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Psych 350: Exam 2
Language
| Term | Definition |
|---|---|
| Morphemes | Smallest units of meaning in language (Ex: Dog = two morphemes. One for the furry animal and other for the plural) |
| Phoneme | The single units of meaningful sound used to produce language. (Ex: Rake VS Lake) |
| Syntax | Rules in language that specify how words from different categories can be combined. (Ex: Lila ate the lobster VS The lobster ate Lila) |
| Semantic Development | The learning of a system for expressing meaning in a language, including word learning. |
| Phonological Development | The first step in the acquisition of knowledge about the sound system of language |
| Possibilities of Phonological development #1 | We learn to tell different phonemes apart through experience |
| Possibilities of Phonological Development #2 | We are exposed to all phonemes, but unlearn the ones not important in our language ( 11 and 12 months due to synaptic pruning) |
| Reference | Associating words and meaning |
| Problem of reference | If a child hears someone say "bunny" in the presence of a rabbit, how does the child know whether this new word refers to the rabbit itself not to the parts of the rabbit? |
| Shape bias | In early language development, children's tendency to rely heavily on shape as a distinguishing property when learning names for objects. |
| True or False : Kids identify the shape of the object before the color or texture | True |
| Whole-object bias | An assumption made by language learners that a word describes an entire object rather than just some portion of it |
| Mutual exclusivity | A concept that refers to an infant's assumption that any given object has only one name |
| Evidence for mutual exclusivity | Shows the baby a duck and another object. Baby assumes the object that is not the duck is the 'blicket' |
| Taxonomic Constraint | An assumption language learners make that two objects that have features in common can be put into the same category. |
| Syntactic bootstrapping | the strategy of using the grammatical structure of whole sentences to figure out meaning. Ex: The Duck is trading the rabbit vs The duck and rabbit are kratting |
| Linguistic Context | Syntactic form of a word (noun/verb) influences interpretation of what the word refers to. (Ex: Assume the word 'sib' refers to an object and 'sibbing' refers to an action) |
| Language critical period | Time during in which language readily and after which ( between age 5 and puberty ) language acquisition becomes more difficult |
| Evidence for critical period | Genie. Locked in her basement from 18 months to 13 years old. She was stunted physical and mentally, barely being able to speak. Tried to practice but made little progress. |
| What age do babies start producing words? | 10-15 months |
| Holophrastic period | Use one word to communicate an entire phrase (Ex: Says 'juice' but means 'give me the juice') |
| Overextension | During the holophrastic phrase : using a word to refer to lots of other things. Ex: Calling all round things a ball |
| Fast Mapping (18 months) | Children are able to learn words very fast even just after one exposure - even if its referred to only once. Kids learned the name of the 'kobo' just from overhearing and could refer to it even a month later. |
| Word Spurt | 60 words by the time they are 18 months, then jumps to almost 200 by 20 months (through motor development) |
| Pragmatic development | Social information used to interpret things. Ex: Sarcasm, emotion |
| Pragmatic Cue: Gaze | Use the gaze of others to infer the referent of new objects. (Experimenter looks into bucket where the object she is referring to is. Baby recognized it after ) |
| Pragmatic cue: Emotion | Baby learned the object without seeing it, but through the emotion of the adult when looking for it. |
| Pragmatic cue: Intention | Assume the intentions rather than accidental actions (Parents point to stove and say 'ouch') They know that's not the name but rather the intention. |
| Prosody: (prenatal ability) | Most impactful cues : Musical qualities in language to communicate meaning (Ex:Pitch, tone, etc) 8 months old = very sensitive to this |
| Grammar Abilities (12-15 months) | Listen longer to sentences and word order carries meaning. (Ex: Big bird and Cookie Monster) |
| Telegraphic speech | Combining words - 2 years old. Children will always stay in grammatical order |
| Over-Regularization | A transient error in linguistic development in which the child attempts to make language more regular than it actually is. An example is saying breaked instead of broken |
| Brain lateralization | Refers to functions of the left and right hemispheres of the brain which affects language acquisition. Mainly in the left hemisphere. |
| Nicaraguan Sign Language | Developed by deaf children who rejected standard sign language in favor of signs they invented. |
| Other cultures belief on language | Frown on baby talk and don't talk to their baby (Ex: Somoah) Babies still learn the language |
| Damage to Brocas Area | Near the motor cortex, is associated with difficulties in producing speech |
| Damage to Wernickes Area | near the auditory cortex, linked to difficulties with meaning. |
| Williams Syndrome | Cognitive impairment : low IQ, facial deformities, but very high levels of language ability. |
| At what age do children understand scale models? | 3 years old |
| Visual flow fields | Provides information we use to help us balance (Ex: Moving walls experiment) |
| When does the stepping reflex disappear? | 2 |
| Ages of development | Reaching : 3 months Sitting: 7 months Crawling: 8 months Walking : 11-12 months |
| Cues infants use to detect other living things | Objects that respond Contingently (Ex: the blob) Eye gaze Infant-directed Speech |
| Physical Knowledge | 7 month olds (but not 5 month olds) understand the objects should not float in mid-air or the general sense of gravity. |
| Liquid/Solid Conservation | 5 month olds are surprised when a liquid behaves like a solid when It is poured (vice-versa) |
| Language development | babble: 7 months recognize familiar words: 6 months Talk : one word Short sentences: two years |
| Sensorimotor stage | At 0-2 years, children express their intentions through motor interactions with the environment |
| Pre-operational stage | Children learn to represent their their experiences with language, mental imagery, and thought. |
| Conclusion of drawings | Childrens scribbles show the intention of drawing something and exhibit earlier mature writing systems |
Created by:
lnamugenyi
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