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62 Cards in this Set
- Front
- Back
What three things make Human Language species-specific and species-uniform?
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Productivity--arrange unique utterances with meaning
Semanticity--language carries message symbolically Displacement--talk about anything, anytime, anywhere |
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Describe the Ethological view on language acquisition (Locke, 1996)
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Must have interaction between the organism and the environment
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Describe the neuroethological view on language acquisition
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Neural structures that allow the interaction between the organism and the environment (form synapses in the brain)
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Describe Broca's Area
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--speech production, frontal lobe
--controls MOTOR aspects of speech --damage here results in loss of function words (content words often remain) |
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Describe Wernicke's Area
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--speech comprehension, temporal lobe
--PROCESSING and COMPREHENDING language --damage here causes neologisms, though words are produced just fine |
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Describe the Arcuate Fasiculous
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--bundle of subcortical fibers that connect Broca's and Wernicke's
--Damage here affects all aspects of language (conductive aphasia), inability to repeat words |
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Characteristics for Species-Specific language
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-onset of language is regular
-speech is not surpressable -language cannot be taught to other species -language has certain universals (phonology, syntax, semantics) |
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Define Linguistic Comptence
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knowledge of syntactic structure of language
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Define linguistic performance
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ability to express the rules of language in everyday speech
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define comminucative competence
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knowledge of all subsystems of the language
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Name the 5 language subsystems
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phonology--sound systems, rules of how to comine them into words/prosodic patterns
morphology--inflections syntax--word order semantics--word meanings pragmatics--language use in social contexts |
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Name the 4 principles of successful communication in conversation
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Quantity: say as much as needed (no more or less)
Quality: truth/validity of statement Relevence: saying only what is important Manner: taking turns, maintain sequence of what you mean to say |
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Describe some early language development studies
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Egyptian--two children, find first word (prove first language)
Child Diaries--parents record observations of their own children |
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Describe some neonatal research methods
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sucking technique, head turn paradigm, preferential looking paradigm
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What is CHILDES?
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program designed in the 80s to transcribe recorded sessions for research and therepy
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Describe the responses to speec/sounds in
Newborns 1-2 mos 3-7mos 8-12 mos |
N: noise startles, turns head towards sound, calmed by voice (prefers mom), discriminates speech sounds
1-2: smiles when spoken to 3-7: responds to different intonation 8-12: responds to name/"no," recognizes game phrases/routine words/certain words |
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Criteria for intentional communication
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--eye contact w/partner, gaze coupling
--consistant gestures/vocalizations --turn taking (pausing after gest/vocal) --persistant attempts (try another gest/voc if first didn't work) |
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describe imperitive and declarative early communication behaviors
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I: reject and request (push away food, reach for toy and grasp fingers
D: comment (show item to caregiver, direct attention of others to object) |
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what denotes a proto-word?
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phonetically consistant form of sounds that always refer to the same thing ("ni!" meaning yes, "zoo-zoo" for car, etc)
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What characterizes child directed speech?
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--more variable intonation
--higher pitched --more emphasis on certain words, create a certain prosody |
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Factors for the emergence of communication in infants
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-biology: maturation of CNS and PNS
-nonlinguistic congitive development -nurture (types of experiences that child has with caregiver) |
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Differences between Prenatal and Neonatal communication
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P: (last trimester inutero) recognize stories read at this time, processes sounds of mother tongue, differentiate speech/music
N: recognizes mom's voice, prefers native tongue, recognizes patterns of native lang |
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Three language patterns
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Stress timed: strong/weak syllables
Syllable timed: equal stress, more constant rythm Mora timed: heavy and light syllables within word |
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Cues to rely on for segmentation of words/phrases/sentences
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--distributional regularity
--phonotactics: rules for combination --requencies of patterns across words --differences in prosodic boundries |
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Features of Vowel Production
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-vocal cords are unobstructed
-sound depends on placement of articulators -front/back/central, close/open -lip rounding |
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Features of Consonant production
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-acoustic and articulatory characteristics
-place, manner, voicing |
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Major sound classes of Manner of articulation
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-stops (p, b, t, d, k, g)
-fricatives (s, f, v, z, sh, je) -afficates/obstruents (ch, dge) -glides (j, w) -liquids (l, r) -nasals (m, n, NG) -glottals (h) |
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Major PLACES of articulation
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-bilabial (b, p)
-labiodental (v, f) -dental (th) -alveolar (t d, n, s, z, l) -palatal (sh, je, ch, dge, j, r) -velar (g k ng) -glottal (h) |
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define:
Phone Phoneme Minimal Pair Phonotatics |
phone: speech sound
phoneme: smallest unit of sound that changes meaning Min. Pair: two words that differ by changing one phoneme (zip/sip, bat/pat) Phonotactics: patterns of phonemes possible in a language |
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Universal stages of vocalization
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0-2mos: refelxive
2-4: cooing, laughing, gargling 4-6: vocal play, raspberries, sustain sounds 6+: cannonical babbling (deaf stop here) 10+ jargon |
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describe the Discontinuation theory of babbling and speech
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R Jacobson, 1968
babies stop babbling before th onset of words |
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describe the continuation factor of connecting babbling and speech
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babies have a vocal motor schema of how to produce sounds, so when they can physically make the sound they know how it will sound
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describe the Nativist theory of Phonological Development
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R Jacobson, 1968
-inate ability to develop speech -late acquiring sounds that are rarer in language -learn distinct phonetic contrasts before minimal pairs -learn nasal, labial, and velars first |
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describe the Behavioral Approach to phonological development
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-babies begin to acquire most common phonemes of language first
-assumes external reward system of learning |
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Points against nativist/behavioral approaches to Phonological Development
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-->babble is velar and glottal, not nasal
-->regression: must stop skill for brain to process what you've learned--internalizes speech skills -->progressive phonological idiom theory: some words are acquired in adult form |
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Describe the Cognitive approach to Phonological Development
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-trial and error approach
-avoidance of sounds they can't do -familiar sounds in different combos -one word at a time -internal rewards of learning more words |
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Early preferences for phonological patterns
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-monosyllabic
-stops (for consonants) -short vowels -CV organization -cluster reduction |
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Define
Morpheme allomorph |
M: smallest meaningful unit of sound
A: variation in pronunciation of the same shape morpheme depending on other sounds (ie bees (z) vs. cats (s) |
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Descibe Deletion as a phonological process
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-final consonant
-unstressed syllable -reduplication -cluster reduction |
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describe assimilation as a phonological process
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-regressive VC (vowel nasalization
-back assimilation (dog->gog) |
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Describe aproximants as a phonological process
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-glides into plosives (yellow->yeddow)
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Describe sound deletion as a phonological process
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-delete liquids and other difficult sounds (balloon->ba_oon)
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Describe epenthesis as a phonological process
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-add a vowel to keep CV pattern
(bird->birda) |
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What does it mean for a word to be a referant?
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-word is a sign for object or action
-common to any language -symbollic, arbitrary sounds |
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What are onomatopeic words?
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-words that sound like the sound something makes
(choo choo for train, meow, thud, etc) |
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What is Folk Etymology?
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-natural connectedness between words and referents (bedroom = a room with a bed, etc)
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What are some biological/environmental/sociocultural influences on word learning?
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-girls (western) produce words earlier than boys
-corrolation between maternal IQ and infant language production -maternal SES -parental input is important |
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Common types of first words
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-nouns constitute most of vocabulary
-common verbs -"direction words:" up, down, etc -some adjectives (hot, dirty,) -descriptions: allgone, more, uh-oh -social routine: bye bye, hi, etc |
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Describe the Semantic Feature hypothesis of concept forming
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-learning to distinguish features that are present and percieveable (sice, shape, movement...)
->can account for over/undergeneralization ->cannot account for determining the most relevant features and acquisition of nonobject concepts |
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Describe the Functional Core hypothesis of concept forming
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-object/use connection is the most important
-naming is easeier for things that children can manipulate/be involved with ->cannot explain how children connect shared features and OTHER functions (ball and cookie are round, different functions) |
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Describe the Associative theory of concept forming
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-Concept is extended with each successive use of the word
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describe the Prototype theory of concept forming
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-children acquire meaning for the most common objects within the category
--probabalistic concept --classical concept |
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describe the mutual exclusivity lexical constraint
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only one word can go with one object/action
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describe the fast mappin lexical constraint
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name mapped onto something that child does not have a name for yet (ie bring me the chromium tray...not the blue one)
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describe the whole object lexical constraint
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naming an object goes to whole object, not just parts (ie doggy = whole dog, not just ears or paws or fur)
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describe the taxonomic lexical constraint
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naming objects all together name them in one category
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some other possible lexical constraints
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-social: how much attention paid to different parts of language
-content vs function words -principle of contrast (big v small, etc) |
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Details of vocab growth after first 150 words
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-explosive, nonlinear
-helped by overall cognitive development -object/name realization -storage and retrieval: semantic networks -comprehension ahead of production |
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Principles for inventing new words
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-simplicity: use conventional words to make new ones (ie stove is a cooker, being haved = behaving)
-semantic transparancy: gardener = plant man, chef = cook man -productivity: use morphemes by rules (more good->gooder) |
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define "joint attention"
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situation in which two individuals are paying attention to the same thing at the same time, as in reading a book together
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Describe deictic terms
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-words where referant changes depending on the speaker (I, you, this, that)
-hard for kids to understand |
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What is Metalinguistic awareness?
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knowledge of the nature of language as an object
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