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;
28 Cards in this Set
- Front
- Back
|
what are the 5 components of language ? |
1) phonology 2) morphology 3) semantics 4) syntax 5) pragmatics |
|
|
define phonology /phonemes |
-basic units of sound ex) P and B |
|
|
define Morphology |
-rules for how sounds form words ex) past tense adds -ED ex) plurals add 's' |
|
|
define semantics |
-meaning expressed -free morphemes: dog -Bound morphemes: -s |
|
|
define syntax |
-rules for word combinations ex) the cat chased the dog = the dog was chased by the cat |
|
|
define pragmatics - sociolinguistic knowledge? |
-knowledge of how language used to communicate =speaking to young children -cultural rules of language use ex) please and thank you etc |
|
|
three theories of language development |
1) learning perspective 2) nativist perspective 3) interactionist perspective |
|
|
Learning perspective: operant conditioning ? imitation ? -criticism of learning |
OC: adults shape child's speech through reinforcement IM : learn through imitation = grammar not shaped = early errors creative, not imitated |
|
|
Nativist perspective = Noam Chimskys device? =Dan Slobins ? |
- humans biologically programmed to acquire language = Language Acquisition Device (LAD) = Language Making Capacity (LMC) |
|
|
NATIVIST PERSPECTIVE : what parts of the brain are used = sensitive period hypothesis > Genie, Chelsea |
- Brocas area >produces -Wernicke area > understand/ comprehend |
|
|
criticisms of Nativist Perspective |
- LAD/LMC concepts are vague =descriptive rather then explanatory - ignores contribution of environment |
|
|
Interactionist Perspetive: |
-learning theorists and nativists partially correct -explanation for linguistic universal =all children share many common experiences - NOT a LAD or LMC =acquisition depends on cognitive development of brain |
|
|
INTERACTIONIST PERSPECTIVE: language acquisition is a result of ... |
- Biological maturation -Cognitive development - Environment |
|
|
INTERACTIONISTS PERSPECTIVE: 4 supports in the environment |
- joints activities with parents -motherese -negative evidence -experience conversing |
|
|
what is the prelinguistic period |
early sensitivity to speech -recognize moms voice at 3 days -prefers mom language |
|
|
cooing babbling vocables |
-2 months of age "oohs" -4-6 months "mamma" -consisent use of sounds in situations |
|
|
gestures (2) |
declarative gestures- infants direct other attention by pointing at it imperative gestures - infant tries to convince someone get their request (pull pant leg to be picked up) |
|
|
HOLOPHRASTIC PERIOD define holophrase -define naming explosion |
-single word utterance with meaning of entire sentence (example ball, they say baaa) - rapid acquisitions of new words for objects (18-24 months) |
|
|
types of early words children use |
-objects -action words -modifiers -social words -function words |
|
|
HOLOPHRASTIC PERIOD: fast mapping process : |
-linking words and meaning after 1 or 2 exposures and improves with age |
|
|
HOLOPHRASTIC PERIOD: some common errors : 1)overextension: 2) under extension |
1) specifies used to describe broader set, car for all motorized vehicles 2) general words used to describe specific instance, candy only for peppermints |
|
|
HOLOPHRASTIC PERIOD: processing constraints that aid word learning (4) |
-object scope constraint -taxonomic constraint -lexical contrast constraint -mutual exclusivity |
|
|
syntactical bootstrapping |
- whether they refer to action or attributes GET DEFINITION FROM TEXTBOOK |
|
|
TELEGRAPHIC PERIOD: telegraphic speech |
-crucial content (ex "more milk", "where ball", "mama dress" |
|
|
what is the order of "grammatical morphemes" |
-ING -IN -ON -plural -S -past irregular (WENT) -possesive -'S .....to 14. contractible be (you're) |
|
|
GRAMMATICAL DEVELOPMENT: transformation rules develop (3) |
-asking questions " yes/no and what, when, where" -negative sentences "NO I GO" becomes "I WONT GO" -complex sentences "the cat THAT GOT LOOSE came back" |
|
|
what are the LATER LANGUAGE LEARNING: (5) |
-syntactical refinement -morphological knowledge -semantic integrations -meta-linguistic awareness -referential communication |
|
|
BILINGUALISM : - believed that (pre-1960) two languages might create risk before age 3 children have little difficulty becoming proficient in more than one language = some advantages to being bilingual (5) |
-cognitive advantages -better language proficiency -piagetian conservation -nonverbal intelligence -metalinguistic awareness |
