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;
88 Cards in this Set
- Front
- Back
|
Define pragmatics
|
using language as a social tool in an organized, goal directed, controlled way
|
|
|
what influece preschooler's pragmatics
|
communication dyad, partner, topic, and temperament
|
|
|
what is included under pragmatics
|
linguistic functions, registers, paralinguistic codes, discourse feature
|
|
|
name paralinguistic code examples
|
rate, eye contact, prosody
|
|
|
what are registers?
|
how we alter speech depending on situation
|
|
|
percent 2 yr old and 4-5 yr old respond to
|
75 percent and 90 percent
|
|
|
Every utterance is a __ who termed this? what are conditions?
|
act, John Austin 1955, Felicity conditions
|
|
|
name 3 felicity conditions
|
persons and circumstances must be appropriate; act exectured completely and correctly by all participants, participants have appropriate intentions (cir/per; correct; intent)
|
|
|
who developed Austin's work? what did he claim?
|
John Searle; every utterance speech act w/ 3 seperate acts
|
|
|
Whate are three parts of Speech act?
|
locutionary, illocutionary, perlocutionary
|
|
|
define locutionary acts.
|
uttering a sentence
|
|
|
perlocutionary acts
|
effect on the listener
|
|
|
illocutionary acts
|
the intentions of the speaker
|
|
|
2 types of speech acts?
|
direct; indirect
|
|
|
indirect acts not explained through
|
syntax, one must examine context
|
|
|
what is implicature
|
implied meaning; literal/ non literal speech acts
|
|
|
What are Grice's conversational maxims (rules)?
|
quality, quantity, relevance, manner
|
|
|
6 functions of language
|
instrumental-achieve objects/ action, regulatory- control others, interactional, personal- express personal state, heuristic, imaginative
|
|
|
6 pragmatic functions
|
labeling, descriptions, informative, affirmation/ negation, repetiion and revision, requesting (yes, its a white cat. with blue. will you spot it?)
|
|
|
3 parts of turn taking
|
introduction, maintenance/ shifts, closure
|
|
|
how 1, 2-3, 4 year old handle conversations
|
1- initiate w/ glance, gesture, voclztn. has one to two turn maintenance; 2- limited maintenance; 4 better aware of listeners needs; more socially cognizant
|
|
|
what is presupposition?
|
process of assuming which information a listener possesses/ needs
|
|
|
what do kids who are more conversationally aware do?
|
use more affective utterances (feeling, atitudes, states), articles, pronounds, demonst., preps, might use deixis terms
|
|
|
what are deixis terms?
|
deixis= process of using ones perspective as a reference; this, that, here, there
|
|
|
Dore's 8 Primitive Speech Acts
|
labeling, repeating, answering, requesting, calling, protesting, greeting, practicing
|
|
|
labelling
|
while attending to action or event; not to adult; "ball" as he touches it
|
|
|
repeating
|
repeat what hears adult say; doesn't wait for response
|
|
|
answering
|
responds to question of adult
|
|
|
requesting
|
word/ utterance w/ gesture (usually) signalling demand; addresses adults, waits for response
|
|
|
calling
|
MAMA!
|
|
|
greeting
|
of person/ object upon appearance
|
|
|
practicing
|
use word/ prosodic pattern w/o object/ event; not to adult, doesn't expect response
|
|
|
Halliday's Four Early Pragmatic Functions
|
instrumental (personal needs), regulatory, interactional, personal- express child's own needs/ feelings; all interpreted by caregiver
|
|
|
langauge variation compares what?
|
SAME LANGUAGE- regional, social, stylistic variations; (groups of speakers/ same speaker in different situations)
|
|
|
What does it mean to achieve linguistic competence?
|
language user knows phonetic, semantic, grammatical rules of language; also adjust language according to situation
|
|
|
4 types of variations
|
language, dialects, registers, styles
|
|
|
each language shares
|
linguistic universals
|
|
|
dialect?
|
systemic variation of group
|
|
|
register?
|
speech adaptation meeting social / comm. demands of situation; (we master several)
|
|
|
styles?
|
unique to personality/ intelligence; idiolect
|
|
|
what is an anaphoric reference? used when?
|
referral to what came before; learning pronouns
|
|
|
what is ellipsis?
|
speaker omits redundant info; assumes its known
|
|
|
by age 4 children can?
|
use various roles in play; use motherese to address young children
|
|
|
what do young kids usually use to initiate/ maintain convos?
|
2- nonverbal; questions and contingent queries (request for clarification)
|
|
|
4 types of language acquistion theories (one has 2 sub)?
|
behavioral, psycholinguistic (syntactic/ nativist, semantic/ cognitive), socialinguistic, emergentism
|
|
|
Who championed behavioral approaches?
|
BF Skinner, Osgood, Mower
|
|
|
characteristics of behavioral approaches?
|
language through environment; long words- imitation and chaining (builds), shaping (modified; successive approximations- association word+referrent), observable/ measurable, operant/ classical conditioning (reinforcement/ punishment); performance, function, empiricist (testable); syntax grammar- frame/ slot strategy
|
|
|
pros of behavioral approaches?
|
influence later sociolinguistic theories, good for language intervention, stress importance of environment
|
|
|
Behavioral approaches cons?
|
most grammar errors ignored, few responses are reinforced; only imitate new words/ limited structures; after 2, kids rarely imitaton, not all language is modeled; minimized cognitive processes of comprehension
|
|
|
Psycholinguistic- Syntax? (Nativist)
|
Plato and Noam Chomsky; language innate; stresses language form and underlying rules; Focus on LINGUISTIC PROCESSING; linguistisc universals prove biological basis of language; emphasize language form and underlying rules
|
|
|
what is an anaphoric reference? used when?
|
referral to what came before; learning pronouns
|
|
|
what is ellipsis?
|
speaker omits redundant info; assumes its known
|
|
|
by age 4 children can?
|
use various roles in play; use motherese to address young children
|
|
|
what do young kids usually use to initiate/ maintain convos?
|
2- nonverbal; questions and contingent queries (request for clarification)
|
|
|
4 types of language acquistion theories (one has 2 sub)?
|
behavioral, psycholinguistic (syntactic/ nativist, semantic/ cognitive), socialinguistic, emergentism
|
|
|
Who championed behavioral approaches?
|
BF Skinner, Osgood, Mower
|
|
|
characteristics of behavioral approaches?
|
learn through chaining (builds), shaping (modified), observable/ measurable, operant/ classical conditioning; performance, function, empiricist (testable)
|
|
|
pros of behavioral approaches?
|
influence later sociolinguistic theories, good for language intervention, stress importance of environment
|
|
|
Behavioral approaches cons?
|
little evidence for imitation/ reinforcement; after 2, kids rarely imitaton, not all language is modeled; minimized cognitive processes
|
|
|
Psycholinguistic- Syntax?
|
Noam Chomsky; underlying mental processing of phrase structure and transformational fules; linguistic universals (say languages only dif. on surface); nativists- biological basis for language; emphasize syntactic structure
|
|
|
3 ideas under Psycholinguistic Syntax?
|
TGG, Government Binding Theory as a LAD (Language Acquistion Device- brain area must be activated by environment)
|
|
|
Psycholinguistic Syntax weaknesses?
|
no proof w/ brain area, doesn't explain differences or single word stage (based on adult models); neglects phonetics, semantics, and pragmatics at the cost of syntax; ignores environment; structure alone can't explain- nonsense
|
|
|
Psycholinguistic Semantic model
|
Bloom, Brown, Slobin, Schlesinger; case grammar emphasize semantics, challenging Chomsky's syntax); semantic and cognitive model, word order/ morphological markers; bootstrapping
|
|
|
what is meant by case grammar
|
semantic function for noun phrase marked by word order/ morphological markers
|
|
|
Limitations of psycholinguistic semantic model
|
focuses on congintion, doesn't explain how cognitive thought process becomes language; adult perspective
|
|
|
3 people sociolinguistic theory? focus? expalin language with what 2 things?
|
Dore, Austin, Searle; focus pragmatics, Speech Act Theory, caregiver- vital role, joint reference; speech act theory and zone of proximal develpmt ((actual development/ potential))
|
|
|
Limitations sociolinguist theory
|
doesn't say "how" child associates symbol and referrent; doesn't explain how form of language acquired
|
|
|
emergentism?
|
brain org. explains nature; learned quickly, easily; impossible to learn language w/o prior knowledge; linguistic universals seeks to explain mind
|
|
|
explain the cognitive problem solving aspects of emergentism
|
language- results from neural interaction patterns; cognitive processes manipulate symbols (come from- brain parts, exposure to language, task during use of language)
|
|
|
9 types of nonverbal behavior
|
organismics, costuming, occulesics, proxemics, chronemic, haptics, objectics, kinesics, vocalics
|
|
|
organismics, costuming, occulesics
|
organismics- view based on superficial (height), costuming- makeup/ clothes; occulesics- eye-contact, eye movements, dilation
|
|
|
haptics, objectics, kinesics
|
touch, objects, body movement
|
|
|
proxemics, chronemic, vocalic
|
personal space, transfer of info through time, vocal quality (inflection, stress, rate)
|
|
|
standardized assement by aware of
|
taboo topics, what to call kids, how they learn, what they enjoy, how comm. usually works, how kid was raised, nonverbal rules, cultural values, rituals, punishment/ reward
|
|
|
alternative to standardized assessment
|
spontaneous language sample- fewer presuppositional constraints, permits code switching, parents can corroborate
|
|
|
when comparing w/ manual?
|
are using same age, sex, race? same characteristics? limitations on manual? verified? same purpose? culturally biased/ outdated language? multiple languages? reading level of child? affect sensory motor problem inflicted children?
|
|
|
2 basic categories of behavioral theoritical approaches?
|
empiricists- behaviorist, nurture, learned; nativists- linguistics, nature, innate
|
|
|
Two levels of linguistic processing
|
phase structure- rules controlling basic relationships all sentences (N/V structure); transformational rules- rules governing changing structure by language
|
|
|
how do nativists beleive children learn language?
|
by hypotheses. have finite set of rules and experiment until understand syntax
|
|
|
psycholinguist syntactic bootstrapping
|
children use knowledge of syntatic categories to make interences bout new words
|
|
|
linguistic theories contribution
|
open door for cross-cultural language studies; diff. view, identify linguistic universals
|
|
|
psycholinguistic semantic details? what first? weakenned what? rooted in what?
|
meaning preceds form, rules rooted in cognitive development and not LAD, weakened innateness; (Pinker); use knowledge of word meanings to understand syntactic categories
|
|
|
limitations of psycholinguistic semantic theories
|
why some never get language? cross over at 3 when language affects thought? doesn't explain HOW/ WHY cognitive processes become linguistically coded.
|
|
|
sociolinguist theory (comp. model, intentionality, usage based) explan research/ studies?
|
purpose- establish joint reference; research "motherese", joint attention; neglected children's language inferior
|
|
|
Pros of sociolinguistic theories.
|
added to behavioral theories (reinforcemnt), importance of environment (input, modeling, feedback), child active (unlike behaviorist who sees child as passive)
|
|
|
more on emergentism. borrows from ? 3 sub models?
|
behavioral/ nativists (mostly) assumptions; connectionism, parallel distributed processing, neural networds
|
|
|
emergentism- limits of biological factors _?
|
allow for discovering grammar
|
|
|
limitations of emergentism
|
hard to understand; gaps in how our brains process language
|
