Normal language test 3

To qualify as a word:

-child’s utterance must resemble adult’s word

-occur consistently

-used in presence of referent, showing child uses word meaningfully

Better gesture use and object at 12 months =

Increased vocabulary at 24 months

Correlated with conventional gesture use at 14 months =

Receptive langugae/vocab size at age 3 years

Correlated with joint attention and number of different consonants

expressive language at 3 years

initial lexicon includes:

-request/acknowledge existence of object by naming (baby, puppy)

-request/describe recurrence of objects/events (more)

-request/describe change events involving objects (down, up, open)

-request/describe action of others (go, eat)

-comment on locations of object + people (bed, outside)

-ask basic questions (what?)

-attributions (big, wet)

-mark social event (hi, bye-bye)

initial lexicon syllables

½ Cv, ½ CVCV; contain 3 sounds or fewer

1st words usually are

food, animals, toys

By 18 months toddler should have lexicon of

50 words

after 1st words vocabulary spurt

Rapid growth between 18-24 months

influences on initial lexicon

-how often it is heard

-nouns

-SES

-phonology of word

Pronouns, articles, and prepositions used

Most by adults to children, but are late to develop compared to nouns

SES on initial lexicon

children from low SES families are more likely to have smaller vocabulary because they are exposed to fewer words

phonology of word on initial lexicon

Relationship between phonology and how much it impacts kid is unclear

at around 100 nouns…

verbs show up

At around 400 words…

prepositions show up

Perceptually/conceptually nouns are…

distinct

Linguistic predictability nouns are…

related to each other and other words in a predictability

single-word utterances at

18 months

If word means X,

it cannot mean Y or Z

Principle of Mutual Exclusivity

Bristol Square = Pancake store

word learning

-greater than associations with repeated objects with name

-a social component in addition to cognitive quality

adults ________________ child’s words/meanings

interprets and paraphrases

Semantic Feature Hypothesis

Meaning formed by features such as shape, size, movement, taste, smell, and sound

semantic feature hypothesis example

kitty has shared/perceptual characteristics - Fur, 4 legs, fluffy tail, meows - dog has all but meows

Functional-Core Hypothesis

meaning from the function, what do we do with it

example of functional core hypothesis

spoon’s use is to eat

prototypic complex hypothesis

meaning from core concept to which all other words compared based on shared features - closer to prototype, closer new referent will be labeled with prototype

example of prototypic complex hypothesis

food > fries - bananas - milkshake- supplements

extensions

between 12-18 months influences- receptive language is 4x the size of expressive vocabulary

Underextensions

very restricted meaning

overextensions

very broad meaning

Categorical overextension

any female is a mom

analogical overextension

any round object is a ball (orange, basket-ball, hush puppy)

Example of underextension

Mimi is only my grandma, nobody else’s; Dr. H is the only G

Transitional formations

child produces sequences of words, sounds, and gestures that appear to be multi-word phrases

transitional foundations phrases

-gesture + single word (“go” and pointing to door)

-CV syllable + single word (bu baby)

-single-word + pause +single-word (baby-night)

word combinations

equivalent to words to describe experience (water hot, mommy sock)

pivot schema

produce many two-word utterance from limited set of constructions; phrase structured with “intention” words such as “want” or “more”

item-based constructions

follow word order rules and a few morphological markers such as -ing or possessive -Kitty’s bed or Daddy work

Verbs and their grammatical use

Learned one verb at a time - until around 3 years of age

maps for learning first words

-auditory maps

-articulatory maps

-conceptual maps

conceptual maps

Association between how a word sounds and its meaning

influences on linguistic processing

-word’s frequency of use

-neighborhood density

-phonotactic probability

frequently used words…

increase speed and accuracy

Neighborhood density

number of words that differ by one phoneme (hit, bit, spit)

phonotactic probability

-likelihood of a sound pattern occurring

-common sound sequences (/st-/, /bl-/, /-ts/) more perceived and produced more quickly than less common ones (/skw-/, /-lf/)

articulatory maps

-some kids have “favorite sounds” use in selecting first words

-greater proportion of true consonants in babbling and true words at 1 year, more advanced the phonological development at 3 years

greater number of consonants at 9 months

Larger lexicon at 16 months

Children’s preference of sounds

-prefer monosyllabic over long strings words

-prefer stops /p, b, t, d, k, g/

cautious/systematic

operate with strong phonetic and structural constraints

adventurous

have a loose, variable phonological organization and try words beyond their capabilities

Syllabic structures of first words

-CV or CVCV

-labial and alveolars - mostly plosives/stops

-within a given word - consonants tend to e same as “mama”, “daddy”, or “baba”

Phonological Processes of First Words

-under 30 months - consonant cluster reduction

whole units function as

phonetic units

Awareness of speech-sound contrast comes

later - kids construct their own phonological system

influencing factors

-otitis media

-television

-bilingual language learning

otitis media

can negatively impact early language development if cannot hear or it hurts

early chronic exposure to tv…

-may have negative impact on child development

-quantity and quality of parent-child interaction lowers with presence of background tv

-decreases toy play episode length

-decreases focused attention

Bilingual children have _________ advantage over monolingual children

metalinguistic

Factors of variability across bilingual language learners

-age of child

-langauge environment

-social prestige of language

-difference + similarities across languages

-motivation

-maternal characteristics

Children learning two languages learns _______

two cultures

simultaneous acquisition

-development of 2 languages at comparable rate before age 3

-child learns both at a comparable rate of monolingual children

-little difference in size and diversity of lexicon between two groups

-later syntactic and reading development in both language appears typical

stage 1 of simultaneous language acquisition

-child has 2 separate lexical systems

-reflects ability to differentiate between 2 languages

-1 system for adults of 1 language

-child stores 30% of words in both languages

Stage 2 of simultaneous language acquisition

-child has 2 separate lexical systems but applies rules to both

-if one language has simpler syntactic rule-child will learn structure of simpler onetagS

stage 3 of simultaneous language acquisition

-child correctly produces syntactic and lexical structures from each language

Language dominance depends on

number of input and support in that language If c

Cross-Language Adoptions

Development in birth language is stopped and replaced by second language, L1 atrophies very quickly

language of children in orphanages

Significant delays, at 30 months some still do not have intelligible utterances In birth languages and have difficulties at school-age

What kind of neighborhood density is easier to learn?

Lower

Fucntional learning style

child has more peer contacts and uses holistic (top-down) strategy into which longer utterances are broken into parts

Referential learning style

child has more adult contacts and uses analytic (bottom-up) strategy into which which longer utterances are made from single words

Children with ________ proportion of nouns have rapid increase in nu,ber of words in lexicon between 14-18 months

Higher

nouns are easier to learn because

they are more concrete, can easily be seen and held

verbs are more difficult to learn because

they are more modified with different tenses and places they are used

preschoolers’ noun definitions often include…

locational and functional properties

preschooler uses location property in response when asked “what is a pillow?”

bed

preschooler uses functional property in response when asked “what is a pillow?”

Sleep

when gaps exist in preschooler’s vocab, they often…

invent words

if the child knows that a “man who fishes” is called a fisherman, then their answer for a “man who cooks” is a

cookerman (inventing words when they are missing gaps)

Order of acquisition for questions

what, who, when, why

when a child has no understanding of “when”, a likely response to “when are you going to eat”, would be ?

Food (function)

Knowing that when the meaning of a temporal term is unknown, the child…

relies on the order of mention

physical relation words such as big, hot, thick are learned first as

opposites

4 locational terms prior to 36 months

in, on, under, to

When locational term is not understood, child will use “if it is a supporting surface”

it is on

When locational term is not understood, child will use “If it is a container”

it is in

First four kinship terms learned

mom, dad, brother, sister

Correlation between vocabulary and syntactic complexity

positive

MLU

morpheme length utterance

morpheme length utterance

the average number of morphemes per utterance

Bound morpheme u-shape

used correctly, overgeneralized, then used correctly again

Singular form of a noun

unmarked, as there is no morpheme to indicate singular form

AA E speaking from low SES backgrounds may used _______ frequently

past tense -ed

morphemes are fully mastered when used correctly

90% of the time

regular and irregular forms of language rules are processed in

different areas of the brain

children show certain syntactic patterns in their language because

They are patterns they hear in the language around them

Syntax of utterance

emerges from use (pragmatics) to express meaning (semantics)

as child learns meaning of concepts

they attempt to use the concept in their utterance (fast mapping)

How is grammar learned?

unkown

Word learning connected

to meaning and context in which it is sued to relay a meaning