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PSYCH 350: Exam 3

Speech @ 6-8 Weeks
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 vocalizations elicit responses from others
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Babbling
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
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
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
-- turn taking * Infant takes turn with passive and active roles -- intersubjectivity -- joint attention
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intersubjectivity
the mutual understanding that people share during communication two interacting partners must share a common focus of attention
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joint attention
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
--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
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 their name in background convo 7-8 Months: infants learn new words and remember them for weeks **Can better learn new words through infant directed speech
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reference
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)
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
Words the babies comprehend but cannot say --At 10 Months: ranges from 11-154 words
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Early Word Production
10-15 Months: begin to say their first words that they understand
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First Words
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 parts of words to create an easier sound --"spaghetti" = "pasghetti" --talk about names of people, objects and events in every day life
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First Words-Nouns
--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
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
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
--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 sheep --child pointed correctly to the sheep
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productive vocabulary
the words a child is able to say
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Language Achievement
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 **graph shows that there is variability in when these milestones are reached
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Adult Influence on Word learning
--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
--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
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
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
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
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
--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
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 the object that adult was looking at
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intentionality
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 --child uses adults emotional response to learn a new object
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linguistic context
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
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
-- @ 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
--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 word endings
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telegraphic speech
nonessential elements are missing ex) Hurt knee, read me, key door
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overregularization
errors in which children treat irregular forms as if they were regular ex) "go" and "man"
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rule and memory
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
-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 behavior
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collective monologues
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
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
- 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
-Noam Chomsky -language requires a set of highly abstract, unconscious rules - common to all languages
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modularity hypothesis
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
- 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
not based on innate linguistic knowledge or language specific abilities but: on general purpose learning mechanisms
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