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52 Cards in this Set
- Front
- Back
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language |
a rule governed symbol system for communicating meaning through a shared code of arbitrary symbols
must have consistency
you have to know what it means
branch of communication |
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speech |
branch of communication
oral expression of language |
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communication |
used to express, exchange, ideas/info
can be speech or language or both |
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4 parts of speech |
respiration, phonation, resonation, articulation |
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parts of speech: respiration |
provides power for speech
inhalation: when thorax expands, reducing air pressure in lungs, air rushes in
exhalation: lungs full of air, muscles relax |
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parts of speech: phonation |
larynx: 1) thyroid, 2) epiglottis
folds in larynx vibrate |
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parts of speech: resonation |
tone of sound modified by shape of resonating cavities (oral/nasal)
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parts of speech: articulation |
flow of air broken up by tongue, lips, teeth... |
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3 parts of language |
form, content, use |
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3 parts of form (language) |
syntax: organized rules specifying word order; sentence organization
morphology: components of an actual word; pluralization; past/present/future tense
phonology: rules that govern how sounds are made (vowels, consonants) |
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morphemes |
smallest grammatical unit
used to modify word structures to change meaning
two types of morphemes: free and bound |
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free morpheme |
independent morphemes and can stand alone
ex: dog, happy, toy |
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bound morpheme |
unit of meaning that can't stand alone
must be joined to another bound or free morpheme
prefix or suffix |
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two types of bound morphemes |
derivational: change whole class of words (adj->noun)
mad to madness
sun to sunny
inflectional: change the state or increase precision of a morpheme
tense markers -> walk to walked plural markers -> dog to dogs |
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parts of language: content |
semantics. rules governing the meaning or content of words/word combinations - vocabulary, phrases |
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parts of language: use |
pragmatic: rules that govern language use in social situations - using it appropriately -why, how , when |
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extralinguistic components of communication |
paralinguistics: signal attitude/emotion - intonation, stress, emphasis, speed
metalinguistics: acceptability of communication - think before you speak
nonlinguistics - body language - guestures -eye contact -facial expression |
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generaive/nativist approach |
assumes children are born w/innate rules/principles related to structures of human languages
noah chomsky |
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constructionist approach |
nurture
assumes children learn linguistic knowledge from environment input to which they're exposed
BF Skinner |
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BF Skinner |
earliest contributer of nurture (constructionist) approach
believes speech shaped by contingencies alone (modeling, shaping, chaining) |
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operant conditioning |
bx that is modified/changed by events that follow that bx - reinforcer: increases bx - punisher/neutral: decreases bx |
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piaget's language acquistion |
imitation: child imitates facial exp/sounds of adults means-end: child recognizes that certain actions result in certain goals object permanence: things exist whether or not a child sees them symbolic representation: child able to better rep the environment through symbolic bx |
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sensorimotor stage (piaget cog development) |
birth to 2 years child gains control over integrating sensory/motor systems
3 skills developed: - imitation, means end, object permanence |
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preoperational stage (piaget cog development) |
2-7 years
major in developing language as they use words to represent environment
important skill developed: symbolic representation |
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concrete operational (piaget cog dev) |
7-11 years
improved ability to use reasoning
improved skills in categorizing objects concretely w/such attributes (size, mass, volume) |
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formal operational stage (piaget cog dev) |
11 years to adult
great skills in abstract reasoning, hypothetical, and deductive thought processes |
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how is language transmitted to speech? (sound to speech) |
auditory signal from ear goes to Heschl's area (primary auditory area)
linguistic info w/input from right hemisphere (paralinguistic and nonlinguistic) goes to Wernicke's area
message transmitted from Wernicke's area by arcuate fasiciulus to Broca's area
message is organized in Broca's area and then sent to motor cortex
motor cortex sends message by cranial nerve to the appropriate speech masculate |
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outer ear |
pinna, external auditory meautus, tympanic membrane
(fleshy outer ear, ear canal, ear drum) |
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middle ear |
cavity filled w/air
3 ossicles (bones): malleus, incus, stapes |
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inner ear |
bony structures filled w/fluid
semicircular canals -> equilibrium
cochlea -> contains Organ of Corti (primary organ of hearing) |
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How do we hear? |
pinna captures sound wave and then it travels down the external auditory meatus
sound strikes the tympanic membrane which sets bones in motion
stapes bone (last one) pushes in oval window of the cochlea
cochlea triggers hairs in the Organ of Corti which sends nerve impulses that travel through the auditory nerve
finally ends at the brain |
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neurological development: 4 parts |
sensation, perception, motor control, cognition |
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sensation (neurological developement) |
ability to register sensory information
at 2 months babies can selectively attend to sensory information
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habituation |
becoming used to a stimulus
infants react less strongly
enables infants to attend to new stimuli w/o competition from older, less new stimuli |
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perception (neurological dev) |
uses both sensory info and previous knowledge to make sense of incoming stimuli
visual perception: infants prefer faces over other objects
auditory perception: infants sensitive to human voice - recognize mothers voice by 2months -newborns can distinguish all phonemes in human language (by 8-10 months, they show pref for their own language and tune out other phonemes)
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motor control (neurological dev) |
muscle movement and sensory feedback that informs the brain of the extent of movement
reflex -> cheek/suck (could disappear by 6months)
infants ability to suck, swallow, and breathe @ same time
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distinctive crying |
1-4 months differentiated for hunger/discomfort |
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cooing |
2 months
vowel sounds
ooooo aaaaaa eeeeeee |
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laughing/non-nutritive sucking |
4 months
sucking of anything in reach |
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babbling |
5-6 months single syllable consonant/vowel sound "ma", "ba" |
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reduplicated babble |
longer, repeated syllable sound usually "stops" "ma ma ma", "ba ba ba"
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variegated babble |
8 months
non identical syllable sounds "mada, bada"
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jargon |
9 months
long strings of unintelligble sounds sounds like a convo intonation, emotion, gestures |
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4 challenges of learning language |
1. variety of speakers/ context 2. arbitrary (the word cat no way resembles a furry animal with fur legs) 3. learn w/out direct instruction 4. have to coordinate both understanding (comprehension) and expression (production) |
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phonetically consistent forms (PCF) |
referring to an object w/consisting sound meaningful babbling "ca ca" for blanket |
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cognition (neurological dev) |
cognition occurs before language relationship changes with maturation |
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schema |
organized patterns of information |
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assimilation |
new info into old folder |
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accomodation |
transform your old schema based on external stimuli that doesn't fit it
new info into new folder |
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equilibrium |
balance or harmony
constantly trying to adapt to maintain equilibrium (by organizing and adding new schema) |
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McGurk effect |
ability to integrate our auditory and visual systems
when we watch someone say a word and when we close our eyes (it sounds different)
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4 impressive things that only huans exhibit in language acquisition |
1. syntax 2. ability 3. metaphorical language 4. sensitivity to repeated sequences |
