CD 305: Final Exam Review PDF

CD 305: Final Exam Review Theories of language acquisition Tools for measuring language acquisition Evidence from typical and atypical development Models of language acquisition as applied to disorders (incidence in population) How did your understanding of language acquisition...

CD 305: Final Exam Review Theories of language acquisition Tools for measuring language acquisition Evidence from typical and atypical development Models of language acquisition as applied to disorders (incidence in population) How did your understanding of language acquisition change over this semester? Observation Analysis Hypothesis Measures Variables  Anatomy /physics Respiration - phonation – resonation - articulation Speech articulators Sign language articulators Linguistic system (components/levels) Phonology phonemes, phonological rules Morphology bound and free morphemes Semantics mental lexicon Syntax word class; word order; syntactic rules Prosody suprasegmental features, intonation Pragmatics context, turn-taking  Charles Hockett (1960) Design feature Meaning Vocal-auditory channel Mouth and ears are used for production and perception Broadcast transmission/ Range of communication directional reception Rapid fading Communication must be perceived immediately Total feedback Humans monitor the signal they produce Specialization Speech serves only the purpose of communication Arbitrariness Most words’ form has no connection to meaning Discreteness Inventory of sounds is limited (words also, to a degree) Duality of patterning Existing phoneme inventory is used for new words/messages Interchangeability Any human can use linguistic means others use Semanticity/indexicality Words have inherent and contextual meaning Productivity Can form new messages that did not exist before Displacement Ability to talk about remote events (in time, place) Recursion Ability to ‘stack’ linguistic forms Prevarication (lying) Non-cooperative communication Reflexivity Meta-linguistic ability Learnability Is not entirely innate, but learned in a specific environment  B.F. Skinner (1957) Operant Reinforcement Shaping Chaining  Noam Chomsky (1965) Surface structure. Deep structure. Phrase structure rules. Transformation rules.  Joseph Greenberg (1966) Language universals: word order; modifier location; number “When any or all of the items (demonstrative, numeral, and descriptive adjective) precede the noun, they are always found in that order. If they follow, the order is either the same or its exact opposite.” Kemmerer, D., Weber-Fox, C., Price, K., Zdanczyk, C., & Way, H. (2007). Big brown dog or brown big dog? An electrophysiological study of semantic constraints on prenominal adjective order. Brain and Language, 100(3), 238-256.  Jean Piaget (1896 –1980) Stages of cognitive development (order!): sensorimotor pre-operational concrete operational formal operational Schema (pl. – schemata) Assimilation Language Accommodation input Equilibrium  Lev Vygotsky (1920s) Social interaction (individual) is crucial for both language and cognitive development Private speech Zone of proximal development (ZPD)  Linda Smith (1994) Dynamic Systems Theory Perception and cognition develop in contact Language development proceeds on individual timescale, affected by concurrent development of perception, cognition, social environment Social contact & joint attention are important for development Shape bias McGurk effect  Language development: 0 to 24 months 2-preschool School age (reading, writing)  Early sounds (ordering + age) Reflexive cries (0 – 1 months) Vegetative sounds (0 – 1 months) Cooing (1 – 4 months) Differentiated crying (1 – 4 months) Laughing (4 months) Babbling: Marginal babbling (5 months – CV) Reduplicated (6-8 months CV CV CV) Variegated babbling (8-12 months CVC, VCV) Jargon babbling (8-12; melody overlay) Vocables (8-12; protowords, performatives)  Word and sentence emergence First words: nouns Sentential word order (in English): Subject – Verb – Object Emergence of words in sentences: Verb – Object Subject – Verb – Object  Good language sample: Reliable = representative of what this child can say Not reliable: in a child who is in a bad mood, tired, or sick at the time of sample recording Valid = representative in comparison to other children Not valid: a just-English sample from a bilingual child Specific morphemes to look out for:  Mean Length of Utterance (MLU) When is a word more than one morpheme? dogs (plural; but also: mice) daddy’s (possessive) playing (if denotes present progressive) sits climbed (but also irregular past tense: went ) he’s ; we’ll (contractions, if a child is able to use non-contracted form)  MLU When does a word not count? night-night (learned reduplication) um (filler – in the utterance!) false starts (“I I I I went home early today”) Names of teams, places (Eiffel Tower).. any memorized repetitions MLU and age, approximations Syntactic development: questions Question types are understood before they are produced; but it is difficult to know when, since toddlers don’t always cooperate in conversation. Production of questions, examples: Three periods in the development of interrogative forms: – Late stage 1-Early stage 2 (MLU 1.5-2.5): “Go bye-bye?” (with rising intonation) – Late stage 2-Early stage 3 (MLU 2.25-2.75): “What mommy doing?” – Late stage 3-Early stage 4 (MLU 2.75-3.5): “Why is he eating?” (cause question – requires appropriate cognitive skills) Yes/no questions: between the ages of 25-28 months. stage 2: what and where questions are added. stage 3: to invert auxiliary/copular verbs to ask yes/no questions stage 3: added who (Agents/Subjects!), why, and how.  Vocabulary expansion (from category prototype) – Sorting words into categories syntagmatic-paradigmatic shift describes a reorganization process in which a child moves from responding to a word according to its syntactic role to responding to a word in a paradigmatic manner based on the semantic features of the word. Mommy – kiss (as happens in a sentence: syntagm) Mommy – Daddy (semantic category “parents”: paradigm)  Classification of English consonants in traditional (articulatory) phonetics Place of articulation Voicing /fæt/– /væt/ Manner of articulation (cognate pair)  Intelligibility norms extent to which others are able to understand the child: intelligibility Age % intelligibility 2 50% 3 75% 4 90-100%  Sound production: Typical vs. atypical Typical Atypical Fronting Backing /date/ for gate /gop/ for top Stops for fricatives Fricatives for stops /dat/ for that /su/ for do Glides replacing r, l, Stops replacing glides /wabit/ for rabbit /darn/ for yarn Final consonant deletion Initial consonant deletion /ka/ for cat /at/ for cat  Social/cultural dialect 1. A common language, pidgin, develops as speakers of a nondominant language accept key words from the dominant language (but still use native syntax). 2. When the pidgin becomes the primary language of a group of people, it is called a creole language. At this point, the original nondominant language ceases to exist. 3. As the language evolution continues, the creole language becomes increasingly similar to the language of the dominant culture, a process called decreolization. A child born into pidgin environment speaks... Communicative Disorders  Autism spectrum Definition Incidence/prevalence (https://www.cdc.gov/ncbddd/autism/data.html) US: 1 in ~36 kids; 1M:4F (females UNDERdiagnosed) Diagnostic criteria Language, RRB, social Age of diagnosis (typical/possible) ADOS: from 18 months (independent mobility + language delay)  Dyslexia Definition Incidence/prevalence – 15% (!!!) Diagnostic criteria depends on subtype audition – vision phonological segmentation phoneme – grapheme correspondence meaning extraction (memory and attention) Age of diagnosis (typical/possible)  SLI/DLD Definition Incidence/prevalence – 11% Diagnostic criteria delay in 1 or more domains of language Age of diagnosis (typical/possible) can be from 2 years + typically much later  Stuttering Definition Incidence/prevalence 5% go through a period of stuttering 1% have lifelong difficulties Diagnostic criteria 3 disfluencies per 100 words Age of diagnosis (typical) 2-5