Sp. & Lang. Development I
Terms
undefined, object
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- What three things make Human Language species-specific and species-uniform?
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Productivity--arrange unique utterances with meaning
Semanticity--language carries message symbolically
Displacement--talk about anything, anytime, anywhere - Describe the Ethological view on language acquisition (Locke, 1996)
- Must have interaction between the organism and the environment
- Describe the neuroethological view on language acquisition
- Neural structures that allow the interaction between the organism and the environment (form synapses in the brain)
- Describe Broca's Area
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--speech production, frontal lobe
--controls MOTOR aspects of speech
--damage here results in loss of function words (content words often remain) - Describe Wernicke's Area
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--speech comprehension, temporal lobe
--PROCESSING and COMPREHENDING language
--damage here causes neologisms, though words are produced just fine - Describe the Arcuate Fasiculous
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--bundle of subcortical fibers that connect Broca's and Wernicke's
--Damage here affects all aspects of language (conductive aphasia), inability to repeat words - Characteristics for Species-Specific language
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-onset of language is regular
-speech is not surpressable
-language cannot be taught to other species
-language has certain universals (phonology, syntax, semantics) - Define Linguistic Comptence
- knowledge of syntactic structure of language
- Define linguistic performance
- ability to express the rules of language in everyday speech
- define comminucative competence
- knowledge of all subsystems of the language
- Name the 5 language subsystems
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phonology--sound systems, rules of how to comine them into words/prosodic patterns
morphology--inflections
syntax--word order
semantics--word meanings
pragmatics--language use in social contexts - Name the 4 principles of successful communication in conversation
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Quantity: say as much as needed (no more or less)
Quality: truth/validity of statement
Relevence: saying only what is important
Manner: taking turns, maintain sequence of what you mean to say - Describe some early language development studies
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Egyptian--two children, find first word (prove first language)
Child Diaries--parents record observations of their own children - Describe some neonatal research methods
- sucking technique, head turn paradigm, preferential looking paradigm
- What is CHILDES?
- program designed in the 80s to transcribe recorded sessions for research and therepy
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Describe the responses to speec/sounds in
Newborns
1-2 mos
3-7mos
8-12 mos -
N: noise startles, turns head towards sound, calmed by voice (prefers mom), discriminates speech sounds
1-2: smiles when spoken to
3-7: responds to different intonation
8-12: responds to name/"no," recognizes game phrases/routine words/certain words - Criteria for intentional communication
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--eye contact w/partner, gaze coupling
--consistant gestures/vocalizations
--turn taking (pausing after gest/vocal)
--persistant attempts (try another gest/voc if first didn't work) - describe imperitive and declarative early communication behaviors
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I: reject and request (push away food, reach for toy and grasp fingers
D: comment (show item to caregiver, direct attention of others to object) - what denotes a proto-word?
- phonetically consistant form of sounds that always refer to the same thing ("ni!" meaning yes, "zoo-zoo" for car, etc)
- What characterizes child directed speech?
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--more variable intonation
--higher pitched
--more emphasis on certain words, create a certain prosody - Factors for the emergence of communication in infants
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-biology: maturation of CNS and PNS
-nonlinguistic congitive development
-nurture (types of experiences that child has with caregiver) - Differences between Prenatal and Neonatal communication
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P: (last trimester inutero) recognize stories read at this time, processes sounds of mother tongue, differentiate speech/music
N: recognizes mom's voice, prefers native tongue, recognizes patterns of native lang - Three language patterns
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Stress timed: strong/weak syllables
Syllable timed: equal stress, more constant rythm
Mora timed: heavy and light syllables within word - Cues to rely on for segmentation of words/phrases/sentences
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--distributional regularity
--phonotactics: rules for combination
--requencies of patterns across words
--differences in prosodic boundries - Features of Vowel Production
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-vocal cords are unobstructed
-sound depends on placement of articulators
-front/back/central, close/open
-lip rounding - Features of Consonant production
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-acoustic and articulatory characteristics
-place, manner, voicing - Major sound classes of Manner of articulation
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-stops (p, b, t, d, k, g)
-fricatives (s, f, v, z, sh, je)
-afficates/obstruents (ch, dge)
-glides (j, w)
-liquids (l, r)
-nasals (m, n, NG)
-glottals (h) - Major PLACES of articulation
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-bilabial (b, p)
-labiodental (v, f)
-dental (th)
-alveolar (t d, n, s, z, l)
-palatal (sh, je, ch, dge, j, r)
-velar (g k ng)
-glottal (h) -
define:
Phone
Phoneme
Minimal Pair
Phonotatics -
phone: speech sound
phoneme: smallest unit of sound that changes meaning
Min. Pair: two words that differ by changing one phoneme (zip/sip, bat/pat)
Phonotactics: patterns of phonemes possible in a language - Universal stages of vocalization
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0-2mos: refelxive
2-4: cooing, laughing, gargling
4-6: vocal play, raspberries, sustain sounds
6+: cannonical babbling (deaf stop here)
10+ jargon - describe the Discontinuation theory of babbling and speech
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R Jacobson, 1968
babies stop babbling before th onset of words - describe the continuation factor of connecting babbling and speech
- babies have a vocal motor schema of how to produce sounds, so when they can physically make the sound they know how it will sound
- describe the Nativist theory of Phonological Development
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R Jacobson, 1968
-inate ability to develop speech
-late acquiring sounds that are rarer in language
-learn distinct phonetic contrasts before minimal pairs
-learn nasal, labial, and velars first - describe the Behavioral Approach to phonological development
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-babies begin to acquire most common phonemes of language first
-assumes external reward system of learning - Points against nativist/behavioral approaches to Phonological Development
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-->babble is velar and glottal, not nasal
-->regression: must stop skill for brain to process what you've learned--internalizes speech skills
-->progressive phonological idiom theory: some words are acquired in adult form - Describe the Cognitive approach to Phonological Development
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-trial and error approach
-avoidance of sounds they can't do
-familiar sounds in different combos
-one word at a time
-internal rewards of learning more words - Early preferences for phonological patterns
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-monosyllabic
-stops (for consonants)
-short vowels
-CV organization
-cluster reduction -
Define
Morpheme
allomorph -
M: smallest meaningful unit of sound
A: variation in pronunciation of the same shape morpheme depending on other sounds (ie bees (z) vs. cats (s) - Descibe Deletion as a phonological process
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-final consonant
-unstressed syllable
-reduplication
-cluster reduction - describe assimilation as a phonological process
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-regressive VC (vowel nasalization
-back assimilation (dog->gog) - Describe aproximants as a phonological process
- -glides into plosives (yellow->yeddow)
- Describe sound deletion as a phonological process
- -delete liquids and other difficult sounds (balloon->ba_oon)
- Describe epenthesis as a phonological process
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-add a vowel to keep CV pattern
(bird->birda) - What does it mean for a word to be a referant?
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-word is a sign for object or action
-common to any language
-symbollic, arbitrary sounds - What are onomatopeic words?
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-words that sound like the sound something makes
(choo choo for train, meow, thud, etc) - What is Folk Etymology?
- -natural connectedness between words and referents (bedroom = a room with a bed, etc)
- What are some biological/environmental/sociocultural influences on word learning?
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-girls (western) produce words earlier than boys
-corrolation between maternal IQ and infant language production
-maternal SES
-parental input is important - Common types of first words
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-nouns constitute most of vocabulary
-common verbs
-"direction words:" up, down, etc
-some adjectives (hot, dirty,)
-descriptions: allgone, more, uh-oh
-social routine: bye bye, hi, etc - Describe the Semantic Feature hypothesis of concept forming
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-learning to distinguish features that are present and percieveable (sice, shape, movement...)
->can account for over/undergeneralization
->cannot account for determining the most relevant features and acquisition of nonobject concepts - Describe the Functional Core hypothesis of concept forming
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-object/use connection is the most important
-naming is easeier for things that children can manipulate/be involved with
->cannot explain how children connect shared features and OTHER functions (ball and cookie are round, different functions) - Describe the Associative theory of concept forming
- -Concept is extended with each successive use of the word
- describe the Prototype theory of concept forming
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-children acquire meaning for the most common objects within the category
--probabalistic concept
--classical concept - describe the mutual exclusivity lexical constraint
- only one word can go with one object/action
- describe the fast mappin lexical constraint
- name mapped onto something that child does not have a name for yet (ie bring me the chromium tray...not the blue one)
- describe the whole object lexical constraint
- naming an object goes to whole object, not just parts (ie doggy = whole dog, not just ears or paws or fur)
- describe the taxonomic lexical constraint
- naming objects all together name them in one category
- some other possible lexical constraints
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-social: how much attention paid to different parts of language
-content vs function words
-principle of contrast (big v small, etc) - Details of vocab growth after first 150 words
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-explosive, nonlinear
-helped by overall cognitive development
-object/name realization
-storage and retrieval: semantic networks
-comprehension ahead of production - Principles for inventing new words
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-simplicity: use conventional words to make new ones (ie stove is a cooker, being haved = behaving)
-semantic transparancy: gardener = plant man, chef = cook man
-productivity: use morphemes by rules (more good->gooder) - define "joint attention"
- situation in which two individuals are paying attention to the same thing at the same time, as in reading a book together
- Describe deictic terms
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-words where referant changes depending on the speaker (I, you, this, that)
-hard for kids to understand - What is Metalinguistic awareness?
- knowledge of the nature of language as an object