Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
97 Cards in this Set
- Front
- Back
|
Language
|
the systematic and conventional use of sounds for the purpose of communication or self expression.
|
|
|
Phonology
|
the sound and sound systems of a language
|
|
|
lexicon
|
words and associated knowledge of a language
|
|
|
morphology
|
system for combining units of meaning
|
|
|
syntax
|
the system for combining words into sentences
|
|
|
literacy
|
knowledge of reading and writing
|
|
|
pragmatics
|
the analysis of language in terms of the situational context within which utterances are made, including the knowledge and beliefs of the speaker and the relation between speaker and listener.
|
|
|
sociolinguistics
|
the study of language as it functions in society; the study of the interaction between linguistic and social variables.
|
|
|
behaviorism
|
theory that states that changes in behavior occur in response to the consequences of prior behavior. it is not necessary to discern what goes on in the mind to explain a change in behavior.
|
|
|
cognitivism
|
we cannot understand behavior without understanding what is going on inside the mind of the organism producing the behavior.
|
|
|
cognitive science
|
this field feels that it is necessary to understand how the mind works in order to explain human behavior, but it is unclear how the mind works
|
|
|
IMPORTANT DECADE :1960's
|
modern study of language acquisition begins
|
|
|
Psammetichus
|
ancient Egyptian king described by Herodotus (4th cent) who did a language acquisition experiment (first known). Tried to find out "original human race" based on child's language.
|
|
|
Susan Goldin-Meadow
|
studied the gestural communication systems invented by children born deaf to hearing parents
|
|
|
the Wild Boy of Aveyron
|
A french boy who appeared from the woods in 1800. He could make sounds but had no language. Placed with Dr.Itard for training. Learn socially appropriate behaviors, but not language.
|
|
|
Who is "Genie?"
|
a girl who became known to the public in 1970. She was 13 years old and had been kept locked up in a room by her mentally ill father. Genie never acquired normal language.
|
|
|
Late 1800's approach to studying Language Acquisition:
|
Baby Biographies- diaries of Children's developmental stages concerning language. Recorded by Darwin, Stern and Werner Leopold.
|
|
|
1915-1950's language acquisition research:
|
based on normative studies which were done on a large scale basis.
|
|
|
Who was Noam Chomsky
|
MIT linguist, felt that what speakers do is not as interesting as the mental grammar that underlies what speakers do.
Raised questions about children=how are children's grammar's different? He mainly focused on grammar . |
|
|
Syntactic Structures
|
book by Noam Chomsky
|
|
|
Roger Brown's experiment
|
1962, used two children nicknamed "Adam and Eve" students studied these children and then analyzed their speech with the goal of describing the grammatical knowledge that underlay the speech they produced.
|
|
|
language socialization
|
idea that language acquisition is a result of social behavior
|
|
|
Language Acquisition Device (LAD)
|
the human capacity of language is a device residing in the human brain that takes as its input certain info from the environment and produces as its output the ability to speak and understand language
|
|
|
4 Approaches regarding the nature of LAD
|
biological, linguistic, social, domain general cognitive
|
|
|
biological approach (regarding LAD)
|
the human capacity for language is best understood as a biological phenomenon and language development is best understood as a biological process
|
|
|
linguistic approach (regarding LAD)
|
describing the nature of the child's innate linguistic knoweldge
|
|
|
Universal Grammar
|
an innate system of principles underlying the human language faculty.
|
|
|
social approach(regarding LAD)
|
language is essentially a social phenomenon and language development a social process
|
|
|
domain general cognitive approach (regarding LAD)
|
language acquisition is s learning problem no different from other ones and children solve it as such.
|
|
|
learnability approach
|
focuses on explain the fact that language is acquired
|
|
|
developmental approach
|
focuses on explain the course of language development
|
|
|
nature vs nurture debate
|
is the development of language in children the result of humans innate endowment or is it the result of the circumstances in which children are nurtured?
|
|
|
empericism
|
the mind at birth is like a blank slate, all knoweledge and reason come from experience
|
|
|
nativism
|
knowledge cannot come from experience alone
|
|
|
NATIVIST VIEWS
|
1- children acquire language rapidly
2-children acquire language effortlessly 3-children acquire language without direct instruction |
|
|
INTERACTIONIST VIEW
|
acknowledge that there must be some innate characteristics of the mind that allow it to develop language, but the nature of a child's language learning experience is important to growth.
|
|
|
social interactionism
|
a crucial aspect of language-learning experience is social interaction with another person.
|
|
|
constructivism
|
a view of development that feels that language is constructed by the child using inborn mental equipment but operating on information provided by the environment
|
|
|
emergentism
|
the view that knowledge can arise from the interaction of that which is given by biology and that which is given by the environment
|
|
|
Modularity Thesis
|
the innate human ability to develop language is a self-contained module in the mind, separate from the other aspects of mental functioning.
|
|
|
connectionism
|
a way of modeling how knowledge is represented in the brain, what thinking consists of,m and how learning occurs.
|
|
|
statistical learning
|
what babies do - counting the frequency with which one stimulus is followed by another.
|
|
|
Formalism
|
the view that the nature of language and its acquisition have nothing to do with the fact that language is used to communicate
|
|
|
Functionalism
|
the view that both language itself and the process of language acquisition are shaped and supported by the communicative functions language serves
|
|
|
Supralaryngeal vocal tract
|
the vocal tract above the larynx
|
|
|
What is CHILDES?
|
Child Language Data Exchange System- a wildly used program for transcript analysis in Child speech patterns.
|
|
|
functional architecture
|
how the brain is organized to do what it does.
|
|
|
neurolinguistics
|
the study of th relation of the brain to language functioning. The goal of this field is to discover not only where language resides in the brain but also what it is about our brain that makes language possible
|
|
|
cerebral cortex
|
the outer layer of the brain, controls higher functions
|
|
|
subcortical structures
|
-control more primitive functions such as eating and breathing
|
|
|
corpus callosum
|
the band of nerve fibers that connect left and right cerebral hemispheres
|
|
|
contralateral connections
|
the connections which make the opposite side of the brain control the opposite side of the body.
|
|
|
ipsilateral connections
|
same side connections (these are not as strong as contralateral connections)
|
|
|
lesion method
|
research method that looks at patients who have suffered brain injury to determine what part of the brain controls which parts of the body.
|
|
|
split-brain patients
|
patients who suffer corpus callosum damage.
|
|
|
dichotic learning tasks
|
used on healthy individuals, these experiments present two stimuli simultaneously and ask which one is perceived.
|
|
|
brain imaging techniques
|
enable researchers to monitor individuals as they perform different tasks
|
|
|
Paul Broca
|
1861 French physician who made a discover concerning language residing in the left side of the brain.
|
|
|
aphasia
|
condition where language is severely impaired due to brain damage.
|
|
|
right ear advantage
|
results in experiments which point to the fact that people can hear more of the syllables that were presented to the right ear than to the left ear.
|
|
|
Broca's Aphasia
|
condition in which people use content words- nouns and verbs- without grammatical morphemes.
|
|
|
Wernicke's aphasia
|
when patients have no trouble producing speech, but their speech makes no logical sense
|
|
|
Broca's Area
|
part of the brain which controls movement
|
|
|
Wernicke's area
|
the part of the brain that is next to the primary auditory cortex.
|
|
|
Equipotentiality hypothesis
|
hypothesis that the left hemisphere of the brain is not specialized for language at birth.
|
|
|
Invariance hypothesis
|
the left hemisphere has the adult specialization for language from birth; nothing about lateralization changes with development.
|
|
|
plasticity
|
the ability of parts of the brain to take over functions they ordinarily would not serve.
|
|
|
critical period hypothesis
|
the notion that a biologically determined period exists during which language acquisition must occur
|
|
|
phones
|
different sounds a language uses
|
|
|
phonemes
|
meaningful different sounds in a given language
|
|
|
allophones
|
phones that do not differentiate meaning
|
|
|
phonotactic knoweldge
|
knowledge of the constraints on the sequencing of sounds of a particular language
|
|
|
articulatory phonetics
|
speech sounds that can be described in terms of how they are produced
|
|
|
phonetic features
|
features of the articulatory mechanism that produce sounds
|
|
|
place of articulation
|
where the vocal tract is closed to pronounce a word
|
|
|
manner of articulation
|
how the vocal tract is closed
|
|
|
stops
|
where airflow is stopped during speech to produce a particular sound
|
|
|
fricatives
|
where airflow is not completely stopped
|
|
|
vegetative sounds
|
sounds an infant makes
|
|
|
cooing
|
sounds that babies make when they appear to be happy and content
|
|
|
vocal play/expansion stage
|
stage in language acquisition between 16 weeks and 30 weeks
|
|
|
marginal babbling
|
long series of sounds produced at the end of vocal play/expansion stage of language acquisition
|
|
|
canonical babbling
|
marked by presence of true syllables, produced in reduplicated series of the same consonant and vowel combination
|
|
|
nonreduplicated/variegated babbling
|
period of time when the range of consonants and vowels infants produce expands further
|
|
|
prosody
|
intonation contour of speech
|
|
|
jargon
|
wordless sentences
|
|
|
babbling drift
|
when babies produce sounds that are influenced by the language that they hear
|
|
|
protowords
|
children's invented words
|
|
|
HAS technique
|
High Amplitude Sucking Technique- a device that measures the pressure produced by sucking.
|
|
|
habituation
|
the apparent loss of interest in babies using HAS technique of experiment
|
|
|
dishabituation
|
renewed interest in HAS experiment babies
|
|
|
phoneme boundary effect/categorical perception
|
th tendency to perceive some consonants categorically
|
|
|
infant directed speech
|
the style of speech parents use towards children
|
|
|
prosodic bootstrapping hypothesis
|
the proposal that infants find important clues to language structure in the prosodic characteristics of speech
|
|
|
phonological processes
|
the systematic transformation of words in which children alter the sounds of the target language so that they fit within the repertoire of the sounds they can produce
|
|
|
mental lexicon
|
the knowledge of words
|
|
|
word
|
a symbol that communicates meaning
|
