1
Q
Methods: Naturalistic
A
observe + record children’s spontaneous utterances
2
Q
Methods: Diary study
A
keeps daily notes on child’s linguistic progress
Regular taping sessions at biweekly intervals, samples of child interacting with caregivers
3
Q
Methods
A
- Tend to be longitudinal: examine language development over extended period of time, take a long time, advantage of permitting researchers to observe development as an ongoing process in individual children
- Particular structures + phenomena may occur rarely in children’s everyday speech
- Speech samples capture only small portion of their utterances at any given point in development
4
Q
Methods: Experimental
A
specially designed tasks to elicit linguistic activity relevant to phenomenon that they wish to study
•Performance is used to formulate hypotheses about type of grammatical system acquired at that point
5
Q
Methods: Cross sectional
A
investigates + compares linguistic knowledge of diff children at particular point in development
6
Q
Experimental Studies
A
- Judge truth statements that are made about particular pics/situations presented
- Act out meaning of sentence with toys
- Present child with situation that calls for particular type of statement/question
- Determine if they can make yes-no questions by asking them to ask a puppet for his opinion
7
Q
Experimental Studies
A
- Children’s ability to comprehend language is often more advanced than their ability to produce senrences of their own
- production tasks provide conservative view of linguistic development
- children’s ability to repeat particular structure provides good indication of how well they have mastered it
8
Q
Phonological Development
A
- from 1 month ability to distinguish among certain speech sounds
- change in children’s sucking rate indicated that they perceived diff betw 2 syllables
9
Q
Babbling
A
- 6 months – babbling
- experiment with + begin to gain control over vocal apparatus
- early babbling partly independent of language they are exposed
10
Q
Developmental Order
A
- 1 year – intelligible words
- 18 months of age – 50 words
- vowels before consonant – 3
- stops tend to be acquired first
- labials, alveolars, velars, alveopalatals. Interdentals last
11
Q
Developmental Order
A
- new phonemic contrasts minafest themselves first in word initial position
- by 2, inventory of consonant phonemes of p,b,t,d,k,g,n,m,f,s,w
- by 4, includes v,z, sh, tsh,dz, j, l, r
- still to be acquired are interdental fricatives + voicd alveopalatal fricative
12
Q
Syllable Deletion
A
- primary/secondary stress more salient to children in early stages of language acquisition
- more likely to be retained in pronunciation than unstressed
- unstressed syllables in final position tend to be retained
13
Q
Syllable Simplication
A
- systematic deletion of certain sounds to simplify syllable structure
- reduction of consonant clusters
- elimination of final consonants
14
Q
Substitution
A
- systematic replacement of one sound by an alternative that child finds easier to articulate
- stopping: replacement of a fricative by a corresponding stop
- fronting: forward a sound’s place of articulation
- gliding: replacement of liquid by glide
- denasalization: replacement of nasal stop by non nasal counterpart
15
Q
Assimilation
A
- modification of 1/more features of segment under influence of neighbouring sounds
- maintain same place of articulation for all of consonants/vowels in a word
16
Q
Vocabulary Development
A
- nounlike words make up largest class in child’s early vocab
- verb + adjective like words next most frequent
- most frequent: expression for displeasure/rejection (no) + various types of social interaction (please + bye)
- by 6 – 13/14 thousand words
- children differ somewhat in types of words they focus on
- diff in number of nouns in early vocab
17
Q
Morphological Development
A
•lack internal morphological structure: affixes systematically absent + most words consist of single root morpheme
18
Q
Overgeneralization
A
- may initially use irregular forms correctly
- sometimes use suffixes for the irregular forms
- overgeneralizations/overregularizations: overly broad application of a rule
- development of affixes
19
Q
Overgeneralization
A
- 1) case by case learning
- 2) overuse of general rule
- 3) mastery of exceptions to general rule
- ability to apply it informs they have not heard before indicates mastery
- overregularize less than 25% of the time
- overgeneralization errors reflect relapse in accessing appropriate irregular form from lexicon
20
Q
A Developmental Sequence
A
- development of bound morphemes + functional categories takes place in orderly fashion
- partly independent of the frequency with which various morphemes occur in adult speech
21
Q
Some Determining Factors
A
- Frequent occurrence, especially in utterance-final position: tendency to notice + remember elements at end of utterance
- Syllabicity: choice of morphemes (-ing) which can constitute syllables on their own
- Absence of homophony: complication in relationship betw form + meaning may impede acquisition
22
Q
Some Determining Factors
A
- Few/no exceptions in way it is used
- Allomorphic invariance: allomorphic variation slows morphological development
- Clearly discernible semantic function
23
Q
Word Formation Processes
A
- major word formation process in english – derivation + compounding – emerge ealy in acquisition
- derivational suffixes in child speech are most common in adult language
- propensity for forming compounds (N-N type) in expiremental setting + spontaneous speech
- some don’t follow usual pattern at ¾
- by 5 right structure, but english already has words for it
24
Q
One Word Stage
A
- holphrases: choose most informative word that applies to situation at hand
- comprehension advance, understand many multiword utterances
25
The 2 Word Stage
* shortness of utterances means positional differences associated with category ditinctions often not manifested
* unclear if they possess syntactic categories
* always exhibit proper word order
* may have separate rule for each verb
* 4 learned general subject-ver-object word order
26
Telegraphic Stage
* frequent absence of bound morphemes + non-lexical categories
* resemblance to clipped style of language found in telegraphs
* 17 months can infer from presence/absence of determiner whether novel word refers to type of object/particular object
27
Telegraphic Stage
* 18 months pay more attention to passage containing an is+V-ing pattern
* emergence of quite elaborate types of phrase structure
* from this point language development rapid
28
Yes-No Questions
* signal with rising intonation alone
* aux verb occurs twice
* error in inversion – leaving copy of moved aux behind in original position
29
Wh Questions
* 2-4 gradually emerge
* some find inversion easier in yes-no question
* move wh word but not aux verb
30
Passives
* can produce passives at 3
* still difficult responding appropriately to passive constructions in comprehension tests
* Canonical Sentence Strategy: expect first NP in sentence to refer to agent
* Applied less consistently by grade 1
31
Pronominals + Reflexives
•Appear not to have trouble distinguishing betw pronominals + reflective pronouns in their own speech
32
Universal Grammar
existence of innate knowledge simplifies acquisition
Linguistics
flashcards
Decks in class (11)
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