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;
125 Cards in this Set
- Front
- Back
|
#1 predictor of frequency in children
|
socioeconomic status
|
|
|
Sociopragmatic cues to word learning
|
eye gaze: child looks @ what adult looks at, labels novel thing- as early as 13 mos
|
|
|
Morphological cues to word learning
|
word endings "-ing" or "-ize" = verbs, "-ish"=adjectives
|
|
|
Syntactic cues to word learning
|
context (how word is used in sentance) & word order (cues subject & object)
|
|
|
Types of tough words
|
relative concepts, ambiguous words, jokes
|
|
|
Definition of Syntax
|
rules for combining words
|
|
|
Types of syntax
|
semantic & syntactic
|
|
|
Semantic syntax
|
agent+action+object
|
|
|
Syntactic syntax
|
noun+verb+noun
|
|
|
Generativity (in regards to syntax)
|
With knowledge of rules, can generate infinite # of sentences
|
|
|
English word order
|
SVO
|
|
|
Means of expressing subject & object in English (vs. Spanish)
|
noun agreement (vs. verb agreement)
|
|
|
Definition of morphology
|
rules for combining smallest units of meaning (morphemes) into words
|
|
|
3 types of morphemes
|
free, bound, and functional
|
|
|
Free Morpheme
|
stand alone word: block, play, on, the
|
|
|
Bound Morpheme
|
plural (-s), past tense (-ed), possessive ('s)
|
|
|
Functional Morpheme
|
connecting words- on, the
|
|
|
Beginning of syntax (word combinations)
|
by 2 years old
|
|
|
Primary way meaning is signaled in English
|
word order
|
|
|
MLU
|
Mean length utterances: mean # of morphemes per utterance in 100 utterances
|
|
|
Brown's Grammatical Stages
|
5 MLU-defined stages of language
|
|
|
Brown's Stage I
|
1-2 MLU, word combos, 22 mos
|
|
|
Brown's Stage II
|
2-2.5 MLU, grammatical morphemes, 28 mos
|
|
|
Brown's Stage III
|
2.5-3 MLU, sentence modalities (no & ?s), 32 mos
|
|
|
Brown's Stage IV
|
3-3.75 MLU, complex sentences, 41 mos
|
|
|
Brown's Stage V
|
3.75-5 MLU, advanced syntax, 45 mos
|
|
|
Word Combination Stage
|
Stage I, 1-2 MLU, 1&2 word utterances, semantic categories appear, follow native lang word order, use content but no function words
|
|
|
Grammatical Morpheme Stage
|
Stage II, 2-2.5 MLU, use bound & functional morphemes, acquire progressives, prepositions, regular plural
|
|
|
Sentence Modalities Stage
|
Stage III, 2.5-3 MLU, negatives, interrogatives
|
|
|
Order of Negatives acquisition
|
1. put "no" in front of utterance
2. insert negative btwn S & V 3. Learn rule, slip up w/ double negatives |
|
|
Complex Sentence Stage
|
Stage IV, 3-3.75 MLU, embedding, coordinate phrases (he was stuck & I got him out)
|
|
|
Advanced Syntax Stage
|
Stage V, 3.75-5 MLU, active & passive construction, master most grammatical morphemes
|
|
|
What initially guides comprehension?
|
lexical & pragmatic skills- may understand correctly to things don't understand(dolly in swing)
|
|
|
Understanding of reversible sentences
|
understand subject & object, will look longer at matching scene (horse carrying bird, bird carrying horse)
|
|
|
SVO strategy
|
english learners interpret 1st noun as subject, 2nd as object- incorrect on passive
|
|
|
Event Probability in syntax comprehension
|
knowledge of real-life events
|
|
|
Santelmann & Jusczyk (1998)- Morphological knowledge
|
children @ 18 mos prefer correct morphemes (is baking), @ 15 mos no preference (can/is baking)
|
|
|
Brown's 14 morphemes: order of acquisition
|
1. progressive 2 & 3. preposition 4. plural 5. irreg. past tense 6. possessive 7. uncontracted copula 8. articles 9. reg. past tense 10. reg. 3rd person present
|
|
|
Earliest Morphemes
|
whole syllables, stressed, convey, action & movement
|
|
|
Berko (1958)- Novel word use
|
1st graders better than preschoolers at using progressives, plurals, past tense, and possessives on novel words (wugs)- but problems w/ irregulars
|
|
|
Overregularization
|
use of regular morpheme in irregular word- foots, breaked- usually in less frequent verbs where past tense uncommon
|
|
|
U-shaped pattern of irregular form acquisition
|
memorize (good), rule acquisition & overapplication (bad), rule coexists w. exceptions (good)
|
|
|
Age that children understand adverbs
|
7, modify adjective by adding bound morpheme (-ly)
|
|
|
Ambiguity in speech- idioms & figurative language
|
idiom: phrase not a sum of its parts
figurative lang: metaphor, joke (can't explain joke til 9 or 10) |
|
|
Age at which understand coreference
|
9
|
|
|
Age at which kids understand embedding
|
12
|
|
|
Poverty of Stimulus Problem
|
not all lang heard by kids is well formed utterances- don't receive negative feedback
|
|
|
Social- interactionist theory
|
IDS aids lang learning
|
|
|
Language Acquisition Socialization System (LASS)
|
kids acquire lang via mediation of others- interaction necessary, not exposure
|
|
|
Werker, Pegg, & McLeod (1994)- Infants sensitive to non-native IDS?
|
regardless of age, prefer IDS- kids have lang-general, socially relevant bias, remains despite perceptual narrowing
|
|
|
Kuhl & Tsao (2003)- do kids learn lang better in social interaction?
|
only discriminated mandarin if presented in social setting- learning advantage in social setting
|
|
|
Nature or Nurture?
|
Both- some properties of the mind guide acquisition, but some must be taught
|
|
|
Continuity or Discontinuity?
|
more evidence for continuity, particularly in productive development
|
|
|
Universal Competence or Individual Variation?
|
Both- universal constraints on waht infants can learn, but not all same brains or experiences
|
|
|
Structure of Function?
|
Both- more philosophical than applied
|
|
|
Autonomy or Dependence?
|
more autonomous- clear dissociation btwn understanding of world & lang ability
|
|
|
Rules or Associations?
|
nature of mental representations difficult to determine, can describe what kids learn but don't know how they do it
|
|
|
How adults ensure kids listen:
|
attention-getters- names & exclamations
attention-holders- high pitch, whisper into ear, gestures |
|
|
How adults take turns talking
|
1&2 word stages provide info about turn taking- ask questions, prompt child to take turn
|
|
|
How adults correct kids
|
seldom correct, & when do correct truthfullness/pronunciation, not grammar
|
|
|
Earliest use of language
|
not intentional- cooing, babbling
|
|
|
expressing intentions before speech
|
gesturing, looking, vocalizing
|
|
|
Early use of intonation
|
by 2 yrs, questions rise, statements fall, interruptions & simultaneous starts
|
|
|
Early responding with speech
|
2 yrs: answer/acknowledge 1/3 ?s
2.5-3 yrs: answer 2/3 ?s *less likely to respond to statements/tag ?s |
|
|
Response to early Interruptions
|
cooperative: less likely to recast
atypical: recast utterance *related to high involvement/high considerateness |
|
|
Early Politeness
|
acquisition related to pragmatic socialization, related to ^ cognitive capacity & awareness of social lang use
|
|
|
Early Perspective-taking
|
young kids are egocentric, modify speech with adults vs. kids, but don't fully perspective-take
|
|
|
Speech Communication Chain: Interchangeability
|
ability to both transmit & receive messages
|
|
|
Speech Communication Chain: Idealization
|
listener receives exactly same idea that speaker tried to convey
|
|
|
Pragmatics of context
|
context & meaning are closely related- ignoring context may misrepresent speakers' intentions
|
|
|
Linguistic Context
|
what preceded an utterance, what was said earlier
|
|
|
Situational Context
|
gives info about situation: who's speaking, what's going on around
|
|
|
Social Context
|
gives info about social relationships btwn speakers- status, etc
|
|
|
Felicity
|
appropriate relative to context- makes sense in context
|
|
|
Maxim (definition)
|
rules that regulate conversation & enforce compliance w/ cooperative principle
|
|
|
Cooperative Principle (Grice)
|
what is said in conversation should further purpose of conversation
|
|
|
Maxim of Quality
|
conversation won't work if we lie- must have good evidence for what we say, but people differ in "good evidence"
|
|
|
Maxim of Relevance
|
maintain convo by preventing random topic shifts- also helps with inferences
|
|
|
Maxim of Quantity
|
give appropriate amount of info, not too much or too little
|
|
|
Maxim of Manner
|
how speaker should give info- don't be obscure, be brief & orderly
|
|
|
Flouting a Maxim
|
use maxims to communicate incorrectly- jokes, sarcasm, advertising
|
|
|
Violating a Maxim
|
unintentionally break rules
|
|
|
Speech Act
|
use of speech to perform action or emphasize intention
|
|
|
Speech act: assertion
|
conveys info
|
|
|
Speech act: question
|
elicits info
|
|
|
Speech act: request
|
(more or less) politely elicits action or info
|
|
|
Speech act: order
|
demands action
|
|
|
Speech act: Promise
|
commits speaker to action
|
|
|
Speech act: threat
|
commits speaker to action listener doesn't want
|
|
|
Felicity conditions: requests
|
believe action hasn't been done, needs to be done, listener is capable & willing
|
|
|
Felicity conditions: questions
|
don't already know info, believe listener can supply info
|
|
|
Performative speech act
|
verb used to perform act it names- I request you scratch my nose- many ceremonies
|
|
|
Direct speech act
|
functions directly & literally- Did John marry Helen?
|
|
|
Indirect speech act
|
functions indirectly & nonliterally, often to be polite- I wonder if John married Helen
|
|
|
Politeness: positive face
|
wish to be approved of
|
|
|
Politeness: negative face
|
wish to be unimpeded- I'm sorry to ask you to move
|
|
|
High Involvement conversational style
|
value involvement in conversation, interruptions & overlap
|
|
|
High Considerateness conversational style
|
value only one speaker at a time, interruptions seen as attempt to control conversation
|
|
|
Bilingual First Language Acquisition (BLFA)
|
languages learned in infancy
|
|
|
Coordinate environment (BFLAs)
|
2 langs, 2 environments
|
|
|
Compound environment (BFLAs)
|
2 langs, 1 environment
|
|
|
Simultaneous exposure (BFLAs)
|
L1 & L2 at same time
|
|
|
Sequential exposure (BFLAs)
|
L1 then L2
|
|
|
Bilingualism Myth 1
|
Bilingualism leads to lang delay
Truth 1: course & rate comparable w/ MFLAs |
|
|
BFLA course & rate
|
Course: highly similar word spurt, etc
Rate: same pace, though BFLAs lag in some (grammatical gender)- related to input |
|
|
Bilingualism Myth 2
|
associated w/ neg. consequences
Truth 2a: no adverse impact on lang knowledge or IQ Truth 2b: cognitive advantages |
|
|
Cognitive advantages of BFLAs
|
1. ^ phonological awareness, ^ reading ability
2. metalinguistic awareness, ^ understanding of arbitrariness, syntax, symbolic flexibility 3. Executive control, ^ selective attention & inhibition |
|
|
Bilingualism Myth 3
|
1 linguistic system, so BFLAs confused
Truth 3: 2+ systems, separate easily & effectively |
|
|
Code-Switching
|
context-dependent- most commonly borrow words from other lang- speaker knows listener understands both langs
|
|
|
Child L2 acquisition
|
5-9 yrs, before sensitive period ends
|
|
|
Process of child L2 acquisition
|
young kids start slower but catch up, nearly all kids reach native-like competence
|
|
|
Attrition
|
lose lang not often used
|
|
|
Transfer in L2 acquisition
|
L1 influences L2 acquisition, similarity in langs> ease, differences>difficulties
|
|
|
Input in L2 acquisition
|
complex interplay of quality & quantity of L2- formal exposure better, immersion better
|
|
|
Working Memory & L2 acquisition
|
individual differences in processing speed, associative memory, sound-symbol pairings, grammatical sensitivity
|
|
|
Motivation & L2 acquisition
|
desire to acquire L2
Integrative: identify w/ L2 culture Instrumental: need to learn L2 to achieve |
|
|
L1 & L2 localization
|
Early bilinguals: lots of overlap
Late bilinguals: spatially separate |
|
|
Atypical LD
|
delayed rate/course, disordered
|
|
|
Hearing Impairment vs. Severe Hearing Impairment
|
HI: sounds above 60 dB
SHI: above 90 dB |
|
|
Articulatory deficits of hearing impaired
|
omission, misarticulation of sounds more difficult to hear- fricatives, ends of words, embedded consonant clusters
|
|
|
Lexical development of hearing impaired
|
3000 fewer words heard every year
|
|
|
Grammatical development of hearing impaired
|
difficulty with passive & some morphemes- verb deletion
|
|
|
Oral/Aural method for HI
|
lip reading, not very effective
|
|
|
% of HI children born to hearing parents
|
90%
|
|
|
concerns for assistive hearing devices
|
more research on segue into hearing world, SES implications, endangerment of deaf culture
|
