Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Lang Acquisition
Lecture 17 & Gleitman & Discussion 4/9
| Question | Answer |
|---|---|
| how are clues utilized to reconstruct the underlying structure from the surface form? | using the sentence analyzing machinery which operates in terms of several general strategies & depending on how easy/hard the sentence is to analyze using the strategies, the sentence will be correspondingly easy or hard for subjects to understand |
| sentence analyzing machinery (SAM) starts out with | a strong bias about what kind of sentence it is about to hear |
| what order do the propositional roles of the sentence analyzing machinery appear in? | doer, act, done-to (or grammatically: subject, verb, object) |
| when does the sentence analyzing machinery doer-first strategy usually fail? | for passive sentences because the done-to comes before the doer so S.A.M. has to correct and revise and reassign the first noun phrase as done-to and the second as the doer |
| evidence for the sentence analyzing machinery comes from | studies of reaction time |
| the first noun-did-it strategy reaction time study found that | subjects reached the decision faster when the sentence was in the active rather than the passive form |
| interrupted sentences which presents propositions in the middle of another sentences require | more effort than sentences which present the propositions one at a time |
| some of the best evidence for understanding how the nervous system accomplishes its tasks in the usual case comes from looking at | the rare cases where this machinery fails |
| there is some evidence that the meaning of a passive sentence is recovered as quickly as the meaning of an active sentence if | the words used give strong semantic cues to the overall propositional thought |
| normal children learn their native tongue to a high level of proficiency during | the preschool years |
| a popular but false hypothesis about language learning is that it is based on | explicit correction or reinforcement by parents where mistakes are immediately pointed out to the young learner, who subsequently avoids them |
| in actual practice mistakes in grammar and pronunciation | generally go unremarked but there are corrections of fact |
| in the first year of life | true speech is absent |
| the gesture-and-babble interaction helps children to | become linguistically socialized |
| useable knowledge of speaking and listening requires | social interactions between more that one person at a time |
| at a very early age infants make some perceptual distinctions about the sounds that they hear that are | crucial to later language learning |
| infants are more attentive to hearing their caretakers language than | a foreign language by the fourth day of life |
| infants initially respond to just about all sound distinctions in any language but then they discover the phonemes of their native language by | learning to ignore the distinctions that don't matter |
| in the first year of an infants life they are sensitive to | every contrast that occurs in any human language but this sensitivity diminishes by 12 months of age |
| syntax is | the general principles for combining the finite stock of words into infinitely many sentences |
| a special speech style taken on when talking to babies is Motherese is characterized by | a special tone of voice, with high pitch, slow rate, and exaggerated intonations |
| there is evidence that infants prefer | Motherese more that adult-to-adult speech even though they understand neither |
| Motherese has acoustic properties that make it useful for | learning to recognize the phrases and sentence units in speech |
| children begin to understand a few words that their caregivers are saying as early as | 5 to 8 months of age |
| actual talking begins sometime between | 10 and 20 months of age |
| an Childs early vocabulary tends to involve | things that can be moved around and manipulated or that move by themselves the child's environment |
| function words and suffixes are usually late to be used by children because | they are usually not stressed and occur with low pitch in the caregiver's speech so they are uninteresting and they are grammatical items which are of little use for a child's one-word utterances |
| beginners often.. | under generalize the meaning of a word while overgeneralizing the meaning of other words |
| the under generalization of overgeneralization of words is common for the first | 75 or so words a child utters but very rare thereafter |
| the functional approach about a child's earliest word meanings is when developmental psychologists believe | that children use words to classify things together that act alike in their world |
| the featural approach about a child's earliest word meanings is when developmental psychologists believe | that children use words to designate things that look alike, that share certain perceptual features |
| developmental psychologists believe a child's earliest word meanings are based on prototypes | where children name things to the extent that they resemble a particular item which serves as the model for the entire concept |
| many investigators of child language believe young children have propositional ideas in mind even when | they are speaking only one word at a time |
| by two years of age a child's vocabulary | increases to many hundreds of words that they start using in primitive sentences |
| why are children's sentences so short? | 1. hard to learn function words have low pitch and are thus less salient in the sound wave as children perceive it 2 problem of memory and information handling that makes construction of a. complex sentence difficult |
| language learners are neurologically "programmed" to expect human language to have a certain specific syntactic organization and variation | is only on a few details (or parameters) in the real languages of the world |
| by two and a half years of age children progress to speaking | little sentences that contain all 3 terms of a basic proposition and function words have begun to appear |
| at the age or 4 or 5 children start making errors in | their word formation and syntax (for example the use of the paste tense suffix --ed) & resist change even when they hear their parents use the correct form |
| children invent causative verbs where | nouns are used as verbs to convey action meaning in sentences |
| 5 year olds typically have a vocabulary of | 10,000 to 15,000 words |
| a caregivers speech style helps language learners to decide | which words are about the whole objects and which words are about their parts |
| some ways of conceptualizing experiences are natural to humans while others are less natural thus a child can learn more easily if | they assume that each word represents some "natural" organization of experience |
| young children acquire the "basic-level" words before | the superordinates or subordinates |
| colors and textures are not as salient in the child's perceptual organization as | shapes, so the slightest change in will convince the learner that the new item is something wholly different from the previous item |
| children are disposed to organize the world into | overarching categories- things, events, properties, etc. |
| most sentences are | completely novel |
| humans know over | 100,000 words |
| the first job in language acquisition is to | distinguish language sounds from other sounds |
| the second job in language acquisition is to parse it into phonemes and then parse phonemes into words or | chop it up into atomic units of language sound and divide sounds in to individual words |
| a problem with assigning meaning to words is that | same sound can refer to different things |
| children tend to correct themselves on grammar despite | little negative feedback |
| the general language principles that are shared between all languages are | nouns, verbs, adjectives, etc |
| the holophrastic stage of language acquisition is from 12-14 months & includes | one word utterances with no syntax, & need context (gestures, affect) to disambiguate, with under generalization & overgeneralization for the first 75 words |
| in the holophrastic stage infants do understand some phrases which suggests that | their comprehension is ahead of production |
| the telegraphic stage of language acquisition is from +/- 24 months and includes | 2 word utterances with the correct use of word order & can convey a log of information succinctly |
| infants start learning syntactic and grammar rules in what stage of language acquisition? | after the holophrastic and telegraphic stage |
| what language rules must humans learn? | must learn how words are combined (grammar) and must generalize to novel sentences so we can't just memorize wordings |
| around 4-5 years old children learn.. | general rules that apply to new cases which implies that language learning is generative, not just imitation |
| around 5 years old how many new words a day are children learning | around 10 new words per day |
| when learning a new words meaning there is an inherent bias that | new words refer to shape |
| what is the critical period effects | people who learn language after age 10-12 never acquire native ability |
| around 8-10 months of age infants can | discriminate all phonemes, but eventually lose discriminations that are not apart of their own language |
| the exaggerated speech in Motherese helps to | provide clearer indications of important boundaries between words, phrases, and clauses |
| in Motherese the clarity and distinctness helps with | phonological contrast & distinguishing different vowel sounds |
| infants prefer to listen to the voice of | a female speaking mothers over the same voice speaking adult directed speech |
| when learning syntax and rules children tend to | overgeneralize syntax rules |
Created by:
kzegelien2005
Popular Psychology sets