1
Q
language (9.1)
A
a system that relates sounds or gestures to meaning
- arbitrary units (symbolic)
- structured and meaningful
- displacement
- generativity
2
Q
LANGUAGE (9.1)
phonology
A
- sounds of a language
- phonemes
3
Q
LANGUAGE (9.1)
morphology
A
- rules of meaning within the language
- morphemes
4
Q
LANGUAGE (9.1)
semantics
A
- denotes the study of words and their meaning
5
Q
LANGUAGE (9.1)
syntax
A
- rules that specify how words are combined to form sentences
- how we combine nouns, verbs, adverbs
6
Q
LANGUAGE (9.1)
pragmatics
A
- refers to the communicative functions of language and the rules that lead to effective communication
7
Q
LANGUAGE (9.1)
grammar
A
- rules of the structure of language
8
Q
PERCEIVING SPEECH (9.1) phonemes
A
- unique sounds that can be joined to create words
- consonants, vowels
9
Q
PERCEIVING SPEECH (9.1) infant directed speech
A
- adults speak slowly with exaggerated changes in pitch and loudness
10
Q
PERCEIVING SPEECH (9.1) phonetic category learning
A
learning the stresses
11
Q
perceiving speech (9.1)
A
- phonemes distinguished at 1 month
- 1 year distinguish phonemes native to their language
- pay more attention to words they often hear and to words at ends and beginnings of sentences
- 6 months: pay attention more to the big meaning words
- 7 months: focus more on the words they hear alot
- stressed syllable vs. soft syllable
12
Q
cochlear implants (9.1)
A
a device that picks up speech sounds and converts them to electrical impulses that stimulate nerve cells in the ear
13
Q
FIRST STEPS TO SPEECH (9.1)
cooing
A
- 2 months
- infants begin to produce vowel-like sounds
- “oooooo” and “ahhhhh”
14
Q
FIRST STEPS TO SPEECH (9.1)
babbling
A
- speech-like sound that has no meaning
15
Q
FIRST STEPS TO SPEECH (9.1)
intonation
A
- 8 to 11 months
- pattern of rising or falling pitch
16
Q
MEANING OF WORDS (9.2)
naming explosion
A
- 18 months
- children learn new words – particularly names of objects – much more rapidly than before
- 10 or more words per week
17
Q
MEANING OF WORDS (9.2)
fast mapping
A
- children’s ability to connect new words to their meanings so rapidly that they cannot be considering all possible meanings for the new word
18
Q
MEANING OF WORDS (9.2)
holophrase
A
- using a gesture and a word together to represent a two word sentence
19
Q
NAMING ERRORS (9.2) underextension
A
- defining a word too narrowly
- “car” to family car
- “dog” to their dog only
20
Q
NAMING ERRORS (9.2) overextension
A
- 1 to 3 years
- defining a word too broadly
- sophisticated error
- “doggie” to all four-legged animals
21
Q
INDIVIDUAL DIFFERENCES IN WORD LEARNING (9.2)
heredity
A
- identical twins vs. fraternal twins
22
Q
INDIVIDUAL DIFFERENCES IN WORD LEARNING (9.2)
phonological memory
A
- the ability to remember speech sounds briefly
23
Q
WORD LEARNING STYLES (9.2)
referential style
A
- their vocabularies mainly consist of words that name objects, people, or actions
24
Q
WORD LEARNING STYLES (9.2)
expressive style
A
- their vocabularies include some names but also many social phrases that are used like a single word, such as “go away,” “what’d you want?” and “I want it.”
25
encouraging word learning (9.2)
- exposure to language: quality and quantity
- exposure to good grammar
- reading: participatory reading
- outside of zone of proximal
26
bilingual children (9.2)
- at 1 or 2 there is a lag in language development
- mix words of both language
- mix grammar later on
- eventually have larger vocabularies
- more quickly understand that language is a system of symbols
- better at inhibiting inappropriate responses
- immersion as a method of teaching
27
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BILINGUAL CHILDREN (9.2)
allophones
```
- people living in Canada who speak a language other than one of the two official languages
28
SENTENCES (9.3)
| telegraphic speech
- consists of only words directly relevant to meaning
29
SENTENCES (9.3)
| grammatical morphemes
- 2 y.o
| - words or endings of words that make a sentence grammatical
30
SENTENCES (9.3)
| over-regulation
- applying rules to words that are exceptions to the rule
31
```
ACQUIRING GRAMMAR (9.3)
innate predisposition
```
- behaviorist answer
| - to form neuro-connections to learn language
32
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ACQUIRING GRAMMAR (9.3)
semantic bootstrapping theory
```
- linguistic answer
- children are born knowing that nouns usually refer to people or objects and that verbs are action; they use this knowledge to infer grammatical rules
33
```
INNATE PREDISPOSITION (9.3)
evidence for it
```
- specific regions of the brain are known to be involved in language process
- only humans can learn grammar easily
- children develop linguistic communication with little or no formal input
- there is a critical period for learning language
- development of grammar is tied to the development of vocabulary
34
```
ACQUIRING GRAMMAR (9.3)
cognitive answer
```
- use of cognitive skills to notice speech patterns
35
```
ACQUIRING GRAMMAR (9.3)
social-interaction answer
```
- attend to language through interactions
| - adults provide reinforcement for appropriate language use
36
parents can encourage language development by: (9.3)
1. talking and interacting with them often
2. use expansion and rephrasing or recasting (always positive)
~ shutting down language is aversive
3. encourage the use of sentences and descriptive words
4. listen to children and let them express themselves
5. use different modalities to teach language
37
USING LANGUAGE TO COMMUNICATE (9.4)
1. taking turns
2. speaking effectively
- engage others
- vary conversation to match capacity of audience
(4 to 5 y.o)
3. listening well
- asking for clarification (staying in topic)
- message relates to the topic
- understanding metaphors and sarcasm (9 to 10
y.o)
38
```
SPEAKING EFFECTIVELY (9.4)
african american english
```
- a variant of standard US english that has slightly different grammatical rules
39
signed language (9.5)
1. symbolic and the signs are arbitrary
2. it is structured and meaningful and has its own grammar
3. it shows displacement
4. it is generative
PSYC 2290
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