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13 Cards in this Set
- Front
- Back
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What is the relationship between gestures and words? |
- Bates (1975): intentional communicative gestures, e.g. showing, open hand reaching, index finger pointing. - Acredolo and Goodwyn (1988): symbolic gestures, e.g. PANT for DOG, replaced by lexical item |
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What are the features of early vocabulary? |
Using diary studies - first 40-50 words mostly people, drink/food, body parts, routine.
* Focus on here/now.
* Maximally informative |
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What are the features of vocabulary development? |
-- Some steady, some have vocab spurt. |
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Why would a vocabulary spurt exist? |
- Perhaps naming insight, as realise 'everything has a name' - Or simply motor skill improvement, more words recognised as conventional |
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How are nouns and verbs learned? |
- Object labels seem to > verbs in early child speech - bounded perceptual/conceptual nature of objects?
HOWEVER: Choi, languages with more ellipsis, more verbs (e.g. Korean)
- Production assymmetry |
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How are nouns/verbs perceived? |
We can't assume children under 2 perceive lex items in adult-like way: door = labeling, or request? |
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How is meaning represented by children? |
Underextension, overextension. |
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Why overextension? |
- Do not 'carve up conceptual space' as adults do? - Not access to conventional word; production error, not comprehension? - Based on shape or other physical similarities
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What is babbling? |
Rep of single CV combos. Preference of some Cs over others |
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Does babbling have continuity with language production? |
Discontinuity: Jackobson 1968: different inventory of sounds, some stop before speech. Lexical development is phonological contrasts, babbling not.
Continuity: babbling after first words. Target-like intonation contours for speech acts |
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Do babies have a preference for sounds/shapes used in babbling? |
Schwartz-Leonard 1982: Children produced IN words > OUT (unfamiliar consonants) when shown novel word |
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What trajectories do children follow? |
- Children show a preference for certain sounds
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How do children learn phonological contrasts? |
1 - one segment at time? problems with regression in production, e.g. [doggi]] --> [do] --> [dodi] --> [gogi]
2- Discovery of sound segments via patterns from existing lexical items; discover via contrast, e.g. cat/hat
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