Language (2)

Question 1

Being able to tell words apart

Answer 1

Segregation

Question 2

Being able to learn what words mean and what they refer to

Answer 2

Reference

Question 3

Do typical visual indications of pauses (such as spaces and periods) lead to sound cues that can separate words?

Answer 3

No, usually there are either only very brief pauses or no pauses at al between spaces

Question 4

Babies are able to notice ____ patterns in their environment.

Answer 4

Statistical patterns

Question 5

How do babies learn segmentation?

Answer 5

Language reflects statistical patterns- some sounds occur together more often. “baby” shows up usually together as “ba”+”by”

Question 6

When children heard four make up words (bidaku, golabu) without pauses, what would make their head turn for longer?

Answer 6

They would usually turn when they heard parts that were not usually together as together (bubida) than the words they were used to hearing. Suggests they noticed an irregularity `

Question 7

When 6 month olds saw two objects and were told the name of one of the objects, which would they look longer at?

Answer 7

They would look longer at the object the parent said the word for (if the child heard apple they would look at the apple). This suggests some sort of word learning in children

Question 8

Define fast mapping.

Answer 8

Children are able to learn new words after even just one exposure through methods such as pointing and looking.

Question 9

Describe whole-object biases.

Answer 9

Children typically assume that a word refers to the whole object and not a part, unless indicated otherwise. If you point at a truck and say tire they would assume the tire is the whole object

Question 10

Describe shape bias

Answer 10

Children extend novel words to objects of the same shape. When a shape is called Dax, the texture and size would change and children would still recognize it as Dax, less recogniton as Dax if the shape is different

Question 11

Describe cross-situational word learning.

Answer 11

Children are able to recognize something such as a rabbit in a wide variety of different contexts

Question 12

Describe mutual exclusivity.

Answer 12

If you show a child who is familiar with ducks a duck and an object they don’t know, if a new word is used they would assume it is not the duck and infer what the new word is by ruling others out. Dogs can do this as well

Question 13

What are the individual bits of language?

Answer 13

Sounds

Question 14

Which bits of sound go together and what do they mean?

Answer 14

Words

Question 15

putting words into different _____ changes their meaning

Answer 15

Putting words together in different combinations changes their meanings

Question 16

Syntax gives us ___ and ____ for word combinations.

Answer 16

Rules and structures for word combinations

Question 17

What are examples of ways syntax can be indicated?

Answer 17

Word order, word endings, tone

Question 18

Provide an example of children using syntax to help with learning new meanings.

Answer 18

Two images were shown of a rabbit pulling a duck’s legs, and a duck’s pulling a rabbit’s legs. If the children hears the rabbit “gorped” the duck, they would assume the rabbit pulling the duck’s legs is “gorping”, and vice versa

Question 19

Describe the sib study.

Answer 19

When an image of someone holding a bowl of powder over a container, if children heard “this is some sib” they would assume the sib was the powder material. If they heard “she is sibbing” children would assume that it was an action, if they heard this is a sib they would assume it was a container

Question 20

Single word utterances without syntax until two years old

Answer 20

Holophrasic period

Question 21

First sentences are two word utterances, and show some forms of syntax

Answer 21

Telegraphic speech

Question 22

Provide examples of telegraphic speech.

Answer 22

More milk! Eat cookie! Etc

Question 23

Provide an example of children being able to know plural rules.

Answer 23

A blue bird cartoon is labeled as a wug.When children are asked to fill in the rest of the sentence when there are two of them, they would use typical grammar rules and call them two wugs

Question 24

Explain how Holden could possibly understand past tense.

Answer 24

Children would say things like “I growed”/“I grewed” to assume past tense- would overgeneralize the -ed suffix for past-tense

Question 25

The tone, place, time and people involved in a conversation

Answer 25

Context

Question 26

Understanding the different way languages can be used and what it means

Answer 26

Pragmatic knowledge

Question 27

What are examples of pragmatic knowledge?

Answer 27

Contextual variation Cultural rules Emotional tone Communicative intent

Question 28

Provide the example of children using eye-gaze of others to infer the meaning of statements

Answer 28

If an adult looks inside a bucket with a novel object and says “Oh, it’s a box” they would be able to assume the adult found a box in the bucket

Question 29

Provide an example of children understanding emotional context.

Answer 29

Older preschoolers, when shown a intact doll and a broken doll would be able to tell which doll a speaker was talking about based off their intonation

Question 30

Children being able to take turns while talking suggests?`

Answer 30

They know about shared/communicative/reciprocal use of language, supports early conversational development

Question 31

Explain how habituation and perceptual narrowing suggest that children adapt to languages

Answer 31

children notice the difference between phonemes. 1 year olds don’t notice on the sounds, focus on the sounds needed for their native language

Question 32

What is a contextual aspect of bilingual language learning?

Answer 32

Children learn what contexts to speak, may use English at school, Chinese at home

Question 33

How do bilingual children generalize their skills to their new domain?

Answer 33

Bilingual children are more flexible mentally, can learn things like rules more easily