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132 Cards in this Set
- Front
- Back
Spatial cognition is a useful way to look at the interaction between
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perception, action and cognition
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studies in spatial cognition have led to challenges about
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what infants know and what develops
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knowledge exist outside of you and your task (piaget and vygotsky) is to
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move information inside
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what develops in spatial cognition
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perception and action form the basis for cognition (reasoning and thought)
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core knowledge (spelke)
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infants born with modules of certain knowledge
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cohesion
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objects have boundaries
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continuity
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objects move as a whole
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contact
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objects must come in contact w/ something in order to move
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what develops in spelke's theory?
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cognition is its own foundation thought is enriched but not fundamentally changed
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architectural innateness
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knowledge about space is not hardwired but you have specific ways of processing info
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what develops in architectural innateness?
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the way infants process infor lead them to learn what things comonly occur in the environment
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ecological theory (gibson, pick)
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infants are NOT blank slates, what the enviro allows you to do you learn about space because it comes to have meaning
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what develops in eco theory
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ability to perceive what the enviro affords (i.e. what you can do w/ things in the enviro)
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egocentric represnetation
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use yourself as a reference point (how we represent space)
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infants in T shaped maze
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place infant in maze, allow infant to find a toy, "crawl straight and then go right" then, place infants in a different place in the maze
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infants with more experience crawling or in a walker will
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succeed in maze problem more often
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infants understanding of affordances in space
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changes with experience in walking
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landmarks
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using objects in the space to referece locations of other objects
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landmarks 1 year
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use objects nearby to locate an object
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landmarks 2 year
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use more distant landmarkers
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landmarks 5 years
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use multiple landmarks
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allocentric representations
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representations of the sapce that are independent of your new point--considered the most pure spatial cognition (must have an internal rep of the space, not an external)
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use allocentric reps when
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cannot use landmarks or distances are too far
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Spelke's blue wall task
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rectangular room with identical buckets in each corner. Task: watch experimenter hide sticker. put on blindfold and become disoriented. after disorient, look for sticker
Two conditions: landmark (blue wall), no landmark (only geometric info is available). Adults will find sticker using the landmark Children use only the geometric infor--NOT the landmark 15-24 months do not benefit from the blue wall. they search equally at 2 opposite corners in both the landmark and non landmark spot |
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children use global geometric cues to
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orient themselves in space: allocentric rep
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mental rotation
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the ability to visualize an object form different directions w/o moving it physically
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gender diffs in rotation
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boys often showing faster reaction times and higher accuracy BUT this gap is closing
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obejct location and spatial memory
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1 year olds are very accurate remembering where to search for an object
other research shows children of all ages are accurate in reembering spatial cognition |
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kittens that are not given the poortunity to move around themselves
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do not develope depth perception well
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infants who crawl (or have experience with walker)
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those fear and avoid visual cliff
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summary of spatial cognition
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we might be born wiht some innate reps
spatial knowlege also develops with practice spatial knowlege is dependent on SELF motion understanding spatial congition helps us gain insight into basic developmental processes and calls into question some assumptions we have held about govnitive developement |
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humans are the ony species with
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political systems, novels, art, societies, religions and language
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modularity (chomsky)
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language was a separate (encapsulated) process unaffected by other domains fo cognitino AND unable to affect others
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whorfian hypoth
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languages differ in how they "carve up" the world. these differences affect how speakers of different languages think--these differences affect how speakers of different languages think LANGUAGE STRUCTURE = COGNITIVE STRUCTURE
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despite different ways of cariving up color terms, people across the world have
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similar ways of viewing colors
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memory for oclors, dsitinctions between colors, color categories
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did not differ
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change in 1990s
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challenge modularity: if language can affect thought, then thinking must be malleable and flexible (i.e. not modular)
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focal hue
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best color/example that ppl aggree on that rep a certain color
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color perception task
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english: 11 basic color terms
himba: 5 basic color terms color boundaries do not overlap 3 tasks: naming (what color is this) comprehension: (can you show me red tile) memory: see one tile, tile is removed, must select the tile they just saw from a group |
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if children have a universal set of color categories we should see
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children mistake colors for eaach other only wihtin the same category (e.g. mistake dark navy for a lighter navy), but NOT mistake navy for black...this is CATEGORICAL perception
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if color perception is determined by learning the words in your language
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children should mistake colors both within and bteween color categories (e.g. a child will make the navy blue black error as often as the dark navy light navy blue) this is INCREMENTAL PERCEPTION
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when children know no color terms in their language
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they do not remember focal colors of their language any better than focal colors of other language---these children make INCREMENTAL mistakes
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as children learn color terms
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they have better memories for the focal colors of their language
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language leads to children's better memory for colors i their language--these children make
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CATEGORICAL mistakes
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languages differ in how they
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code space
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english and korean differ in how they categorize space
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english distinction between in and on
korean distintion between tight fitting and loose fitting in |
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infants 9-14 months old shown two pictures of tight fitting and loose fitting
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all infants were able to distinguis between these contrasts
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infants 18-24 months hear the word in or kkita, see two pictures depictin loose containment and tight containment
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Korean infants make the distinction, english children DO NOT
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all infants are able to distinguish between tight fitting and loose fitting spatial containment relations
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yes
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the language they learn allows them to continue to
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make this distinction (in the case of Korean) or drop this distinction (in the case of english speakers)
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spanish ser refers to properties of an object that are
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permanent or inherent
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estar refers to properties of an object that are
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not permanent or accidental
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appearance reality task sheep
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show a white sheep, ask what color it is, put it behind a red film....ask WHAT COLOR IS IT NOW, and WHAT COLOR IS IT REALLY AND TRULY
english speaking 3 year olds say sheep is really and truly red spanish 3 years say looks red, but is truly white |
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to be able to understand whether someone has a false belief, children need to be able to use words like
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"to think" and "to know" correctly
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children who demonstrated the abilitye to use a phrase with the verbs to think and to know
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passed the test
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specific linuistic constructions lead to the ability to
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make correct inferences about other's mental states (ie NOT AGE RELATED)
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benton faces task
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determine which face matches the model---deaf children age 6-9 and adults better than non signers....late signers also better
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asl and face recog test
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memory is tested in this task
participants given 50 faces and asked to rate whether they are pleasant or unpleasant. then shonw a new stack of pics and asked to indicate if they have seen this face before asl signers are not better than hearing non signers |
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why are asl signers better at face discrim but not recog?
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because asl does not require retentino of specific facial features to understand it...in fact it requires the oppostie the generalization across faces
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asl and mental rotation
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both hearing and deaf signers faster but not more acurate..depends on skill level.
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conclusions on confluence of language and cognition
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languagemay induce some abilities
language may maintain some abilities or produce loss language may faciliatate some abilities |
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Modularity:
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knowledge that is used for language is JUST available to use for language use; a special area of the brain for language. Domain specific knowledge, not domain general—it might be useful for something else, but you can’t do it. Special box that is just for language—nothing about anything else can influence—only thing that can get in and out is the stuff that has to do with language.
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Constraints:
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limits on how children will think about language—leads them quickly to the right answers. It could be in terms of the brain, how the knowledge works. We are limited in our possibilities for language.
-These constraints might be similar to rules or could just mean that the brain works in a certain way that helps kids learn language. **The main idea is that there is something special about learning language that is unlike learning other cognitive tasks, and that children are particularly good at it. |
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Arbitrariness:
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words (generally) don’t sound like what they stand for—no obvious connection between sound and the object
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Productivity:
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people can make an infinite number of sentences, even ones they haven’t ever heard before (we don’t just memorize them all).
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Semanticity:
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language can represent objects, actions, events, and ideas all symbolically
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Displacement:
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we can talk about things that are right here in front of us or (events and objects from the past, or in other locations, or even that don’t exist). Imaginary things at really young ages.
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Duality:
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language has two levels—the actual sounds (phonology) and the meaning behind the sounds (syntax, semantics).
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Phonology:
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the sounds of language—includes both perceiving the sounds of language and being able to produce them.
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Semantics:
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word meaning/vocabulary (called lexicon in the textbook—the mental dictionary)
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Syntax and morphology:
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rules for forming sentences and words (syntax = the rules for forming sentences/phrases; morphology = rules for forming words)
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Pragmatics:
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the social uses of language (ex: lying, persuasion, humor, formal vs. informal, etc)
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comprehension
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the language that the child understands
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production
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the language that the child uses
comprehension is ALWAYS better than prodcution |
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sounds (phonems) are different in different languages and
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are heard differently by adut speakers of different languages
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phoneme
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the smallest unit of lanugage that makes a difference in the meaning of a word (pat vs. bat) NOT THE SAME AS A LETTER!
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children perceive vowels in an adult like way at ##months and consonants at
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6 months and 12 months
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children also have to learn to produce all of the sounds of their language in the correct way
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children begin doing this very early--around 10 months, but are still learning to do this up to 8-10 years old
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the more difficult sounds in the language
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can take years to learn
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mapping problem
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determining the right meaning
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children say their first word around
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10-15 months
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children often show a word spurt around
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18-24 months
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whole object constraint
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words refer to the whole obect and not a property or piece of it
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mutual exclusivity constraint
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one object has one label, so a new word goes with an object you don't have a label for
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underextension
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using a word for fewer things than an adult does (only child's dog is doggie)
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overextension
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using a word for more things than an adult does (cows horses and cats are doggie)
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semantic development continues through
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our whole lives--we can always continues to learn new words
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overextension and under are
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very rare
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morphology
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rules for putting words together, making new words
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syntax
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rules for puting words together into sentences
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we can say and understand
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new sentences that we have never heard before--we can't just memorize how the words go together
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tacit knowledge
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not being able to explain how we know how words can and can't be put together
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the kind of lanugage that we want to study is the language
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that people actually use (descriptive rules) and not telling people how they should talk (prescriptive rules)
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children start puting words together at
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2 years old
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children know most of what they eed to know about syntax by
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about 5 years old---talk about as well as an adult
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morpheme
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smallest of language that carries meaning
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free morpheme
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a morpheme that can stand alone (cat, happy and run)
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bound morpheme
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a morpheme that must be attached to another in norder to have menaing (ing, s, nes, pre)
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mlu (mean length of utterance)
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the average number of morphemes in an utterance. this is better predictor of syntactic development than age
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telegraphic speech
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children leave out a lot of small function words and endings at first (mommy go store)
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overregularization
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overuse of the regular system onto irregular words (runned)
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u shaped development
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correct use, followed by incorrect use, wth a later return to correct use
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stage one overreg
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memorize correct forms of individual words
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stage two overreg
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overgeneralization of past tense "ed"
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stage three overreg
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correct use of regular and iregular past tense forms
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pragmatics
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social use of language: persuasion, humor, politeness, coversational, turn taking, etc.
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pragmatics develop
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slowly throughout life, individuals have ver different levels of pragmatic ability
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since young children are solving this really complex problems so young, and will very few mistakes
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they must have some advantage in learning language
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in behavorism, children learn language by
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imitating their parents
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imitations are
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selectively shaped by parents into adult like language use by reinforcement (praise and reward)
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children learn syntax in behaviorism by learning to
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associate one word with the next
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why behave won't work
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children use creative wrod forms and word combinatinos that adults don't use
children and adults can understand and create new sentences that they have never heard before |
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parents usually focus on
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the content (semantics) of child's speech rather tan syntax and morphology and so their prasie does not relate to the syntax of letterance
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when parents do try to correct a child's speech
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it usually doesn't work
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private speech
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children talk to themselves (another criticism of behaviorism)
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chomsky theory
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explained language development cognitively as an alternative to the behaviorist explanation--this started the COGNITIVE REVOLUTION
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language acquisition device
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an innate mechanism that allows the child to learn language (set of keys)
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universal grammar
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the aspects of grammar that are shared by all languages--the child would know what to focus on and what to ignore (door)
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language is
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species specific, speicies uniform, difficult to retard, develops in a regular sequence...there are specific anatomical features for language (mouth, throat, brain) there are language disabilities that are gentically based
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challenges for chomsky theory
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lack of detail on how learning acquisition takes place
many universals of lanugage are debated difficult to explain how this is implemented in the brain |
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connectionism
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computer modles
uses paralle processing more liek the brain miexed success with modeling more complex features |
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statistical learning
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infants and adults have the ability to detect statistical properties of an artifical "language"
able to pick out pseudo words they herad from other words with same phonemes they hadn't heard |
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rule learning
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paterns can be extended to other symbols
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sensitive period
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a time in development when an abilitiy is more easily, quickly and effortlessly acquired
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reasons to believe in sensitive period
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socially deprived children, adults suck at learning second language, deaf children not exposed to language until late in life
recovery of language function after specific brain damage |
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perceptive and productive language abilities are
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evaluated with different methods
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research question and subjects will determine
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which task is best and specifically whether receptive or produtctive language is measured
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ppvt
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peabody picture vocab test: child points to the picture that matches a word
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picture selection task
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child points to a picture that matches a sentence (to test tense, negation, plurals)
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act out task
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have child act out a sentence with toys (ex the car bumped the truck)
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macarthur communicative development inventories
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parent report of child's abilities (both receptive and productive)
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imitation task
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ask the child to repeat a sentence (young children can only repeat those structures that they use)...ask child to a puppet (good for eliciting questions)
finish a sentence: with a word--good for eliciting tense |