404 midterm 2
Terms
undefined, object
copy deck
- conventionality assumption
- meanings expressed by others consistently, a caregiver will not change the word of "car"
- phonological forms can be systematically modified*
- walked, talked (underlying meaning changes)
- taxonomic knowledge
- categories and classes of words
- reversibility
- the ability to trace a process backwards
- syntactic bootstraping*
- syntactic structures can be used to understand word meanings
- mass nouns
- sand, air, water, milk, fog
- selective imitation
- used in aquisition of words- whole or partial imitation of an utterance of another speaker , adult-the doggie is sick. child-doggie sick
- preschool language learning strategies- semantic bootstraping*
- children use knowledge about language to learn what they don't know, children analyze syntax based on semantic structures previously learned in 2-3 word combinations
- avoid interruptions/rearrangement of words*
- what you are eating? vs what are you eating?
- past tense marked where not necessary
- wented, goed, (overextensions)
- receptive strategies: three for toddlers
- people use words to refer to entities, words are extendable, a given word refers to its whole entity, not it's parts
- extendability principle
- infant assumes shared perceptual attributes, symbol refers to more than one referent
- reference principle
- assumes that people refer.
- interrogative utterances
- when child is unaware of a label - "what?" "that?" or "wassat?"
- two strategies used with objects
- "the do what you usually do strategy" and "act on object as prescribed by verb strategy"- child only acts on verb in utterance
- mutual exclusivity assumption
- guides initial word learning by presupposing that each referent has a unique symbol. (a referent cannot be both a cup and spoon)
- hypothesis testing-
- child seeks information by using utterances with intonation, "doggies?" or "baby eat?" adult then replies to confirm hypothesis
- toddlers rely on
- semantic relations, use of objects, and routines for comprehension
- novel-name-nameless assumtion
- enables child to link a symbol and referent after a few exposures (use of this leads to vocabulary spurt
- count nouns
- eggs, mice, houses
- comprehension precedes production
- ability to comprehend words is context dependent,
- categorical assumption (18mth)
- extend a label to related entities, a cup can be anything that holds liquid
- avoid discontinuous morphemes*
- child omits discontinuous morphemes (she dancing vs she is dancing)
- universal strategies-pay attention to ends of words*
- children acquire past tense markers first- s, -ed. -er, before words that appear at the beginning of words (un,in,dis)
- cognitive growth on language
- paying attention to salient stimuli, discriminate stimuli along salient dimensions, remember stimuli
- seize upon clear and overt grammatical marking
- child likely to learn and use only "s" for plural marking
- evocative utterances
- statements child makes about naming, parent gives feedback to confirm naming
- event based knowledge
- sequence of events or routines- form scripts, word become cues for events
- pay attention to order of words and morphemes*
- charmingly nor charmlying. word order in child reflects word order of adult
- reliance on...
- non-linguistic context leads to overestimation of actual comprehension
- imitation
- childs ability to repeat an utterance is depends on his/her understanding of it's meaning
- plausible event strategy
- language is interpreted based on commonsense understanding in a particular context
- subordinate clauses and connectors
- before, after, during, while- children are sensitive to these words. "eat before you go" vs "eat after you go" (violation)-parent may have to repair speech
- formula
- verbalized routine or unanalyzed chunk of language used in everyday language
- toddlers comprehension
- rely on nonlinguistic cues
- animate vs inanimate objects
- animate objects used first (mommy/baby) before inanimate (ball/door)