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22 Cards in this Set
- Front
- Back
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Language develops from the interaction btwn the ........ and ............. exposure (nature/nurture-contested)
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brain, language
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dEAF BABIES ........ MUCH LATER + W/ SIMPLER FORM. iF THEY have signing parents will b........... with .........
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babble, babble, hands
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Pidgin.
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a language of sorts created by adults from different language backgrounds who need to communicate w/ each other (over 100 kinds). structurally simple. (when pidgin gets native speakers language develops and may be known as CREOLE)
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Creole
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a stable natural language developed from the mixing of parent languages. The language gains complexity in grammar .• word‐order• tense marking• multi‐clause sentences
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Three main views/approaches. 1.N..............2.I................3.C....................`
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1.nativist, 2. interactionist, 3. connectionist
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1.Nativist approach (theorist:.........)
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CHOMSKY. The nativist perspective argues that humans are biologically programmed to gain knowledge. Chomsky proposed that all humans have a language acquisition device (LAD). The LAD contains knowledge of grammatical rules common to all languages (Shaffer,et.al,2002).The LAD also allows children to understand the rules of whatever language they are listening to.Chomsky also developed the concepts of transformational grammar, surface structure,and deep structure.
Transformational grammar is grammar that transforms a sentence. Surface structures are words that are actually written. Deep structure is the underlying message or meaning of a sentence. • Evidence: All children exposed to language learn language Critical periods• Brain structures• Problems: Universal grammar• Focus is on syntactic development |
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2.interactionist approach (theorist:.........)
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VYGOTSKY. Interactionists argue that language development is both biological and social. Interactionists argue that language learning is influenced by the desire of children to communicate with others.
The Interactionists argue that "children are born with a powerful brain that matures slowly and predisposes them to acquire new understandings that they are motivated to share with others" ( Bates,1993;Tomasello,1995, as cited in shaffer,et al.,2002,p.362). The main theorist associated with interactionist theory is Lev Vygotsky.Interactionists focus on Vygotsky's model of collaborative learning ( Shaffer,et al.,2002). Collaborative learning is the idea that conversations with older people can help children both cognitively and linguistically ( Shaffer,et.al,2002). • Evidence: Infants’/children’s sensitivity to pragmatic cues • Problem:• Interactionists believe that sheer focus cannot teach complex grammar |
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3. connectionist approach (theorist:.........)
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Language develops from strengthening
neural connections• Evidence• Infants can identify structural features of language • Problems: • Much of this is based on models and much is not modeled yet |
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Gestures:
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motor movements that convey info non-symbolically
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Gestures help children .............and .............. They facilitate ...............retrieval in the pic naming study
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think, learn, lexical
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Types of early gestures: deictic (...m-->)
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9. communicative, non symbolic, contextually bound
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Types of early gestures: ritualised (...-...m)
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9, 13. communicative, non symbolic, contextually bound, allow requests for actions
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Types of early gestures: conventualised (<--.....m)
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12. communicative, quasi symbolic
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Types of early gestures: recognitory (app ....m)
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12. noncommunicative, nonsymbolic, FIRST PLAY SCHEME PRODUCED
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Types of early gestures: representational (....-....m)
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12-20. communicative OR NONcommunicative- EMERGES B4 25 word stage
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Parallels in Gesture and Language Development: by 24 months. rise of ........... and early ...............!.- ............... gestures. -.........-speech combinations. - ......... combinations.
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symbolism, language, representational, gesture, word.
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Early receptive and expressive language skills predicted via ..................
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gesture
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Gestures replaced by ....................
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verbalizations
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ISN ‐ a s............. c.............(DEAF CHILDREN IN NICARAGUA- originally isolated then integrated and developed this)
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signed creole
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Congenital Deafness with
Limited Signing |
Deaf children without formal exposure to
signing invent their own sign language – the Nicaraguan example • A deaf child whose parents were also deaf, but who learned ASL after puberty: • Parents used “pidgin” signing • Child much better at ASL even though not exposed to expert ASL signers |
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Congenital Deafness with No
Signing (CHELSEA) |
A partially deaf woman incorrectly diagnosed as “retarded”. From a loving home. Discovered at age 31, and fitted with hearing aids. Outcome: Learned a large vocabulary, but syntax and morphology worse than Genie. Sample Speech 1. The small a the hat 2. Orange Tim car in 3. I Wanda be drive come 4. Breakfast eating girl 5. They are is car in the Tim
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chelsea summary; learned .........l items• some ..........l conventions (hi, how are you?, well, etc.) • never acquired ..............x, or even lexical categories; utterances not even semantically clear• ..........n words present in speech but totally unprincipled• use of extra arguments (didn’t adhere to verb argumentstructure: airplane fly headache)
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lexical, social, syntax, function
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