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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 |
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" |
Silent Babbling |
If deaf infants are exposed to ASL
at around 8 months; babies begin to babble "manually" -- producing repetitive hand movements |
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% |
Signs of Communication Competence |
-- turn taking
* Infant takes turn with passive and active roles -- intersubjectivity -- joint attention |
intersubjectivity |
the mutual understanding that people share during communication
two interacting partners must share a common focus of attention |
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 |
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 |
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 |
reference |
Able to associate words and meaning
--6 Months: infants begin to associate highly familar words with highly familiar referent ex) Mommy and Daddy |
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? |
comprehension vocab |
Words the babies comprehend but cannot say
--At 10 Months: ranges from 11-154 words |
Early Word Production |
10-15 Months: begin to say their first words that they understand |
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 |
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 |
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 |
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 |
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 |
productive vocabulary |
the words a child is able to say |
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 |
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 |
Individual Differences in Learning Language |
--style: the strategies young children enlist in beginning to speak
* referential/analytical style * expressive/holistic style * wait and see |
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 |
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 |
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 |
fast mapping |
learning a new word simply by hearing it and contrasting it with a familiar word
--map novel words with novel objects |
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... |
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 |
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 |
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" |
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 |
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 |
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 |
telegraphic speech |
nonessential elements are missing
ex) Hurt knee, read me, key door |
overregularization |
errors in which children treat irregular forms as if they were regular
ex) "go" and "man" |
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 |
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 |
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 |
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 |
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 |
universal grammar |
-Noam Chomsky
-language requires a set of highly abstract, unconscious rules - common to all languages |
modularity hypothesis |
argues that the human brain contains an innate, self contained language module that is separate from other aspects of cognitive functioning |
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? |
connectionist views |
not based on innate linguistic knowledge or language specific abilities but: on general purpose learning mechanisms |