Karteikarten
Language
Karten in diesem Stapel (27)
- 1phonemesrecognition of basic sound units
(C-A-T) - 2Semanticshow phonemes combine to meaningful words
- 3syntaxrules that govern how words are combined
- 4pragmaticshow language is used in different settings
- 5Pre-linguistic competenciesuntil 10-12 months
working auditory system
change in vocalisations - 6Early communicative abilities prefinfants show preference for language over other sounds
Butterfield and Siperstrein 1974
and for their own language
Mehler et al 1986 - 7early c abilities recinfants recognise mother's voice from day one
De Casper and Fifer, 1980s - 8early com abilities visinfants recognise visual features (Fantz 1961) and learn to associate sight with sound
* 2 month olds looked to appropriate caregiver when they hear their voice (Spelke and Owsley, 1979)
*4 month olds preferred to look at a moving face that corresponded to what they heard (Kuhl and Meltzoff, 1982) - 9Vocalisation crying:Crying: instinctive, but fake cries (Wolf, 1969)
- 10Cooing1-2 months
- 11Babbling3-4 months
- 124-7 months vocalisationa big change to anatomy of vocal tract
Pharynx lengthens, larynx is lower, change in mouth-tongue proportion - to do complex movements
Canonical (e.g., ba), reduplicated (e.g., dadada), and variegated (e.g., dabadaba) babbling develops
All phonemes across languages - 139 months vocalisationPhonemic contraction
Children only phonemes of the language they are to speak (Mehler & Dupoux, 1994) - 14Semantic understanding First words7 months - Harris et al 1995
- 158 months semanticcomprehend 40 words but only produce 3-4, or none (Fenson et al., 1994)
- 169 monthsJoint attention - children are aware that people tend to look at objects when labeling them (Baldwin, 1991)
- 17end of 1st yearFirst word spoken
consistent cross-culturally3 - 18Holophrastic period (whole phrase)One word spoken in isolation, often which gestures, which sometimes convey a whole sentences worth of meaning
e.g. point and utter one word to mean ‘I want the……’
Suggest that motivation is to communicate meaning, but kids often talk to themselves
Internally motivated to use language (Braine, 1971)
Phonetic simplification
Shorten/add pauses with different pronunciations
Memory and motor constraints (Oates & Grayson, 2004) - 19Under-extensionapplying words too specifically
- 20over-extensionapplying words too generally
- 21word-learning goes through 4 stages:under-extension
appropriate usage
over-extension
appropriate usage with awareness (Clark and Clark 1977)
suggests children are bootstrapping - 22The telegraphic periodCovers the period from 18-24 months of age
Shift from concentration on word learning to the learning of grammatical rules
Simple sentences are constructed
Speech is ‘telegraphic’
Often quite creative combinations e.g. ‘all-gone biscuit’
Generally, children omit function words and verb endings, and retain nouns…why?
Constrained by WM abilities
Children don’t understand their relevance
At 3 years, less telegraphic – use of grammar - 23At the age of 5 yearsEfficient users of language e.g. they are able to use more and longer words, they can manipulate language, and have meta-linguistic awareness (from ~6 years)
But, they ‘seem’ to take a backwards turn e.g. by saying ‘runned’ rather than ‘ran’ (treats all past tense as ‘–ed’ = overregularisation)
They are acquiring rules of grammar
But there’s evidence of ‘understanding’ much earlier - 24Grammatical understandingNoble et al. (2011)
The duck is ‘glorping’ the rabbit
Grammatical rules used to learn new words
Hirsch-Pasek et al. (1985)
Pre-linguistic infants can discriminate between appropriate and inappropriate word orders; 17-month olds preferred appropriate ones
Are they pre-programmed to do this…? - 25Theories of language acqBehaviourist
Nativist - 26BehaviouristChildren acquire language gradually (learn)
Imitation and behaviour shaping
Children’s initial ‘babblings’ are reinforced
Reinforcement is then gradually withheld until a closer approximation is achieved
No D-S processes or innate predispositions
All that is necessary is D-G mechanisms (plus the desire to communicate with others – Usage-based language theory, Tomasello, 2003)
Behaviourists point to naturalistic evidence in support of their argument (e.g., motherese) - 27Nativist theoryLAD (Chomsky 1965; 1981)
Language too complex to be learnt so quickly in the way behaviourists suggest - Imitation not seen as important
‘I drawed’ (but see connectionist accounts – ‘overgeneralisation’)
Parents do not tend to teach grammar – reinforcement insufficient
Innate knowledge about the structure of language
Order errors are rare e.g. “the moon cow jumped over the”
Cog./perceptual abilities specialised for lang. learning.
Lang. dev. proceeds through universal age-rel. stages
Only exposure is necessary (parameters)
‘Surface structure’
‘Deep structure’ (universal grammar)
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- Guff Developmental Karteikarten am Language, erstellt von James Rowland am 01/04/2016.
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- James Rowland · Apr 2016
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- 3 Mai 2016
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