FSHD 323Fall 2013 Study Guide: Test 4 (part 1 of 3)Chapter 9: Language DevelopmentDefine, recognize and provide examples of:- Sensitive period for language development: Infancy puberty; if you learn a second language in early childhood, process both languages in the same area of the brain; if you learn later in life than you process languages in different parts of the brain- Child-directed speech: Motherese; speech that is tailored to fit the sensory and cognitive capabilities of infants and children so that it holds their attention; simplified speech made up of short sentences with high-pitched, exaggerated intonation, sing song rhythm, distinct pauses, clear gestures, repetitive and ends in a rising tone- Joint attention: child attends to the same object or event as the caregiver; may be combined with pointing by either partner; dynamic with parent related to better language development. - Receptive Language: ability to understand words or language- Expressive language: written or spoken language we use to convey our thoughts, emotions, or needs- Fast-mapping: process by which language learners use constraints andexisting knowledge to learn new words quickly, often after only one exposure; connecting a new word with an underlying concept - Under –extensions and over-extensionsOver extension- applying a word to mean too many things; cat for all 4legged animals Under extension- use of a single word in a restricted and narrow way- less common- cat only applies to my cat- Overregularization: mistaken application of a language rule to wordsthat don’t follow that rule or pattern; applying rules where they shouldn’t be applied- “sticked” - Whole object bias: word describes entire object, not a small portion- Taxonomic constraint: two objects with features in common can have aname in common, but also their own individual name. Triangles and squares are shapes; lions and bears are animalsFSHD 323Fall 2013- Mutual exclusivity: only one name for an object; new word must be new object; hand me the triangle; the child already knows the word square- Immersion, transitional, developmental, and dual language bilingual education programsKey concepts- Describe the behaviorism and social learning theory of language developmentGuided by behaviorist’s principles and is a product of environmental influences, especially modeling. Children imitate language of more experienced speakers. Imitation, reinforcement and generalization. Learning acquisition is learning native language. - Describe the strengths and limitations of the behaviorism and social learning view of language developmentLimitations: language is really complicated; parents do very little teaching; we create novel sentences all the time- it’s hard to explain that; language is creativeStrengths: Useful approach to treating children with language disordersand school based learning instruction- Describe the nativism perspective on language development:Human brains are innately wired to learn language, and hearing spoken languages trigger activation of a universal grammar. Children are biologically pre-wired to acquire language.- Describe the strengths and limitations of nativism:Strengths- universal feature and principle of all languages; universal language features until 5 to 6 months infants can hear all language phonemes; language is an abstract set of rules that can’t be acquired by learning theory; explains common mistakesLimitations- fails to account for diversity of language around the world; lack of agreement on scope of universal rules; more gradual process; fails to explain cultural diversity - Describe the interactionism perspective of language development:Children’s biological readiness to learn language interacts with experiences with language in the environment to bring about development. Bi-directional interplay of biological and environmental factors. Child is an active constructor of language. Natural settings through social interactionFSHD 323Fall 2013LASS- Describe the strengths of the interactionism perspective of language development- Describe the cognitive processing perspective of language development:Process of data crunching, in which the actual process of learning words and their meanings relies on the computational ability of the brainSocial interaction isn’t enough to explain developmentLanguage is learnedConstantly taking in language- quantity of language predicts vocabulary development- Describe the Language Acquisition Device (LAD): Chomsky’s language acquisition device; mental structure in brain that incorporates an innate concept of language. Once children have sufficient vocabulary, they can combine words into grammatically consistent novel utterances and understand sentences. Universal grammar are innate rules for grammar that apply to all languages - Describe and provide examples of the Language Acquisition Support System (LASS):Collection of strategies and tactics that environmental influences provide the child; parent’s natural efforts; children are ready to take advantage of these environmental opportunities- Describe the role of gesturing in language developmentEnhances language development; more gestures at 14 months predicted larger vocabs at 4.5 years; gesturing provokes adult labeling of the environment; representation of word through gestures might enhance word meaning- Describe the 4 stages of early productive language:Crying- birth- signals of distressCooing- 1 month- vowel like sounds that often occur during social interactionBabbling- 6 to 8 months- strings of consonant vowel combinationsPatterned speech- 11 to 12 months- strings of fake words that sound like real speechFSHD 323Fall 2013Babbling sound the same no matter what language you speak- Describe the cognitive advantages of bilingualismAdvantages in executive control; selective attention, inhibitory control, cognitive flexibility and reading advantages if phonologies are similar 1. Phonology –speech sounds of a language 2. Phoneme- smallest distinct sound in a particular language that signals differences between words3. Semantics- word meanings and combinations 4. Morpheme – smallest unit in a language that has meaning5. Syntax – grammatical rules of a language6. Pragmatics – rules that guide how we use language in social