FSHD 323Fall 2013 Study Guide: Test 4 (part 1 of 3)Chapter 9: Language DevelopmentDefine, recognize and provide examples of:- Sensitive period for language developmento- Child-directed speecho Speech that is tailored to fit the sensory and cognitive capibilities of infantsand children so that it holds their attention, includes speaking in a higher speech exaggerated intination and sing song rhythm using simplified vocabulary. - Joint attentiono When looking at the same object with someone else, makes sure both areinvolved- Receptive and expressive languageo Receptive: ability to understand words or sentenceso Expressive: written or spoken language that you use to convey thoughts and emotions- Fast-mappingo A process where children apply constraints and their knowledge of grammar to learn new words quickly in one exposure.  Sees bus, calls it a trucks, keeps seeing busses- Under –extensions and over-extensionso Under-extension: around 18 mos, vocabulary grows, words applied incorrectly. Too narrowly. Might learn the word dog then call their own dog ‘dog’ rather than dogs they don’t know. Call their rattles rattles but everyone elses toyso Over-extension : child uses word too broadly, call all males ‘daddy’- Overregularizationo Grammatical error where children apply a language rule to words that don’t follow that pattern.  Adding s to foot for footso- Whole object bias, mutual exclusivity and taxonomic constraintso Whole object bias- assuming that a word describes an entire object rather than a portion of it Assume name means whole object like whole thing is giraffe o Mutual exclusivity- assumption made by language learners that one and only one name for an object Assume new word describes whole objecto Taxonomic- assumption that two objects that have common features can have a name in common, but that each object can have its own name Dogs and cats are both animals but have unique charecteristics for their own typeFSHD 323Fall 2013- Immersion, transitional, developmental, and dual language bilingual education programso Immersion: students taught purely in another languageo Transitional: goal to transition asap to normal classes (ESL) In their own language, and some in foreign o Developmental Builds on skills in native language, learn foreign language. Unstructons in core subjects in native language, but extra subjects in English. Longer but continue to learn English. o Dual language  Native speakers of English and children who are non native speakers of English learn in a classroom where both languages areused. Needs highly trained and skilled teachers. Prepares stucents for life in multicultural worldoKey concepts- Describe the behaviorism and social learning theory of language developmento General language acquisition is guided by behaviorist principles Imitation, reinforcement, generalization product of envriomental influences especially modeling Children imitate language of more experienced speakers Parents selectily reinforce attempts at language use in progression from babbling to word use- Describe the strengths and limitations of the behaviorism and social learning view of language developmento Limitations Parents do very little direct teaching and are more likely to respond to meaning than grammar Universal aspects of language developmento Strengths Can apply to formal learning of second language- Describe the nativism perspective on language developmento Humans are innatly wired to learn language and hearing spoken languages triggers activation of universal grammar- Describe the strengths and limitations of nativismo Strengths Universal features and principals of all languages, language is an abstract set of rules that cant be acquired by learning theory principle, too complicated to be explained by reinforcement. Explains common mistakes such as overregularizationFSHD 323Fall 2013o Limitations Does not account for diversity of languages, lack of agreement, more gradual process, fails to explain cultural diversity- Describe the interactionism perspective of language developmento Childrens biological readiness to learn language interacts with experiences with language in envrioment to bring language abouto Biological and envriomentalo Natural settings and social interactions- Describe the strengths of the interactionism perspective of language developmento A childs biological readiness to learn a language inreracts with their experiences- Describe the cognitive processing perspective of language developmento Language is a process of data crunching in which the actual process of learning words and their meanings relies on the computational ability of the brain Social isn’t enough to explain language development- Describe the Language Acquisition Device (LAD)o Mental structure in brain that incorporates an innate concept of language once children have vocab, universal grammar, not actual brain structure- Describe and provide examples of the Language Acquisition Support System (LASS)o Interactionism Collection of strategies and tactics that envriomental influences provide the child.  Parents natural efforts Children are ready to take advantage fo these envriomental opp- Describe the role of gesturing in language developmento Enhances language development More gestures at 14 mos, causes larger vocabs at 4.5 yrs Provokes adult labling of the envrioment Representation of a word through gestures might enhance word meaning- Describe the 4 stages of early productive languageo Crying birth- signals of distresso Cooling- vowel like sounds that often occur during social interactiono Babbling- strings of consonant vowel combomationsFSHD 323Fall 2013o Patterned speech strings of fake words that sound like real speech and are made up of phonemes in the native language- Describe the cognitive advantages of bilingualismo Denser neuronal connectionso Advantages in executive controlo Selective attention, inhibitory control, cognitive flexibility, cognitive flexibilityo Reading advantages if phonologies are