Final Exam Chapters 10 11 16 Chapter 10 Language Basic Components o Phonemes o Morphemes o Syntax semantics o Pragmatics o Prosody Basic units of sound that can change the meaning of a word Languages also specify how phonemes can be combined Basic units of meaning that exist in a word Most roots in English are morphemes Systematic rules for forming sentences o Understanding the meanings of sentences requires knowing the Rules for specifying how language is used appropriately in different social contexts How the sounds are produced Melody of speech because it includes pitch or intonation o Left Hemisphere of the brain shows activity when listening to speech o Right Hemisphere of the brain shows activity when processing speech o Universal grammar System of common rules and properties for learning any of the world s languages o Language acquisition device Areas of the brain that Sifts through language Applies the universal rules Begins tailoring the system to the specifics of the language spoken in the young child s environment o Nativist perspective Poverty of the stimulus Environmental stimulus of language input is too impoverished to support the linguistic output that we see emerge Young children learn native language with ease but struggle later to learn their second language Capacity for acquiring language has a genetic basis Damaged FOXP2 gene unable to speak Girls have a higher concentration of this protein o Interactionist perspective Children s biologically based competencies and language environment interact to shape course of language development Similar view as Vygotsky Mastering Language o Newborns show preference for speech over non speech osunds o Word segmentation The ability to detect a target word in a stream of speech Demonstrated at 7 months o Cooing Repeating vowel like sounds 6 to 8 weeks of age o 3 to 4 months of age Produce consonant sounds o 4 to 6 months Babbling Repeating consonant vowel combinations such as baba Piaget s primary circular reaction o Comprehension before production in language development Babbling o Infants must learn to coordinate the movements of mouth tongue lips and the flow of air Labials Sounds produced by the lips o P and B Dentals Velars Sounds produced by the tongue against the teeth o T and D Sounds produced by the tongue against the roof of the mouth o G and K Alveolar Sounds produced by the tongue against the ridge behind the teeth o N and L Mastering Languages o 12 months Infants begin to use social and linguistic cues to learn words Joint attention Two people looking at the same thing Syntactic bootstrapping Where a word is placed in a sentence to determine the meaning of the word Holophrases Single word often conveys an entire sentence s worth of meaning Infant s first word spoken around one year of age First fifty words consist of common nouns o 18 months Vocabulary spurt Pace of word learning quickens dramatically At 20 months children produce average of 150 words At 24 months 300 words Fast mapping o Allow children to determine the object of a word and then remember this for future encounters with the word o Children make mistakes in language A child uses the word doggie to refer to all 4 legged Overextension animals Underextension A child uses the word doggie to refer only to basset hounds like the family pet o 18 24 months of age Telegraphic speech Early combinations of 2 3 or more words Functional grammar Emphasizes the semantic relationships among words the meanings being expressed and the functions served by sentences o Children s language progress reveals itself in mistakes Overregularization Over applying the rules to cases in which the proper o Transformational Grammar form is irregular a variety of sentence forms Mastery Motivation o Mastery motivation Piaget Rules of syntax for transforming basic underlying thoughts into Striving for mastery or competence Appears to be inborn and universal Displayed in the behavior of all typical infants Some infants more mastery oriented than others Flourished in responsive environments with multiple o Infant s level of mastery motivation affects later achievement opportunities behavior o Babies who attempt to master challenges at 6 12 months score higher on mental development tests at age 2 o Parents may help strengthen inborn motive by stimulating their infants appropriately Early Education o Studies of babies watching educational videos For each hour spent watching videos babies understood 6 8 fewer words o Studies on educational preschool programs Initial advantage in basic academic skills Less creative more anxious in testing situations and more negative toward school than social oriented preschool o Preschool programs that offer a healthy mix of play and academic activities can be beneficial Abecedarian Project Children showed cognitive gains during and after Completed more years of education than those in the No differences between the groups on criminal activity comparison group at age 30 o Positive effects of early education are likely if it Stimulates cognitive growth Provides programming for parents Full day programs Allow time for play and social interaction Includes follow up in elementary school Expanding Language Skills o Middle childhood brings increased metalinguistic awareness Knowledge of language as a a system Children who are metalinguistic understand the concept of words and can define words Children can distinguish between grammatically correct and incorrect sentences Bilingual children have better metalinguistic skills Achievement Motivation o Fixed mindset Believe abilities and talent are fixed or static Little reason to put forth great effort on a task o Growth mindset Believe abilities and talent are malleable Motivated to put forth effort o Characteristics of the child contribute to achievement levels and motivation Before age 7 children are unrealistic optimists Believe ability is a changeable quality Encourages them to adopt mastery goals o As children age they see ability as a fixed trait Adopt performance goals o Parents can foster mastery motivation Learning to Read Provide their babies with appropriate sensory stimulation Being responsive Building a secure attachment relationship o Reading acquisition requires direct instruction o Children must understand alphabetic principle Idea that letters in printed words represent the sounds in spoken in a systematic way Four Steps Pre alphabetic phase o Memorize selected visual cues to remember words