Karteikarten
First Language Acquisition
Karten in diesem Stapel (46)
- 1Morphological OvergeneralizationExamples: goed, bringed, mouses
- 2Sound SubstitutionsExamples: [wɑwɑ] ‘water’, [wɛɾi] ‘ready’, [tɪŋ] ‘sing’.
- 3Binding Principle CAn R-expression (e.g. name) cannot co-refer with another DP that is higher in the syntactic representation.
i. *He was in the box when the smurf ate the hamburger.
ii. When he ate the hamburger, the smurf was in the box. - 4Telegraphic SpeechExamples:
I ride train
Where Ann pencil?
What cowboy doing?
See hole. - 5Null Subject Stage (a particularly salient property of telegraphic speech)Examples:
Throw away
Helping mommy
Read bear book
No open wallet - 6Poverty of the StimulusThere are many things we know about our language for which there is no evidence at all in the input data.
- 7No negative evidence assumptionChildren are not systematically exposed to negative evidence, i.e. explicit information about what is ungrammatical, and yet,
there are many reasonable errors they avoid making. - 8The Motherese HypothesisChild-directed speech is structured in such a way as to facilitate acquisition
-More clearly articulated, exaggerated intonation, higher Pitch
-Repetitive
-Error-free (grammatically well-formed)
- Shorter sentences (in terms of words) - 9Universal GrammarA set of innate (=unlearned) linguistic principles that interact with the linguistic environment to determine a particular grammar in the mind/brain of an individual.
- 10Continuity HypothesisChildren’s errors will not break UG principles, which are
the unbreakable rules of a language, rather they will reflect transitions
between UG parameters, which are (limited) ways in which languages are
allowed to differ. - 11Corpus CallosumThe two cerebral hemispheres in the brain are connected by this, which
lets them communicate with each other.
Without this, the two halves are the brain
would have to function independently. - 12Contralateral BrainThe right hemisphere controls the left side of the body, and the left hemisphere controls the right side of the body.
- 13NeurolinguisticsThe study of the biological/neurological foundations of language.
- 14DomainsThe mind/brain is composed of distinct modules, each of which control
particular types of cognition. - 15Critical PeriodIf someone does not get language exposure before a certain
age, they might lose the ability to completely acquire certain parts of language. The time period when we can still reach native competence is the ******** ******. - 16CoarticulationThe overlapping of articulatory movements associated with two
or more phonetic segments. Facilitates the smooth production of speech, ensuring redundant encoding
of phonemes in perception. - 17Voice Onset Time (VOT)Start of vibration of vocal cords (voicing) relative to the release of the closure.
- 18Voiceless aspirated/long lag [p,t,k]Vocal cord vibration delayed till after release (The delay creates the perceptual effect of aspiration).
- 19Voiced stops/short lag [b,d,g]Vocal cords vibrate (almost) simultaneously with release (Phonetically, these stops are voiceless but unaspirated).
- 20Prevoiced/true voicedVocal cords vibrate up to 100 ms before stop release.
- 21High Amplitude Sucking TechniqueOnce the infant has begun sucking, the computer measures the infant's average sucking amplitude, or the strength of the infant's sucks. Following this baseline period, a sound is presented to the infant every time a strong or "high amplitude" suck is delivered.
- 22Perceptual ConstancyInfants’ auditory systems are sensitive to acoustic properties of these two
boundaries, and discriminates between them categorically. - 23Feature detector hypothesisCategorical perception has strong biological (and non-language
specific) determinants, such as the structure of the hearing apparatus. These are later modified by
experience with a particular language. - 24TrochaicA trochee is a long syllable, or stressed syllable, followed by a short, or unstressed, one. Trochaic is (strong weak)
in normal speech. - 25Metrical segmentation strategy (MSS)Listeners (adults and children)
identify onset of new words with the occurrence of strong syllables in English. - 26Statistical Learning hypothesisBabies are sensitive to transitional probabilities and figure out word boundaries (and other facts about language) on this basis.
- 27Head-turn Preference ProcedureInfants are allowed to freely turn their heads and are seated between two speakers with lights. The light of either the right or left speaker then flashes as that speaker provides some type of audial or linguistic input stimulus to the infant.
- 28Marked syllable subunitsThese are less common cross-linguistically and represent a higher level
of structure/phonological complexity. - 29Markedness TheoryPredicts that children will acquire less marked structures before more marked structures.
- 30Sonority HierarchyThe least sonorant segments are on the periphery of the syllable, with
progressively more sonorant segments towards the nucleus. - 31SonorityA measure of acoustic energy. The less obstruction there is in the vocal tract,
the more sonorant a phone is. - 32NativistInfants have access to a set of universal possible features and define
natural classes of sounds as those which share features. They learn which features are relevant to their target language based on the input. - 33EmergentInfants determine a set of features directly from the input, based on
general cognitive tools. - 34SubstitutionReplacement of one sound by another
Examples:
-stopping of fricatives
see [ti]
-fronting
goat [dut] - 35AssimilationA sound becomes more like another in the word. Examples:
- final consonant devoicing
pig [bɪk]
- voicing before vowel
paper [be:b]
- consonant harmony
tub [bʌb] - 36Syllable structure reduction- cluster reduction
play [pe͡ɪ]
- Coda omission
bib [bɪ]
- reduplication
water [wawa]
-weak syllable omission in WS
again [gɛn] - 37NaturalnessChildren's phonological errors are the same processes found in adult human
language, though they may not exist in the child’s target language. - 38ChainsChildren may mispronounce a word that has the same phonetic form as their
mispronunciation of another word, e.g.
puddle = puggle at the same time that puzzle = puddle. - 39Covert ContrastsSpectrographic analysis often reveals contrasts in the child's language which are not perceived by adults in child's spontaneous speech.
- 40Comprehension-production MismatchesThe child perceives the contrast and produces it with some reliability, but not
in the adult way. - 41ModularityDifferent parts of the domain which control different things in the brain.
- 42Receptive MethodsHow someone responds to learning language.
- 43Metrical Segmentation StrategyEnglish learners use metrically strong syllables to segment continuous speech into discrete words. Listeners identify onset of new words with the occurrence of strong syllables in English.
- 44Statistical Learning HypothesisThe ability to establish word boundaries based on statistical probabilities, e.g. the probability that a strong syllable will follow a weak one.
- 45Transitional ProbabilityThe statistical relationship between adjacent syllables, actions and reactions to a chain.
- 46Phonological NeighbourhoodA group of words that have similar features.
Informationen
- Beschreibung
- Karteikarten am First Language Acquisition, erstellt von Megan Griffiths am 10/03/2017.
- Erstellt von
- Megan Griffiths · Mär 2017
- Aktualisiert
- 10 Mär 2017
- Aufrufe
- 1
- Bewertung