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PSY 340 Chapter 6 Updated

by: Taylor Russell

PSY 340 Chapter 6 Updated PSY340

Marketplace > University of Arizona > Psychlogy > PSY340 > PSY 340 Chapter 6 Updated
Taylor Russell
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The following week covering the rest of chapter 6 on acquiring language
Introduction to Cognitive Development
Dr. Rebecca Gomez
Class Notes
Psychology, cognition, development
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This 4 page Class Notes was uploaded by Taylor Russell on Thursday March 31, 2016. The Class Notes belongs to PSY340 at University of Arizona taught by Dr. Rebecca Gomez in Spring 2016. Since its upload, it has received 16 views. For similar materials see Introduction to Cognitive Development in Psychlogy at University of Arizona.


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Date Created: 03/31/16
PSY 340 Chapter 6: Acquiring Language Components of Language  Arbitrariness  Productivity o Infinite number of combinations are possible from a finite number of parts  Regularity o Sentences follow a system of rules (grammar)  Semanticity  Displacement Theoretical Perspectives on Language  Nativist Theory o Idealized grammar o Impoverished input o Rudimentary learning mechanism o Domain specific (encapsulated)  Learning Theory o Real language is messy o Rich input o Powerful learning mechanism o Domain General mechanisms Critical Period  Period of language learning that is suggested to be biologic determinants of acquiring language  Statistically regular patterns in learning native language Mass Exposure to language: makes it impossible to rule out learning  Tomasello (2006)  Children 2-3 hearing 5000-7000 words a day  Argues for repetition helping toddlers learn statistically regular patterns of native language We have impressive learning ability  Saffran experiment(1996)  8 month olds can track transitional probabilities between syllables  paditobukuboktidofo How quickly do we learn language?  Milestones o Reduplicated, canonical babbling (6-7) o Common words (6-9) o Jargon babbling (9-18) o First words (9-15) o Vocab explosion (18-24) o Two-word combinations (24) o Complex sentences (30-48) Aspects of Language  Phonology o Perceiving speech is hard because we don’t break in speech o Prototypes and Language  CATEGORICAL PERCEPTION  Language occurs on continuum, we only LEARN phoneme divisions through our conditioned discrimination between sounds  /d/-/t/ contrast o Critical period of perception of phonemes, (8-10 months they lose ability to discriminate NON NATIVE phonemes)  Synaptic pruning  More attuned to native language o Starts out as domain general, categorical perception is NOT encapsulated  **Encapsulation: a process specialized for a specific purpose, encapsulated processes are domain specific (processing is specific for a particular domain of perception such as speech or vision) o Production  Stages:  Cooing: vowels only  Babbling: repeated syllables  Intersubjectivity: interacting to produce shared meaning (infants who don’t have the words to make requests use gestures) Semantics  Early vocabulary  Comprehension  Precedes production  Children can use gestures to convey more complex meanings than words alone  Vocabulary size  16 months: produce 55 words  23 months: produce 225 words  30 months: produce 573 words  6 years: produce 6000 words  By 6 years, children comprehend approximately 14,000 words  Word Growth:  General nominals: nouns (dog, ball)  Specific nominals: names (Mommy, Daddy, Rover)  Action words: verbs (go, up, look)  Modifiers: (big, all gone)  Others: personal social words (no, want, please), function words (the, is, for) spurt  Individual differences: although general nouns dominate the first 50 words there is variability in which words children  learn within the first 50. Some children focus on specific names for objects. Other children focus on social words. o Naming insight Underextensions and Overextensions  Underextension – using a word in an overly narrow context  Using the word ‘dog’ to refer to only one dog ‘Spot’ and no other dogs, or using the word shoes to refer to ‘sneakers’ but not Mom’s sandals.  Overextension – using a word in an overly broad context  Using the word ‘dog’ to refer to all furry creatures  Constraints on word learning  Fast mapping and the word spurt  The whole object assumption  Labels refer to the whole thing, not the thing’s parts  The taxonomic assumption  Words refer to things of the same kind or general category (not things that merely tend to occur with that object)  The mutual exclusivity assumption  If a word already exists for an object a new label will refer to an object part Fast Mapping - the ability to hear a novel phonological string once and map it to an object or action -early language: By the age of 2 years, children are acquiring 10 new words per day -Often they hear a novel phonological string once, and learn it = “fast mapping” Morphology  Morpheme: the smallest unit of meaning in a language  Free and bound morphemes  Free morphemes (words) stand alone  Bound morphemes cannot (e.g. un-, -s, -ed, -ing)  Wug test o Gleason Syntax - Knowing rules about how words may form legal combinations in sentences - We see evidence of syntax as earlier as 18-24 months of age in children’s productions - Two-word stage o Pivot grammars Pragmatics  Pragmatic knowledge: understanding the communicative functions of language  Discourse knowledge: understanding the mechanics of conversation (e.g. that people take turns when speaking)  Sociolinguistic knowledge: knowing how language differs as a function of the social class or status of the conversational partner or the formality of the setting.  Pragmatic principles  Quantity: be as informative as is required  Quality: be truthful, don’t make false statements, only make statements for which you have adequate evidence  Relation: be relevant  Manner: be clear, brief, unambiguous  Take turns: don’t interrupt, don’t monopolize conversation


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