Nova Capstone Sp&lang Development: Theories Of Lang/learning

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Social Principles of Learning

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Motivation to speak. Locke.

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Locke

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claims that the infant is interested in the events that provide their most basic needs (food, warmth, sleep, comfort) which results in outcomes that will become the early building blocks of social interaction and language. caregivers are the only participants who are cognizant of any agenda in these earliest interactions.

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Recognition

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Contributes to attachment. infants are capable of signaling recognition as early as 2 months. Demonstrated in different sucking patterns in recognition to their mother’s odor, voice and face – recognition of olfactory, vocal and facial cues (these go both ways, mother and infant).

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Interaction (6)

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Contributes to attachment. Out of nurturing routines, the beginnings of social interaction are formed. 1)Physical contact, 2)Infant Vocalization, 3)Eye contact and Eye Gaze, 4)Joint attention 5)Turn taking 6)Imitation

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motherese

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baby talk. to highlight the adult’s speech and elicit infant’s attention (research shows that infants attend more closely and are more likely to respond with vocalizations themselves). 1)Shortened and simplified utterances 2)Exaggerated prosody and enunciation 3)Varied rate of speech 4)More pronounced facial expressions.

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Mutual Gaze

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infants are signaling increased interest in the person with whom they are sharing eye contact.

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Gaze Coupling

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follows an alternating pattern of eye contact (like that seen in later conversations).

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Deictic Gaze

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infants effectively point with their eyes at objects that intrigue them.

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Joint reference

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object becomes the focus of shared attention between partners. The object they are sharing attention to is referential.

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Joint action

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familiar routines that join the infant and caregiver in shared activities (feeding, bathing, diapering-evolve into true social games). These shared events provide repeated, familiar contexts in which a limited set of words are used to refer to a very predictable sequence of actions.

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Turn Taking

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Beginnings of turn taking go as far back in development as in the earliest feeding sessions, and later in the infant’s responses to the caregiver’s vocalizations and play behaviors.
Turn taking by the infant-caregiver in these interactions is like the behavior of mature conversational partners (protoconversations).

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Imitations

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Development of infants’ phonetic inventories has been found to increasingly reflect the repertoires of their caregivers, called phonetic drift (babies of French parents sound French, etc.).

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Piaget’s Origins of Intelligence

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Our inherited biological structures define the form and limits of our intelligence.

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Theory of The Nature of Intelligence

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Piaget stated that intelligence is not a static quantity, but a dynamic process. equilibrium, organization, and adaptation.

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Equilibrium

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Piaget. It is the driving force behind our developing cognition. Refers to the adaptive processes in cognition in which new information is assimilated.

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Organization

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Piaget. the cognitive process of structuring patterns of interaction to deal more effectively with the environment.

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Scheme

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Piaget. organized patterns of responding to stimuli.

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Adaptation

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Piaget. cognitive process or organizing new experiences to achieve equilibrium to one’s understanding of the world – assimilation and accommodation.

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Assimilation

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Piaget. individual’s tendency to deal with new experiences in terms of currently available cognitive structures. Ex- labeling a cat a dog (assimilation).

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Accommodation

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Piaget. complementary process in which the individual changes existing structures or develops new ones to deal with new experiences.

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Piaget Stages of Intelligence (4)

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Stages occur in a progression, must master the features of one to progress to the next. 1)sensorimotor, 2)preoperational, 3)concrete operational, 4) formal operational.

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Sensorimotor foundations for language (4)

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1)Imitation 2)Means-end 3)Object permanence 4)Symbolic function

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Means-End

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Attaining a desired goal through purposeful action. Learn that different objects serve as tools to obtain an object, and that gestures, vocalizations, and eventually words serve as effective tools when directed to a willing caregiver.

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Example of Means-End

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Ex- pulling blanket (means) toward themselves to reach a favorite toy (the end) positioned on it.

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Object Permanence

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Things exist whether or not we can see them.

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Symbolic Function

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Symbolism (essence of language because the words refer to the things they stand for). Ability to allow one thing to represent another thing. Piaget put symbolic function in the second stage (preoperational) because children make the greatest progress in using language here, but its roots start in the sensorimotor period.

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serial bottom-up information processing

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Stimuli are processed through a series of stages beginning with lower level stages (sensation) and passing through to higher levels (association).

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parallel bottom-up-top-down processing models

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Higher levels of processing might influence the processing that occurs at lower levels.

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interactive processing models

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Most recent. Individuals are active participants in that their experiences, intentions, and expectations might influence their processing in an interaction of higher and lower levels.

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Pro/con of interactive processing models

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speculate on processing using brain anatomy, do not describe how the brain actually processes information.

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Perceptual models of processing

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help us to identify and interpret how we process stimuli

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Classical conditioning

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respondent. Pairing or association of two stimuli. Occurs when a stimulus that does not normally elicit a particular reflex or emotion, comes to do so after it has been paired with a stimulus that does naturally elicit that reflex or emotion (ex – doctor/shot). (S-S model). CS + US=UR, then repeated CS + US together so that the CS=CR.

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Operant Conditioning

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instrumental. The effects of a particular behavior in a particular situation increase (reinforce) or decrease (punish) the probability of the behavior. Behavior that occurs in response to or follows a stimulus (S-R model).

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Type of conditioning that affects reflexive or autonomic responses.

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Classical.

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Type of conditioning that affects voluntary responses.

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Operant.

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What type of conditioning is appropriate to apply to language behavior and why?

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Operant because Communication is intentional and voluntary.

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Skinner’s Model of Operant Behavior (7)

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1)Response induction 2)Shaping 3)Setting events 4)Discriminative Stimuli 5)Stimulus generalization 6)Reinforcement 7)Punishment.

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Response induction

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responses that are similar to the reinforced response tend to occur in future similar circumstances.

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Shaping

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gradual modification of a behavior that progressively approximates a final form of the behavior.

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Setting events

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collection of stimuli present in a setting that are capable of influencing behavior.

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Discriminative Stimuli

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a stimulus that has often been present when a response has been reinforced and comes to influence the likelihood of that response occurring.

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Stimulus generalization

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old responses occur to new stimuli.

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Reinforcement

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increased response strength through presentation or withdrawal of stimuli (positive or negative reinforcer).

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Punishment

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presentation of an aversive stimulus that results in a decrease in the response.

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Nativism

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(nature)– language knowledge and abilities are innate.
Children are born knowing all that they will ever know about language. Knowledge blossoms as they biologically mature. Language develops because it is part of each child’s genetic nature.

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Empiricism

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(nurture)– children are born with none of the knowledge they will eventually obtain. Genetics provides the basic tools for the biological structures and neurological capacity for learning. Language develops because experiences provided by the environment nurture it.

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Interactionism

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middle ground position between nativism and empiricism. Describes the nature of the interaction between children’s genetic makeup and their experiences that results in language learning. Consists of social and cognitive interactionism (social and cognitive transactions that facilitate language).

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Transformational Generative Grammar

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Chomsky’s theory about the underlying organizational structure of language. opposite end of the spectrum from Skinner’s Empiricism. focuses on the structure of language and the structure of the mind. Linguistic universals and language acquisition device (LAD).

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Linguistic Universals (Chomsky) (3)

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in spite of the diversity across individual languages, all human language is based on several shared principles. 1)All languages include simple active declarative sentence forms (SAD) and a means of negating them. 2)Sentences in all languages must include a subject and a predicate 3)Suggests that language is innate and species-specific to humans.

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Language Acquisition Device

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Chomsky. a hypothetical innate mental structure that allows the child to process incoming language and derive a generative grammar; a.k.a. the proverbial “black box.”

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Case Grammar Theory

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Filmore. Emphasized that semantic concepts exist separately from the syntax of language. Semantics takes precedence over syntax – **content precedes form.

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meaning is better understood at a semantic level

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Ex- “Mommy sock”
Syntax only: (Noun + Noun).
Semantically: (Possessor + Entity) for one instance which involved possession (child was looking at her mother’s sock).
Semantically: (Agent + Object) for one instance which indicated action (child was commenting on Mommy dressing her).

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Speech Acts Theory

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sociolinguistics. Searle.

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Speech act

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any act of oral communication (from a grunt to full sentence).

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Propositional force

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the literal meaning expressed by the words and phrases of a speech act.

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Illocutionary force

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the speaker’s intended meaning in making the statement.

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Locutionary

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the words and literal content used by speakers to convey their intentions.

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Illocutionary

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the actual outcome or effect intended by a speaker.

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Perlocutionary

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the listener’s interpretation of the speech act.

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Illocutionary force of Commissives

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Intended to commit the speaker to a future action.

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Illocutionary force of Representatives

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Intended to describe persons, objects, events or relationships.

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Illocutionary force of Directives

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Intended to influence others to do something.

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Illocutionary force of Expressives

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Intended to convey feelings or inner states.

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Illocutionary force of Declarations

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Intended to alter circumstances.

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Dore’s Primitive Speech Acts (PSAs)

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classification system for use (pragmatics). classification of intentions by infants and toddlers through characteristic gestures, vocalizations, single words, or a prosodic patterns which function to convey the child’s intentions before he/she acquires sentences.
Labeling, repeating, answering, requesting actions, requesting answers, calling, greeting, protesting, and practicing.

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Conversational Acts

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consists of propositional content, a grammatical structure, and an illocutionary function.
Requests, responses to requests, descriptions, statements, acknowledgments, organizational devices, and performatives.

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Interaction models of form, content, and use

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Examines the interaction among the syntactic, semantic, and pragmatic aspects of language.
Integrated models explain language development in the context of genetic and social dynamics.

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Chapman’s Process (“Child Talk”) Model

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Interaction/Integrated model. accounts for everyday conversation in all its diversity.

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Whole Language Theory

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Interaction/Integrated model. emphasizes a holistic, as opposed to fragmented, view of language.
Language is based on world and event knowledge.