Lecture 8: Language development Flashcards

Question

Double dissociation - Specific language impairment

Answer 1

Specific language impairment = normal/high IQ, but impaired language - Problems with motor development, number cognition and auditory processing - IQ significantly lower than siblings

Answer 2

- Development of language in Williams syndrome is different from typical language development - Specific Language Impairment is not as specific as we may think

Answer 3

- FOXP2 gene = mutation in families with language problems → this gene was conserved (only humans have) - Important for movement of the muscles around the mouth - Animals lack cognitive ability to decompose sounds into discrete units and recombine them in a new way

Answer 4

- Learning to read is much more difficult than learning to speak - Morpheme = smallest unit with meaning - Bound morpheme → -s (e.g. boy has 1 morpheme, while boys has 2 morphemes - Phoneme = smallest unit of speech that can change the meaning

Answer 5

- The idea that words consistent of a sequence of phonemes does not come easily to young children (does not come naturally → rhyming does come naturally) - Letter sequences that always represent the same sound are easier to grasp

Answer 6

- Lack of phonemic awareness plays an important role in dyslexia - Lack of orthographic transparency in English (directly how its language maps its sound) - More children with dyslexia in English, compared to Italian, Spanish, Greek, Turkish and German children

Answer 7

- A symbolic system = words and parts of words represent meaning - A rule-governed system = reflect regularities - Language is productive = an infinite number of grammatical utterances

Answer 8

Requires individuals to alternate between the roles of listener and speaker (minimises interruptions)

Answer 9

- Involve only the child and the adult - Dyadic interactions evolve into triadic interactions which involve the infant, an adult and an object

Answer 10

Proto-imperative = when an infant points to an object and then alternates their gaze between the object and the adult until they obtain the desired object Proto-declarative occurs when an infant uses pointing or looking to direct the adult’s attention to an object

Answer 11

- Repetition - Adding words - Substitute a phrase to improve communication - Interaction with adult on how to correct communication

Answer 12

- Extending the meaning of a word too broadly, (using ‘bird’ to refer to birds, aeroplanes and hot air balloons) - Extending the meaning of a word to too few instances (‘duck’ only a toy while in the bath)

Answer 13

- Whole object constraint: Assumes that children believe that words refer to whole objects rather than to parts of objects - Mutual exclusivity constraint: Assumes that children believe that there is a one-to-one correspondence between words and meanings

Answer 14

- Strategy 1 – acquiring a new word: When acquiring a new word, search known concepts in case the word denotes a previously acquired concept. If no existing concept seems appropriate, attempt to construct a new one - Strategy 2 – acquiring a new concept: When acquiring a new concept, attempt to attach a known word to it. If no word seems appropriate, look for one

Answer 15

Any tools that help us to calculate, produce models, make predictions and understand the world (e.g. calculators and computers)

Answer 16

- Both rejected the idea that children acquire new knowledge just by being told something - Both say people play an important role in promoting children’s knowledge. - Vygotsky, however, stressed the transmission of knowledge from one person to another, while Piaget concentrated on the children’s own constructions. - Vygotsky’s interest in the use and the power of human inventions

Answer 17

A writing system. Orthography is used to describe any aspect of print or, more loosely, spelling

Answer 18

The smallest unit of a word whose pronunciation forms a rhythmic break when spoken

Answer 19

A rhythmic unit in languages like Japanese and Tamil (can be either a syllable or part of a syllable) - In English a mora is e.g. ‘the’

Answer 20

Phonemes → is hard for children even to realise that letters represent phonemes (not a syllable) - Children need awareness of phonemes to become successful readers

Answer 21

Units of speech that are smaller than syllables but larger than phonemes (e.g. onset and rime) - The onset of a syllable is the consonant, cluster of consonants, or vowel at the beginning of a syllable (e.g. ‘st’ is the onset of ‘stair’) - The vowel sound of a syllable plus any consonants that follow (e.g. rime of ‘hat’ is ‘at’)

Answer 22

One letter represents one sound or phoneme

Answer 23

Rules which determine that a letter, or a group of letters, represent one sound in one context and another sound in a different context

Answer 24

A non-existent but pronounceable non-word - Only pass this by the age of 10

Answer 25

Affixes that create new words which are called ‘derived’ words (e.g. ‘health’ is a noun which is created by adding the derivational suffix ‘th’ to the verb ‘heal’)

Answer 26

Affixes whose presence, and whose absence, provide essential information about words (e.g. ‘s’ at the end of noun means it is plural and absence means it is singular)

Answer 27

1. Children are not at first aware of the morphemic structure of the words that they are trying to write 2. Children must go through a sequence of steps to learn morphemic spelling rules

Answer 28

1. Children start by spelling a particular sound in one way only 2. They learn another way of spelling this without understanding when it is right to do so 3. As a result of the feedback, they learn the rule for its use

Lecture 8: Language development Flashcards

(52 cards)