Development IIHow does language develop?Grammatical rulesGrammarA system of rules characterizing the structure of a given languagePhonologyThe rules that combine sounds that make up words and sentencesMorphologyThe rules for combining sounds into meaningful unitsSyntaxRules for combining words into phrases and phrases into sentencesPragmaticsThe way people use language to get what they want and to influence othersDiscourseThe systematic ways by which people engage in conversationsLanguage developmentStages of language are uniform across individualsDistinguishing speech sounds prior to the beginning of using languageYoung infants can distinguish phonemes from all languagesAfter several months, primarily distinguish sounds of their own languageBabblingDuring the first few months, children make a variety of soundsBabbling becomes increasingly similar to the native language through the first yearBabbling appears to be controlled by the left hemisphere, like speechDeaf children of deaf parents make gestures analogous to babblingWords and sentencesFirst real words appear around age 1Earliest kinds of wordsPerformatives: “hello” or “bye-bye”True words (referential)Most first words identify objectsOthers are action words (“go” or “sit”) and other several other typesAbout 18 months, children start to put words togetherTelegraphic speechOverlapping rules of grammarChildren start to make mistakes at ages 3 to 5 that they previously spoke correctlyOvergeneralizationsErrors from applying rules to exceptionsEvidence of systematic learningUniversal grammarTheory of linguist Noam ChomskyAssumes certain aspects of language (esp. grammar) are genetically controlled and related to brain structureRegularity of languages across worldMore logically possible languages than real onesPoverty of the stimulusNormal conversation often agrammaticalChildren don’t receive or respond to grammatical feedback“Language acquisition device” (LAD)Speeds language learning; narrows possible grammarsParameter settingSocial context influences languageRussian psychologist Vygotsky emphasized social and cultural influences on languageSymbols and psychological tools (like writing, art) create cultureCulture dictates what people need to learn and what skills they must developSensitive period for learning languageNot as rigid as a critical periodMost true bilinguals and multilinguals learn their languages prior to age 12Pidgin languageshybrid arising in mixed culturesCreole languagestrue language, created by children based on parents’ pidginregularities in grammatical structureDeaf children acquire sign languages in sequences similar to hearing childrenHow does cognition change after childhood?Adolescent thoughtThought changes in adolescence may be due to brain changesSynaptic growth in frontal lobesIncreasing myelinationBasic qualities of adolescent thoughtThinking about possibilitiesThinking aheadThinking through hypothesesThinking about thoughtThinking beyond conventional limitsAging cognition and memoryOnly about 5% of aging population has senile dementia caused byAlzheimer’s diseaseStroke or neurological problemsShort-term memory is more affected by aging than long-term memoryProcessing speed declines with ageFluid intelligence declines with ageCrystallized intelligence increases with agePsych 301, 9/10/3Development IIHow does language develop?Grammatical rules GrammarA system of rules characterizing the structure of a given languagePhonologyThe rules that combine sounds that make up words and sentencesMorphologyThe rules for combining sounds into meaningful unitsSyntaxRules for combining words into phrases and phrases into sentencesPragmaticsThe way people use language to get what they want and to influence othersDiscourseThe systematic ways by which people engage in conversationsLanguage developmentStages of language are uniform across individualsDistinguishing speech sounds prior to the beginning of using languageYoung infants can distinguish phonemes from all languagesAfter several months, primarily distinguish sounds of their own languageBabblingDuring the first few months, children make a variety of soundsBabbling becomes increasingly similar to the native language through the first yearBabbling appears to be controlled by the left hemisphere, like speechDeaf children of deaf parents make gestures analogous to babblingWords and sentencesFirst real words appear around age 1Earliest kinds of wordsPerformatives: “hello” or “bye-bye”True words (referential)Most first words identify objectsOthers are action words (“go” or “sit”) and other several other typesAbout 18 months, children start to put words togetherTelegraphic speechOverlapping rules of grammarChildren start to make mistakes at ages 3 to 5 that they previously spoke correctlyOvergeneralizationsErrors from applying rules to exceptionsEvidence of systematic learningUniversal grammarTheory of linguist Noam ChomskyAssumes certain aspects of language (esp. grammar) are genetically controlled and related to brain structureRegularity of languages across worldMore logically possible languages than real onesPoverty of the stimulusNormal conversation often agrammaticalChildren don’t receive or respond to grammatical feedback“Language acquisition device” (LAD)Speeds language learning; narrows possible grammarsParameter setting Social context influences languageRussian psychologist Vygotsky emphasized social and cultural influences on languageSymbols and psychological tools (like writing, art) create cultureCulture dictates what people need to learn and what skills they must developSensitive period for learning languageNot as rigid as a critical periodMost true bilinguals and multilinguals learn their languages prior to age 12Pidgin languageshybrid arising in mixed culturesCreole languages true language, created by children based on parents’ pidginregularities in grammatical structure Deaf children acquire sign languages in sequences similar to hearing childrenHow does cognition change after childhood?Adolescent thoughtThought changes in adolescence may be due to brain changesSynaptic growth in frontal lobesIncreasing myelinationBasic qualities of adolescent thoughtThinking about possibilitiesThinking aheadThinking through hypothesesThinking about thoughtThinking beyond conventional limitsAging cognition and memoryOnly about 5% of aging population has senile dementia caused byAlzheimer’s diseaseStroke or neurological
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