragmatic clues - pay attention to social context, use adults focus of attention for meaning, use adults emotional response

Answer 29

Infant directed speech, repetition, naming games or other word games, consistency in environment

Answer 30

Telegraphic speech - two word utterances - 2 yrs Four word sentences with more than one clause (i want this toy) - 2.5 years

Answer 31

Responding with full form of the sentence Selling clarification - proper labelling of nouns and objects

Answer 32

Evidence of grammar learning Over regularization errors - treat irregular forms of words as if they were regular Self directed speech - Vygotsky First conversations - collective monologues, egocentric - Piaget Capacity for sustained conversation increased - 21-36mo Talking about past increases - around age 3

Answer 33

Narratives - description of past events like a story - 5 years Pragmatic development unfolds - children use information effectively (emotions, gestures, intonation, adults focus of attention) to interpret meaning Learn to take other perspectives in conversations - develops alongside executive functioning - bilingual children are better

Answer 34

More improvement in sustaining conversations - more related to what other person has just said - listening and perspective talking Produce humorous expression - appreciation of multiple meanings of words 6 years - 10k words 10 years - 40k words College - 150k words

Answer 35

6-12 months Can distinguish phonemic contrasts Can segment words - figure out start and end Stress patterns Can associate words with meaning, babbling ADULTS - infant directed speech - highlighting and labelling words, develop interactive routines - games

Answer 36

Holophrastic stage - around 1 year First words - over and under extension Use pragmatic clues to learn word meanings Adults support with infant directed speech, repetition, naming games, consistency in environment

Answer 37

Telegraphic speech - first sentences Four word sentences 2.5 years Adults promote sentence production - respond with correct sentence

Answer 38

3 yrs Grammar learning- Overregularization errors Self directed speech, egocentric speech Adults correct grammar, ask for clarity, scaffold

Answer 39

Age 4-5 Narratives - story structure Pragmatic development - use info to interpret meaning Consider others perspectives Adults use more sophisticated scaffoldin - open ended questions

Answer 40

More ability to sustain a conversation Humour - multiple meanings

Week 4 - Chapter 5 and 6 Flashcards

(64 cards)