PSYCH 350: Exam 3
44 Cards in this Set
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Speech @ 6-8 Weeks
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Infants are able to make simple speech sounds:
long drawn out vowels -- " ooohhh" "aaahhhh" consonant vowel combos -- "goo" **Infants practice in their cribs by doing: grunts, high/low pitched cries, smacking their lips click their tongue etc... ** Infants realize that their vocalization…
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Babbling
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Between 6 & 10 Months (on avg. 7 months)
-- standard: involves producing syllables made up of a consonant followed by a vowel ex) pa/ma/ ba that are repeated in strings -- "papa"
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Silent Babbling
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If deaf infants are exposed to ASL
at around 8 months; babies begin to babble "manually" -- producing repetitive hand movements
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Native Babbling
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Before Infants utter their first meaningful words, they are already, in a sense, native speakers of a language
Expressed in an experiment where French speaking adults had to choose which baby was babbling French -- adults chose correctly 70%
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Signs of Communication Competence
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-- turn taking
* Infant takes turn with passive and active roles -- intersubjectivity -- joint attention
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intersubjectivity
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the mutual understanding that people share during communication
two interacting partners must share a common focus of attention
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joint attention
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established by the parents -- following the baby's lead
looking at **At 6 months babies are capable of following the direction of another person's gaze ** By 18 Months babies can use the direction of an adult's gaze to determine the location of an object they cannot currently see
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Pointing Ages
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--A baby is likely to stare at your out stretched pointed finger rather than the object that its pointing to
-- At 9 Months: the infant looks where the adult is pointing -- By 2 years old; infant uses pointing deliberately to get the attention of another person
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First Word Ages
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Infants learn their first words simply as familiar patterns of sounds without attaching any meaning
--Infants first learn their own names; even as young as 4.5 Months: will listen longer to a tape repeating their own name compared to a name that sounds similar 5 Months: can pick out thei…
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reference
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Able to associate words and meaning
--6 Months: infants begin to associate highly familar words with highly familiar referent ex) Mommy and Daddy
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Willard Quine (1960)
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The problem with reference:
**If use the word "bunny" around a rabbit, what does "bunny" refer to? -- whiskers? fluffy tail? nose twitch?
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comprehension vocab
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Words the babies comprehend but cannot say
--At 10 Months: ranges from 11-154 words
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Early Word Production
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10-15 Months: begin to say their first words that they understand
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First Words
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Any specific utterance hat the child makes consistently to refer to or to express something
--limited by their ability to pronounce the words result: SIMPLIFICATION STRATEGIES: ex) they leave out difficult bits --"banana"= "nana" --"brother" = "bubba --"rabbit" = "wabbit" ex) reorder par…
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First Words-Nouns
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--Nouns are most often spoken
--Meanings of nouns are easier to understand and learn --the proportion of nouns is related to the proportion of nouns in the mother's speech --Middle Class American Mothers do a better job with object labeling
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holophrastic period
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the period when children begin sing words in their small productive vocabulary- one word at a time
-- one word utterances --child expresses a "whole phrase" by using just one word ex) "drink" or "juice" could mean the child's desire for his/her mother to pour a glass of juice
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Rate of Child Vocab
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influenced by the sheer amount of talk that they hear-- the more the mother addresses the toddler, the more rapidly the children learn new words
--most likely among highly educated mothers
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Overextension
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--Children give words they know a double meeting
using a word given in broader context than is appropriate ex) "dog" represents any 4-legged animal Experiment: When showed child a picture of a dog and a sheep-- referred to both as "dog" When asked the child to point the picture of the s…
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productive vocabulary
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the words a child is able to say
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Language Achievement
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American Children - On avg. learn their first words around 13 months
--experience a vocab spurt around 19 months --begin to produce simple sentences around 21 months --By 18 months= child knows about 50 words From 18 months - 1st grade: children tend to learn 5-10 new words every day **g…
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Adult Influence on Word learning
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--put vocal stress on new words
--tend to put new words last in a sentence --label objects that are already the focus of the child's attention --playing naming games --repetition
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Individual Differences in Learning Language
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--style: the strategies young children enlist in beginning to speak
* referential/analytical style * expressive/holistic style * wait and see
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referential/analytical style
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analyzes speech stream into phonetic elements and words
--first words tend to be isolated --monosyllabic words ex) words started with the same three consonants that were prominent in her earlier babbling
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Expressive/ Holistic Style
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pay more attention to the overall sound of the word --its rhythmic and intonational patterns
**conversation first **long sentences or questions, but no recognizable words
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Wait and See
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begin to talk late
** Around 20 months, baby was able to speak carefully articulated words have a large vocabulary and quickly acquire words
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fast mapping
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learning a new word simply by hearing it and contrasting it with a familiar word
--map novel words with novel objects
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Assumptions that guide inferences towards novel words
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--whole object assumption:
children think "bunny" applies to the whole animal --mutual exclusivity assumption:a thinks a given entity has only ONE name ex) show me the blicket...
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pragmatic cues
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Used for word learning-- children pay attention to the (social context)
-- (18 month old children use adult's focus of attention as a cue experiment: peeked into box and said, "There's a modi in here" --- adult pours our objects in box and asks which object is the modi -- child chooses …
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intentionality
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a pragmatic cue -- children draw inferences about a words meaning
experiment: ( 2 year olds) "let's dax the mickey mouse doll" Action 1 followed by a pleased comment (THERE!) Action 2 followed by a surprise (WOOPS) -- children interpreted "dax" as the action the adult intended to do --c…
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linguistic context
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novel words appear to help infer their meaning
experiment: Roger Brown (1957) -- showed children a picture an adult kneading a mass of material "sibbing" "a sib" "some sib"
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syntactic bootstrapping
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another pragmatic cue: children figure out meaning of a novel word by taking into account the grammatical
structure of the whole sentence 3 year olds "the duck is cradding the rabbit" " the duck and rabbit are cradding" --different interpretations from which sentence they heard
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First Sentences
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-- @ the end of their 2nd year children start to form their first sentences
--young children understand word combination well before they produce them -- first sentences are usually two-word combos
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First Sentence Ages
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--12 to14 Months: listen longer to sentences whose word order is normal
-- 13-15 Months: appreciate that words in combination carry meaning distinct of meaning of the individual word --2.5 years: forms 4 word sentences -- children learn rules of their language from their production of wo…
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telegraphic speech
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nonessential elements are missing
ex) Hurt knee, read me, key door
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overregularization
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errors in which children treat irregular forms as if they were regular
ex) "go" and "man"
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rule and memory
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model of children's grammar
these errors occur when children fail to retrieve from memory the correct form they have learned for a give irregular-- and hence perform the general rule by default
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private speech
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-conversation that is often directed towards themselves rather another person
-children talk to themselves as a strategy to organize their actions - often accompanies solitary play - gradually private speech turns into thought, and children don't need to talk out loud to organize their b…
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collective monologues
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children speech among their peers
- tend to be a series of non sequiturs - what child#1 talks about has nothing to do with what child#2 talks about
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narratives
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occurs during preschool period
- 5 year olds - descriptions of past events that have the form of a story - parents use scaffolding to help children produce coherent accounts
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nativist views on language learning
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- believe that language is too complex to learn through experience
--must be innate preexisting structures that allow children to acquire language - focuses solely on syntactic development and ignores the importance of the communicative role of language
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universal grammar
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-Noam Chomsky
-language requires a set of highly abstract, unconscious rules - common to all languages
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modularity hypothesis
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argues that the human brain contains an innate, self contained language module that is separate from other aspects of cognitive functioning
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Interactionist Views
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- everything about learning language is influences by its communicative function
** children are motivated to talk to others/ understand them/ talk about feelings and thoughts - language is a social skill - critique- how do children learn grammatical structure?
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connectionist views
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not based on innate linguistic knowledge or language specific abilities but: on general purpose learning mechanisms
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PSYCH 350: Exam 1