SHS 371
Terms
undefined, object
copy deck
- What does it take within a child to learn language?
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-neurological integrity
-ability to participate in social interactions
-recognize power of comm.
-physical abilities - What is meant by neurological integrity?
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-memory and sorting ability (cognitive skills)
-intact linguistic centers and connections - What does it take within the environment to learn language?
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-consistent, responsive, positive caregivers
-consistent social opportunities
opportunities to explore things, places and people
-exposure to many different types of experiences - What is MLU?
- Mean length utterence
- Why does a child learn language?
- Power!!!
- How do children communicate before language?
- -pointing, pushing, pulling, showing, babbling, grunting, crying, expressions, laughing, smiling, calming down, silence
- What is a "language disorder"?
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A delay in development, or loss of, any or all aspects of language
(delay or loss is significant!) - Why is language an amazing phenomenon?
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-is very old
-is complex
-is redundant
-is contextual
-has many rules
-it is creative - What is communication?
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=transmission of thoughts in a context(includes at least 2 people)
-can include lang. but doesn't have to
-can be done unintentionally
-can use gestures
-always comes before language
-intentional behavior always comes before language(ability to manipulate)
-communication serves many different purposes - What is Speech?
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=the articulation of speech sounds (bringing together oral structures to produce sound)
- any oral sound (gurgling, grunting, etc) - What is Language?
- = "a code whereby ideas about the world are represented through a conventional system of arbitrary signals for the purpose of communication" Bloom & Lahey
- What are the 5 elements that language must have?
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-it is conventional (shared agreement amoung people)
-it has permisable ways to combine sounds, words, etc (system of rules)
-it has arbitrary signals (code)
-it has meaning (semantics)
-it is used for communication - According to Roger Brown, true language always has ....
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1. productivity (can re-create words)
2. Semanticity (lang. represents ideas, objects, actions)
3. Displacement (can talk about things not present) - Language Development Studies Prior to 1957:
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-focus on normative data (data from diaries, people with strokes, WWII veterans, Roger Brown studies)
-only studied children who talked
-static notion of lang. development (just taking snap shots, no sequence)
-were comparing child lang. to adult lang. (thought child's full of errors) - Lang. Development 1957 to late 60's:
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-more dynamic view of language development
-two major theories emerged
-Behaviorist Theory
-Nativist Theory: Psycholinguistic-Syntactic Model - What is the Behaviorsit Theory?
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-Skinner
-Tabula rasa (blank slate)
-lang. learned through imitation and reinforcment from environment
-at first no innate predisposition
-child is a passive learner(must wait for stimuli)
-emphasis on product not process (talk only about what's heard not thoughts)
-stimulus
-response
-reinforcement - What is the Nativist Theory: Psycholinguistic-Syntactic Model?
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-Noam Chomsky
-lang. is not learned via imitation
-there is an innate predisposition= LAD
-lang. is learned through rule induction
-Child is an active learner (little scientist)
-both product and process considered - What are some other theoretical trends from 1957 to late 60's?
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-comprehension vs. production debates (comp. comes before production)
-sociolinguistics begins to emerge (societal effects on language, look at bilingual children)
-neurolinguistics really boomed (looked at connection between brain growth and lang. growth)
-auditory processing - Lang. Development during 1970's:
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-Psycholinguistic-semantic/cognitive model
-Bloom & Brown
-meanings of words and sentences studied
-Piaget's work re-examined, especially in relation to interest in prelinguistic development
-relationship between cognition and language debated - Lang. Development during 1980's-early 1990's
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-Pragmatic Revolution: Sociolinguistic Model
-learn to say the right thing at the right time - What is the Pragmatic Resolution : Sociolinguistic Model?
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-the effect of context on syntax and semantics was studied
- data from conversational observation, children's storytelling scripts, dialects & cultural observations, talk shows, etc
-narrative development (telling what happened over the weekend)
-fast-mapping (hypothesize meaning for new words)
-parent-child interactions
-development of nonliteral language
-multicultural focus - Lang. Development from late 1990's to present:
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-focus on specific etiologies (down syndrome, autism, etc) and how they exemplify the "givens" of lang. and cognition
-discussion of lang. development as an instinct (Pinker)
-focus on genetics (phenotype for language impairments) - What did James & Lee McClean focus on regarding language?
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-emphasis on pragmatics!
-a circle with pragmatics (use) being the whole thing and two smaller overlapping circles inside labeled content and form - What is Content?
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=Semantics
=knowledge for language purposes (kids talk about what they know)
-2 aspects:
-referential knowledge
-relational knowledge - What is Referential knowledge?
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- mental dictionary
- your "references"
-concrete:
-"kick" - What is Relational Knowledge?
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-tie words together
-associations between words
-abstract:
-"kick the bucket" - What are some "universals" that all languages have?
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-who (agent)
-what
-where
-who or what received the action
-existence/disappearance
-reappearance
-recurrence - What is Form?
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= conventional signal systems
-3 systems within form:
-Phonology
-Morphology
-Syntax - What is Phonology?
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=system of meaningful sounds or phonemes
-3 distinctive features of phonems:
-manner: plosives vs. fricatives
-place: where sound is made
-voicing: whether or not vocal cords vibrate
-allophone - What is an Allophone?
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=nonmeaningful difference in pronounciation
-pan vs. nap-(p)diff. manner
-crack vs. track-(r) diff. placing of tongue - What is Morphology?
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=the study of meaningful word roots and additions to words (prefixes, suffixes)
-morpheme= smallest unit of lang. that is grammatical and meaningful
-free or bound - What is Syntax?
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=rules by which morphemes are combined into larger meaningful units
-influenced by:
-word order rules
-meaning
-speaker's intended purpose - What is Language Use?
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=Pragmatics: "Being able to say the right thing at the right time"
-Prutting - What are the Aspects of Pragmatics?
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1.Specific Functions - request, protest, comment, give info., get info.
2.Intentionality- did speaker plan this?
3.Adjusting to Contexts- situation, who talking with, linguistic event (what has just been said)
4.Conversational Competence= ability to do openings, closings, maintaining, shifting topic, repairing breakdowns, politeness - What Structures and Processes are involved for Language production?
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-Phonation
-Modulation - What is Phonation?
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-Consists of:
-Larynx
-biological function (experience when you choke, it protects lungs)
-overlaid function (speech
-Vocal folds
a. males= 135 Hz
b. females= 245 Hz - What is Modulation?
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-Consists of:
-Resonation
a.Pharynx
b. nasal, oral cavities
-size, shape and hardness determine quality
-Articulation
a. soft palate (velum)
b. tongue, teeth, lips - What is the Epiglottis?
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-structure in throat that also protects the lungs
-flops over the air way - How is Neurology important to Content and Use?
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-Processing
-Sorting
-Memory
-Metalinguistic (ability to think about language) - How is Neurology important to Form?
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-input
-output - Evidence for critical period in language development:
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-Genie (discovered at age 13)
-Chelsea (not realized she was deaf until age 31)
-Isabelle (age 6.5 escaped from isolation)
-the older you are the more difficult it is to recover language and syntax is harder to learn
-Children who are bilingual prior to 2 years of age will not have an accent in either language - What is the relationship between Cognition and Language?
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-Lang. conveys ideas
-ideas= knowledge
-lang. is a code
-code= symbol + meaning
* lang. is a correlation with cognition - Cognition has symbolic functions evident in:
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1. Mental Imagery
2. Deferred Imitation (hold off on imitating until later)
3. Drawing (representing something in mind)
4. Language (does not always involve cognition) - Theorists agree_________, disagree__________________.
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A= there is a relationship between lang. and cognition
D= on the nature of the relationship - Models"
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-Strong Cognition Hypothesis
-Interactionist Cognitive Hypothesis
-Weak Cognition Hypothesis - What is the Strong Cognition Hypothesis?
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-Piaget, MacNamara
-in this model cognition is necessary, but does not address if sufficient
-language is a subsystem
-emergence of lang. depends on cognitive skills
*lang. cannot exceed cognition - What is the Interactionist Cognitive Hypothesis?
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-Vygotsky, Kuczaj, Bowerman
-lang. and cognition are bi-directional (they influence each other)
-either could outpace the other
-cog. necessary but not sufficient - What is the Weak Cognition Hypothesis?
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-Rice
-cognition is necessary but not sufficient
-cog. provides initial skills, but some areas do not overlap
-cog. and lang. are highly related, but may develop at different rates - What is Piaget's Stage Model?
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=for knowledge acquisition, structure, and retention
-call this process ADAPTATION
-consists of:
-Assimilation
-Accomidation - Assimilation=
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take in new info that already fits into existing category (with what we already know)
-kid calls a cow "doggie" - Accomidation=
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reorganizing or drastically modifying your categories to add new knowledge
-may create a new category - If have too much assimilation you end up with ________, if have too much accomidation end up with___________.
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- too big of categories
- too small of categories - Adaptation Starts With:
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- Reflexive Actions
-creates residual memory, (more they do it, the more they will remember)
-"Thinking" =sensorimotor experiences
"Thought has its roots in action
-must have a solid base of sensorimotor experiences to build knowledge upon
-kids talk about what they know - Bruner, Kaplan, Vygotsky, and Fischer:
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-agree with Piaget about Adaptation, but
-disagree about role of the environment - Role of the environment:
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-rate(of acquiring skill)
-presence (of skill)
-proficiency (demonstrate skill) - Vygotsky's "Zone of Proximal development":
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-a graph with skill level on the y-axis
-environment on the x-axis
-with mom, with teacher, alone, with stranger
-clear communication represented with an x and curves from high to low from with mom to with stranger - What is Grice's Cooperative Principle?
- "One should contribute to the conversation where and as required, and adhere to the purpose or direction of conversation"
- What are Grice's Conversational Maxims?
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=absolute rules:
1. Maxim of Quantity
2. Maxim of Quality
3. Maxim of Relation
4. Maxim of Manner - What is Maxim of Quantity?
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-not too much, not too little
-as informative as required - What is Maxim of Quality?
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-state only what is true
-do not say what you believe to be false
-do not say that for which you lack evidence - What is Maxim of Relation?
- -make your contribution relevent (related, pertient) to the aims of the ongoing conversation
- What is Maxim of Manner?
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-be clear
-avoid obscurity of expression, ambiguity and wordiness (excessive verbosity)
-be organized and specific - What are licenses?
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-they allow us to violate the maxims
-they can be granted by ourselves or by others
-if a maxim is violated, and no license has been given, a breakdown is likely - The three basic brain functions are:
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- regulation
- processing
- formulation - The cerebrum:
- - is divided into two halves: the right and left hemispheres
- The motor cortex controls?
- -motor movements
- the temporal lobe controls?
- - auditory processing
- The right hemisphere specializes in:
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-comprehension
-visuspatial aspects (face recognition, depth, etc)
-metaphorical language
-semantics - The left hemisphere specializes in:
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- language (oral, visual, written)
-arithmetic
- logical reasoning
- control of speech and non-speech oral movements - Differences in oral mechanisms between adult and infant:
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for infant:
larynx smaller
tongue takes up most of space
nasal cavity smaller
* differences in sounds because of physical differences - What are the two purposes of the vocal folds?
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- vibrate to produce sound
- close airway when swallowing to protect windpipes - What does cephalocaudal refer to?
- -motor development occurs from the top of the body to the bottom
- What is the difference between the inclass definition of language and the one in the book?
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- class says "purpose is communication"
- book says "rule-governed combination" - Are figurative language and nonliteral language exactly the same?
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-similiar but no
- fig. lang= idioms, metaphors, similes, etc
- fig. lang. develops later on (age 12)
- nonliteral included in Sociolinguistic theory