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Flashcards

LING 3603 CHAPTER 3 & 4

umalkhayrahmed English 65 cards

LING 3603 CHAPTER 3 & 4

Cards in this deck (65)

  1. 1IntentionalityIntentionality
  2. 2Distinctive featureA phonetic feature such as voicing that creates a phonemic distinction between two sounds
  3. 3PhoneA speech sound such as [p] and [b] used by any language
  4. 4Allophoneacoustically different speech sounds (phones) that are not functionaly different that is are the same phoneme in a particular language for example [p] and [pH] are allophone of the phoneme /p/
  5. 5Voicinga feature of sound production in which the vocal cord vibrate as air is released in the production of a consonant. For example consonants [b] and [g] are voiced: [p] and [k] are voiceless
  6. 6vegetative soundssounds that accompany biological functions such as breathing sucking and burping
  7. 7Voice onset time (VOT)the time lag in the production of a consonant between the release of air and the beginning of vocal cord vibration. consonants with a VOT greater than 25 milliseconds are perceived as voiceless and VOTS less than 25 milliseconds are perceived as voice ex [b]
  8. 8Place of articulationthe location where the airflow is obstructed as a consonant is produced
  9. 9Phonetic featuresa characteristic of the way speech sounds are produced that is used to describe differences and similarities among speech sounds. for example b and p differ in the feature of voicing
  10. 10Expansion stagea stage of pre speech phonological development immediately prior to the emergence of babbling. Infants at this stage typically between 16 and 30 weeks produce variety of speech sound but no true syllabic babbling
  11. 11Marginal babblingthe long series of sound that infants produce just before they begin to produce canonical babbling. this kind of sound production is typical around 5 and 6 month of age
  12. 12Canonical babblinga reduplicated series of the same consonant vowel combination in clear syllables
  13. 13cooingvowel like sound that babies produce when they appear to be happy and content
  14. 14Reduplicated babblingbabbling that consists of repeating the same syllabe over and over such as da da da da. This characteristic of infant sound production around 8-10 month of age aka Canonical babbling
  15. 15Variegated babblingstrings of nonreduplicated syllables
  16. 16Prosodythe intonation contour of speech including pauses and changes in stress and pitch
  17. 17Head turn techniquean experimental procedure used to test when infant perceive two sounds as different the technique relies on conditioning the infants to produce a head turn when a repeatedly presented sound changed. typically use with infant 5 months or older
  18. 18high amplitude suckingan experimental procedure used to test when infant perceive two sound as different. the technique relies on the infants first habituating to one sound and then showing dishabituatuing when a new sound is presented typically used with infants under 5 months
  19. 19Babbling driftthe notion that sounds in infants babbling are influenced by the ambient language. their babbling drifts in the direction of the speech the infant hears (brown)
  20. 20categorical perceptionthe perception of stimuli that vary along a physical continuum as belonging to discrete categories
  21. 21Habituationapparent loss of interest in a repeatedly presented stimuli
  22. 22Jargonsequences of variegated babbling that have the intonation contour sentence
  23. 23Canonical forma whole word sound pattern that young children sometimes use as a basis for pronouncing new words
  24. 24Protowordan idiosyncratic sound sequence that children use with consistent meaning but which is not clearly derived from a word in the target langauge
  25. 25Connectionist modela type of modal of how a phenomenon such as some aspect of language acquisition could be accomplished by a deice that consists of a network of interconnected nodes. Typically such models are implemented as computer programs and he ability of the computer program to mimic human language development is taken as evidence of the plausibility of a connectionist account of language acquisition
  26. 26Categorical perceptionthe perception of stimuli that vary along a physical continuum as being to discrete categories
  27. 27Pholological idioma word that childen pronounce in a very adult like manner while still incorrectly producing other words that use the same sounds
  28. 28Pragmatic bootstrappingthe hypothesis that when children start speaking they produce utterances in order to accomplish goals. the pragmatically based system gets children started in using language and is later replaced by a system with word meanings and grammatical structure
  29. 29Phonological bootstrapping hypothesisthe hypothesis that language learning children find and use clues to the syntactic structure of language in phonological properties of the speech they hear
  30. 30Phoneme boundarythe location on a continuum of change in some acoustic property of a sound where the listeners perception of the sound change from one phoneme to another
  31. 31Phoneme boundary effectthe phenomenon in which the same acoustic differences (such as a 20 milisecond difference in voice onset time is perceptible if the two stimuli are on opposite sides of of a phoneme boundary but is imperceptible if the two stimuli are within the range of variation perceived as on phoneme
  32. 32Prosodic bootstrapping hypothesisthe hypothesis that language learning children find and use clues to syntactic structure of language in the prosodic characteristics of the speech they hear
  33. 33Phonological processesrules that maps sounds in a target language to sounds in young children limited production repertoires. Phonological processes that are common to many children give young children's speech typical features such as pronouncing
  34. 34Phonological awarnessconscious awareness of the phonological properties of language such as the ability to count the number of syllables in a word and idenitfy rhymes
  35. 35Stage #1 of pre speech0-6 weeks: Reflexive vocalizations
    These earliest vocalizations include crying and vegetative sounds such as breathing, sucking or sneezing. For these vegetative sounds, infants’ vocal cords vibrate and air passes through their vocal apparatus, thus familiarizing infants with processes involved in later speech production.
  36. 36Stage#2 of pre speech development6-16 weeks: Cooing and laughter
    Infants produce cooing sounds when they are content. Cooing is often triggered by social interaction with caregivers and resembles the production of vowels.
  37. 37Stage #316-30 weeks: Vocal play
    Infants produce a variety of vowel- and consonant-like sounds that they combine into increasingly longer sequences. The production of vowel sounds (already in the first 2 months) precedes the production of consonants, with the first back consonants (e.g., [g], [k]) being produced around 2–3 months, and front consonants (e.g., [m], [n], [p]) starting to appear around 6 months of age.
  38. 38Stage 4 of pre speech development6-10 months: Reduplicated babbling (or canonical babbling
    Reduplicated babbling contains consonant-vowel (CV) syllables that are repeated in reduplicated series of the same consonant and vowel (e.g., [bababa]). At this stage, infants’ productions resemble speech much more closely in timing and vocal behaviors than at earlier stages. Starting around 6 months babies also show an influence of the ambient language in their babbling, i.e., babies’ babbling sounds different depending on which languages they hear.
  39. 39Stage#5 of pre speech development10-14 months: Nonreduplicated babbling (or variegated babbling)
    Infants now combine different vowels and consonants into syllable strings. At this stage, infants also produce various stress and intonation patterns. During this transitional period from babbling to the first word children also produce “protowords”, i.e., invented words that are used consistently to express specific meanings, but that are not real words in the children’s target language
  40. 40Whorfian hypothesisThe hypothesis that language influences thought and therefore that differences among languages might cause differences in the cognition of speakers of those language
  41. 41Mental lexiconthe knowledge of words that speakers of a language posses the dictionary in the head
  42. 42Under extensionusing words with a range of meanings narrower than the meaning of the word in the target language such as using car to refer to only to car seen from a window
  43. 43Context bound word useword use that is tied to a particular contexts
  44. 44dishabituationrenewed interest in a stimulus
  45. 45over extensiona type of error in childrens early word usage that seems to reflect an overly inclusive meaning in the mind of the child
    such as referring to all four legged animal as dog
  46. 46nominala word that labels thing a common noun
  47. 47natural partitions hypothesisthe notion that the world makes obvious the things that take nouns as labels that is the meanings that nouns encode are natural chunks of meaning. that makes the task of learning nouns one in which the child must simply find the label the meaning is provided outside of language
  48. 48relational relativity hypothesisthe notion that verb meaning do not naturally emerge from the structure of the world. this leaves open the possibility that verb meanings will vary from language to language and thus children will have to out verb meaning from hearing the verb in use
  49. 49Phonological memorythe function of short term memory responsible for the temporary storage of the sound of a stimulus
  50. 50referencethe notion of words as symbols that stand for their referents
  51. 51word sprutthe increase in the rate of which children acquire new words it occurs sometimes around the achievement of 50 words or about 18 months
  52. 52speech segmentationthe mental process of separating the speech stream into separate words
  53. 53mapping probelmthe logical problem of learning word meanings that arises because an infinite number of hypotheses about word meaning may be consistent with information in the nonlinguistic context of use
  54. 54fast mappingthe process children engage in when they hypothesize a meaning for a newly heard word on the basis of hearing the word once or at most a few times
  55. 55lexical principlesassumptions about how the lexicon works that are attributed to the child in order to explain how word learning is so successful and rapid. lexical principles guide the chidden mapping new words to meaning by constraining the possible interpretation of new words that children must consider. the whole object assumption and mutual exclusivity are two examples
  56. 56whole object assumptiona word learning constraint according to which children assume that a new word refers to a whole object not a to a part or property of an object
  57. 57Pragmatic knowledgethe knowledge that enables speakers to use language for communicative purposes in ways that are socially appropriate in their community
  58. 58principles of constrasta pragmatic principle that by hypothesis leads children to assume different words have different meanings
  59. 59Principle of conventionalitya pragmatic principle that by hypothesis leads children to assume that words are used by all speakers to express the same meaning that is that word meaning is a convention
  60. 60syntactic bootstrappingthe hypothesis that children find and use clues to the meaning of new words in the syntactic structure of the sentence in which new words are encountered
  61. 61sociopragmatic cuea cue to the meaning of a new word that children find in the way words are used in social interactions for example,
    children take a speakers eye gaze as a cue to what the speaker is referring to
  62. 62Taxonomic assumptionthe child assumption that words label categories of thing of the same kind (taxonomic categories). This assumption is proposed as one word learning constraint that helps children learn the meaning of new words
  63. 63semantic organzationthe organization of meaning expressed in a language. as distinct from cognitive organization
  64. 64lexical organizationthe way in which the mental lexicon represents the relation between words and meaning
  65. 65concepta mental category that includes individual exemplars of that concept. For example, the concept "dog" includes all examples of things that are dogs. words with different meanings encode different concepts

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Flashcards on LING 3603 CHAPTER 3 & 4, created by umalkhayrahmed on 10/12/2014.
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