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47 Cards in this Set
- Front
- Back
what do nativist's believe? |
- believe that infants are born with knowledge |
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what is the Core Knowledge Theory? |
- focuses o topics that have been important to survival (e.g. recognizing people) throughout human evolution - contrary to piaget's theory, researchers in the 90s found evidence for early competence |
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what is domain specificity? |
- is part of core knowlege theory - defined as knowledge that is specific to certain domains and does not transfer to other domains - just because know about one thing doesn't mean know about something else...are born with specific knowlege about a certain thing - behaviors seen early in life |
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how to identify "core" knowledge? |
- infants show early competency - VIOLATION OF EXPECTANCY: young infants express "surprise" at events or object that violate their expectancy. measured through looking time differences
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how is habituation and violation of expectancy the same and different? |
- similar because both use looking time - difference because habituation tests time between old objects vs. new objects; violation of expectancy have no expectations b/c already know what's going to happen |
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Baillargeon (1987): "object permanence" in 7 month olds |
- babies looks at unexpected or impossible events longer; this is violation of expectancy - that as baby learns about universe, they make categories - are able to know object expectancy and are surprised when they know things shouldn't happen, which makes them more interested -LOOK AT IMPOSSIBLE EVENT LONGER THAN POSSIBLE EVENT |
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what is numerical equality? |
- is the realization that all sets of a certain number have something in common |
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what is believed to be about babies and numbers? |
- that babies don't have numerical equality till later - core knowledge theory believe babies can do simple addition and subtraction at 5 months but can't do numbers above 3 - however, not until they are 3 or 4 years old do children show a comparable understanding of larger sets, such as four or more objects |
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what was the experiment " Doll Task" by Whynn about? |
- dealt with infants' arithmetic skills...testing addition and subtraction - at 6 months, babies may have rudimentary basic knowledge of numbers - ratio must be 2:1 to know difference if one group longer than other and to understand numbers...this claim makes it controversial that competency is limited to three of fewer objects |
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what is piaget's theory in relation to cognitive development? |
that its a STAGE theory - invariant sequence - early structures cause later stages - internal coherence of stages - periods of transition: disequilibrium ITS A CONSTRUCTIVIST THEORY - belief that children actively learn through experiences |
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what was piaget's constructivist approach? |
- children are actively creating knowledge by building schemes (things we use to make sense of the world) from their experiences through ADAPTATION and ORGANIZATION
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what is adaptation in piaget's constructivist approach? |
it is adjusting to the demands of the environment Includes: - assimilation= incorporating new info to exisiting schemes - accommodation = adjusting schemes to fit new info - equilibration |
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what is organization in piaget's constuctivist approach? |
combining existing schemes into new and more complex ones |
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what is the sensorimotor stage? |
- the stage where we "think" with our senses 1. Reflex activity (birth-1 month) 2. primary circular reactions (1-4 months)- deals with body; such as sucking thumb is different from sucking mom's nipple 3. secondary circular reactions (4-8 months)- focuses on objects around baby 4. coordination of secondary schemes (8-12 months) - doing things with goal in mind; EX: using for to feed themselves 5. tertiary (12-18 months)- utilizing goalds; having different objectives with same object; EX: not only using water to clean themselves, but using it to play, splash, etc... 6. beginning of thought (18-24 months)
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what is the sensorimotor substages 1-2? |
initially "out of sight, out of mind" then recognition memory - modify and organize reflexes - integrate actions |
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sensorimotor substage 3? |
beginnings of ACTIVE search; paying attention to objects around you - repetition of actions resulting in pleasurable or interesting results - OBJECT PERMANENCE leads to substage 4 |
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what is phonetics? |
is the classification of sounds (phonemes) - how they are different sounds
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what is semantics? |
- is the understanding of meanings of words - ASSOCIATIONIST VIEW
- is the meaning of a word; comprehension |
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What is syntax? |
systematic rules for forming sentences - focused on the grammar of the language - NATIVIST VIEW
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what is pragmatics? |
- is the proper use of language in contexts - depending on the situation, may have to modify language - using appropriate tones - INTERACTIONIST VIEW |
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What is the interactionist view? |
- virtually everything about language development is influenced by its communicative function - language = social skill - human brain is highly capable of language in comparison to other mammals |
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language and the human environment |
- having a human brain is not sufficient for language to develop - language requires exposure to other people and using language with them - caregivers and siblings begin to communicate through language with infants almost from birth EX: talking to babies even if they can't understand helps them |
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what is early interactions? |
- a lot of emotions, mostly happy - interaction occurs in proximal viscinity - language is usually exaggerated |
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what is infant-directed speech? |
a nonstandard form of speech used y adults when addressing infants - also known as"motherese", "baby talk"
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what are characteristics of infant-directed speech? |
- higher pitch - exaggerated range of pitch -elongated vowels -reduced speech rate - shorter phrases and longer pauses - repetition of words - use of simpler words |
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what is infant directed action? |
are mothers' modified gesturetures when demonstrating objects to infants versus to adults - more eye gaze with baby - more object exchanges - fewer action types per turn
babies prefer looking at infant directed action |
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infants' preference for infant directed action |
- 6 to 8 month old infants prefer ID action over adult directed action - 11 to 13 month old infants show preference even when the faces are blurred - may be due to faces/expressions that person makes EX: for an experiment, had blurred faces. older babies still preferred ID, demonstrating babies more sensitive to actions in their environments - are more used to seeing what they know |
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infant -directed faces |
ID faces are similar to ID speech - ID faces are more exaggerated, slower in tempo, and longer in duration than AD counterparts Mothers modify both their speech and faces - 3 facial expressions shared in common between English-and Chinese-speaking mothers when interacting with their infants aged 4-7 months
- no facial expression was specific for a language |
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how are early interactions of babies characterized by? |
- INTERSUBJECTIVITY: parent and infant share a common focus of attention; EX: making eye contact
- JOINT ATTENTION: the parent follows the baby's head and comments on what the baby is doing or looking at |
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what are the limitations of interactionist perspective? |
- little account of how children learn grammar (which may be more complex than learning words) |
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what are theoretical issues in language development? |
- behaviorism - association - imitation - reinforcement |
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what is behaviorism? |
BF Skinner believed that if can't express what you have learned, then you really haven't learned it well |
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what is association? |
- statistical learning; one of the very fundamental tools for infant learning - useful for learning new lables - hear new labels and allow them to see what label is so can connect the together - is how infants can learn concrete and noun words first b/c can be easily seen/visible to them EX: FORK - first order generalization = forks are forked shaped - second order generalization = object labels refer to shape of objects
CAN'T get to second order without first order generation |
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associationist vs. connectionists |
-connectionists argue that the info needed to acquire language is contained in language and environment (this view is not necessarily in opposition to interactionist views) - language development is not based on innate linguistic knowledge or special language-specific brain mechanisms but on general purpose learning mechanisms - language development occurs as the result of the gradual strengthening of connections in the neural network |
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limitations of connectionist perspective |
- only a few aspects of language have yet been modeled - what features get built into the model - how well does the input used to "train" the model match childrent's input
EX: 2 year old may not believe a yellow duck is a duck because it isn't white |
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language development in infants |
- infants first recognize words...THEN begin to comprehend them - can recognize their name as young as 4 months - by 7-8 months, can recognize new words and remember them for weeks - by about 6 months, infants address the problem of reference, associating words with meaning (as shown by looking towards mother or father when someone says mommy or daddy) |
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comprehension vocab |
- are words that infants can understand - 10 month old infants can comprehend, but CANT say 11-154 words - even before they start to talk, they know some words - comprehension PRECEDES production |
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productive vocab |
- are words that infants can say or sign - infants produce their first words between ages of 10 and 25 months - early word production is limited to the sounds infants can pronounce |
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process of preparing to speak |
- in first months of life, infants' vocal tracts prepare for speech through crying, sneezing, burping, signing, and lip-smacking - at 6-8 weeks, infants begin to produce simple speech sounds like "goo", "ahh," and "ooohh" - vocal cords start to open at 2 months and start to make sounds
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babbling |
- begins at about 7 months - consists of producing syllables made up of a consonant followed by a vowel (ba, pa, ma) - deaf infants exposed to American Sign Language begin to babble manually, making repetitive hand movements that are components of ASL signs |
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what is the nativist view? |
- all humans have language acquisition devive, which contains knowledge of grammatical rules common to all languages (universal grammar) - that humans are"born" knowing how to understand language and understand idea that babies know that there should be nouns and verbs - they know senstences can be in delaritive or question form
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what is universal grammar? |
a set of innate (unlearned) linguistic principles that interact with the linguistic environment to determine a particular grammar in the mind/brain of an individual - principles that all languages share - humans are biologically inclined to learn language |
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in the nativist point of view, what is the first step to learn a language? |
SEGMENTATION - is finding words from fluent speech - able to do this because babies hear sentences, not isolated words - is COMPLICATED because no pauses or no language universal cue that signals beginning/end of a word |
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what is a problem of segmentation? |
- no silence between words or pauses - no universal cue |
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how do babies overcome the segmentation problem? (language ques) |
starting at 4-6 months of age, start segmenting words by: - transitional probabilty (statistical learning) - very, very frequent words/phrases: EX: mommy, their own name - rhythmic pattern (intonation/stress) - allophonic knowledge - phonotactics of native language |
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how is statistical learning done to learn languages? |
- knows that it can be a word if they hear it being said many times - frequently occuring sequences can help finding adjacent words - THE = single most word infants hear the most - MOMMY and THEIR NAME = most frequent words infants hear EX: when hear a sentence, know that mommy is a word so whatever is after mommy should be another word |
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what is function words in statistical learning? |
- single most frequent word in English = THE - 8 month olds can segment a new word when they appear after "the" - 11 month olds can segment vowel-initial words when "the" precedes them |