Flashcards
02. Symbolic Function
Cards in this deck (16)
- 1The role of symbols in languageSymbols play a role in language acquisition, and within three different domains; language, memory and brain function. Research shows that infants can understand and produce some words by the age of ca. 12 months. But how does a child go from simply understanding and producing random words, to learning how to connect a word to an object or action in the world? --> Symbolic function! e.g. pointing (see next card)
- 2The role of representation in languageVisual cues contribute to speech perception, e.g. demonstrated by the McGurk Effect
Language comprehension is based on many different kinds of input, i.e. representation is based on an integration of different kinds of information, and sometimes that information is conflicting.
The McGurk effect shows that a difference in mouth movement can alter our perception of the phoneme that is expressed, even though it’s the same phoneme. When the brain receives this conflicting information it attempts to make sense of it. One piece of information (e.g. what we see) may override the other information (e.g. what we hear) or combine with it. - 3Why do we have to learn language?Why do we have to learn language? As we get older, our messages/desires require more complex communication than previously (e.g. crying as communication for basic needs, such as hunger, pain or discomfort). Shared reference = pre-linguistic state the “speaker” and “listener” understand that a particular symbol refers to a particular thing or goal
Early on there are two forms of action that infants (universally) engage in (before words come in). One of these is pointing/gesturing. - 4Pointing and symbolic functionEarly on there are two forms of action that infants (universally) engage in (before words come in). One of these I pointing / gesturing.
Pointing is an example of shared reference. For example, say a baby points at a kettle. The “listener” will probably say what it is / name it.
1. Photodeclarative: Object naming
2. Protoimperative: Early form of demand
Pointing therefore acquires symbolic functions. - 5Major milestones in language development from birth through adolescence0-1 year: Presymbolic gestures (photodeclaratives, protoimperatives) & first words / phonemes start being distinguished, shared reference occurs
1-2 years: Vocab burst – 50 to 400 words in 6 months. Then starting to combine words into short sentences.
2-5 years: Fast lexical learning and complex syntax
5+ years: Lexicon grows to 14,000 and then slows down - 6A demonstration of the role of the symbol in memory• Labeling affects short-term memory performance differently at different age levels (Hagen, 1971). With age, children increasingly rely on the use of their own rehearsal strategies, such as labeling, to perform in memory tasks.
• However, playing memory (the game) involves matching cards with no system to it, so younger children tend to be better at this.
• Reorganization of cognitive abilities involves symbolic function, but this can only be used if you possess the tools for this reorganization function.
• As the eidetic image fades, verbal recoding aids recall. As verbal recoding becomes more important, we start to spontaneously verbally recode items once we possess enough words to do that.
Neurological changes promote this kind of memory performance. - 7Eidetic imagery and verbal recoding• Photographic imagery = eidetic imagery
• Eidetic image fades, verbal recoding aids recall verbal recoding becomes more important – start to spontaneously verbally encode items enough words to do that also neurological changes promote this kind of memory performance - 8The role of representation in memory:• Representation emerges between the ages of 1-2 years, according to Piaget. At this age, infants start to remember objects (and name them).
• Piaget observed his daughter playing with a matchbox in her crib. When the matchbox fell through the bars and she tried to pick it back up, it wouldn’t fit through the bars. She then turned the matchbox and fit it through the bars.
• According to Piaget, she must have had an idea of the properties of the matchbox and how it related to the space, mentally working out how to solve the problem and implementing it.
• Once we can represent the range of features of an object, we can start to manipulate aspects of the world, formulate new ideas and test new hypotheses.
• This function corresponds to the vocabulary burst. In other words, we can’t explain the development of language without explaining the development of memory. - 9Major milestones in memory development from birth through adolescence0-1 year: Motor, sensory experience leading to object permanence
1-2 years: Representation emerges
2-5 years: Photographic memory, no spontaneous verbal mediation
5+ years: Eidetic image fades, verbal recoding aids recall - 10The connection between language and memoryWe can’t explain the development of language without explaining the development of memory! Vital to think across these boundaries
- 11Major milestone in brain development from birth through adolescence: 0-1 yearPrimary sensory areas mature/are still maturing and well-established by the end of year 1
- Not much we can do with these maturing areas. Primary sensory/inputs are quite well established by the end of year one. - 12Major milestone in brain development from birth through adolescence: 1-2 yearsSecondary areas mature
- Brain regions actually start doing the work - 13Major milestone in brain development from birth through adolescence: 2-5 yearsCross-modal areas (non-sensory areas) mature.
- Cross-modal areas growing rapidly. - 14A demonstration of the 2-5 years stage in brain developmentFor example, a monkey was taught to distinguish a circle and a cross visually. The monkey had to learn to indicate the cross. At first, its choice was random but the monkey only received a reward if it chose right. After a few trials, it learned the distinction.
The task changed, however. Now, the monkey could feel a three-dimensional cross and a three-dimensional circle. However, there was no transfer from visual to tactile learning and just as many trials were required as the monkey did not have the ability to conceptualize.
This suggests that there weren’t enough connections between different brain areas via cross-modal areas.
This was attempted with children between the ages of 4 and 6, finding that learning does transfer. The reason for this was that by the age of 5, connections between the senses and cross-modal areas have formed, making recoding possible. - 15Major milestone in brain development from birth through adolescence: 5 years90% adult brain weight – critical period?
- Significant changes in the rate of learning takes place in terms of memory and language It would make sense that these behavioural changes connect to the functional changes in the brain - 16Critical period for language learningThe critical period hypothesis (CPH) states that the first few years of life constitute the time during which language develops readily and after which (sometime between age 5 and puberty) language acquisition is much more difficult and ultimately less successful.
- This is based on studies such as Genie.
- Brain changes support this hypothesis (the brain's mostly matured by the age of 5)
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- Psychology 2A (Cognitive Psychology) Flashcards on 02. Symbolic Function, created by Nina Olsson on 25/07/2018.
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