EXPERIMENTAL PARADIGMS IN DEVELOPMENTAL PSYCHOLINGUISTICS Zsuzsanna Schnell Ph. D. student Institute of Psychology University of Pécs.

EXPERIMENTAL PARADIGMS IN EXPERIMENTAL PARADIGMS IN DEVELOPMENTAL DEVELOPMENTAL

PSYCHOLINGUISTICSPSYCHOLINGUISTICS

Zsuzsanna SchnellZsuzsanna SchnellPh. D. studentPh. D. studentInstitute of PsychologyInstitute of PsychologyUniversity of PécsUniversity of Pécs

Language acquisitionLanguage acquisition

journey that begins in the womb and journey that begins in the womb and continues throughout childhood, early continues throughout childhood, early adulthood and even beyond.adulthood and even beyond.

past: acquisition literature situated the past: acquisition literature situated the onset of lg at about 12 months – when 1st onset of lg at about 12 months – when 1st recognizable words are produced - hence recognizable words are produced - hence focus on focus on productionproduction

BUTBUT new methods: new methods: LA starts with PROCESSINGLA starts with PROCESSING paves the way, fetus eavesdropping -> prosody, paves the way, fetus eavesdropping -> prosody,

intonation of mother tongue -> segmentation of intonation of mother tongue -> segmentation of speech stream, familiarizing with mother’s voice speech stream, familiarizing with mother’s voice and mother tongueand mother tongue (Karmiloff-Smith – Karmiloff 2002). (Karmiloff-Smith – Karmiloff 2002).

Findings of modern Findings of modern psycholinguistic psycholinguistic

experimentsexperiments what the child understands is much more what the child understands is much more

indicative of their stage in LA indicative of their stage in LA they actually have a knowledge that is not they actually have a knowledge that is not

displayed in their utterances (espec. late starters displayed in their utterances (espec. late starters age 3) age 3)

same is true for L2 learners.same is true for L2 learners. bias for production: behaviorist viewsbias for production: behaviorist views 1960’s Chomsky’s views revolutionarized 1960’s Chomsky’s views revolutionarized

psycholing. research psycholing. research focus shifted from production to comprehensionfocus shifted from production to comprehension

TypologyTypology

Distinction based on:Distinction based on:

1. Sample: 1. Sample: LongitudinalLongitudinal vs. vs. Cross sectionalCross sectional 2. Method: 2. Method: ObservationObservation based based (diaries, (diaries,

questionnaires)questionnaires) vs.vs. ExperimentalExperimental 3. Temporal aspect:3. Temporal aspect: Pre-natal Pre-natal vs. vs. Post Post

natalnatal 4. Linguistic behavior: 4. Linguistic behavior: Pre-verbalPre-verbal vs. vs.

VerbalVerbal

Research methods in the Research methods in the study of language study of language

developmentdevelopment Diaries and parental reports: Diaries and parental reports: as early as 18th century – own children, diaries.as early as 18th century – own children, diaries. remain a valuable source, remain a valuable source, !: !: misleading: tempted to write down unusual, misleading: tempted to write down unusual,

or interesting,or interesting, and not the ordinary but relevant. and not the ordinary but relevant. new version: McArthur Communicative new version: McArthur Communicative

Development Inventory (CDI) Development Inventory (CDI) by Larry Fenson et by Larry Fenson et al. al.

checklist prepared by psycholinguists checklist prepared by psycholinguists distributed to parentsdistributed to parents

has been validated in laboratory settings.has been validated in laboratory settings.

Advantages vs. Advantages vs. DisadvantagesDisadvantages

ADVANTAGES: natural setting, family ADVANTAGES: natural setting, family contextcontext

fast, no funding neededfast, no funding needed no trainino traininng requiredg required DISADVANTAGES: not suitable for older DISADVANTAGES: not suitable for older

children, whose lg use is more complexchildren, whose lg use is more complex may be misleadingmay be misleading ALL IN ALL: If used correctly, the home-ALL IN ALL: If used correctly, the home-

based parental questionnaire is a reliable based parental questionnaire is a reliable indicatorindicator

Observational dataObservational data

first motivation: reconcile allegationsfirst motivation: reconcile allegationsof revolutionary nativism: UG, LADof revolutionary nativism: UG, LAD first: tape recordings first: tape recordings transcripts. transcripts. Roger Brown 1960-ies, Harvard: Roger Brown 1960-ies, Harvard:

longitudinallongitudinal study, studying the lg dev.study, studying the lg dev.

of Adam, Eve and Sarah.of Adam, Eve and Sarah.

transcripts fostered our understading of child transcripts fostered our understading of child grammar, acq. of basic sentence structuresgrammar, acq. of basic sentence structures

still a major research designstill a major research design

Advantages vs. Advantages vs. disadvantagesdisadvantages

ADVANTAGES: Observation allows indirect ADVANTAGES: Observation allows indirect scrutiny, metalinguistic competence is not a scrutiny, metalinguistic competence is not a must. must.

rich source of data. rich source of data. focus on environmental factors and on focus on environmental factors and on

influence of socialization influence of socialization (effect of parental input).(effect of parental input).

DISADVANTAGES: longitudinal studies are DISADVANTAGES: longitudinal studies are - confined to a small n. of children- confined to a small n. of children (luckily results (luckily results

are representative of allare representative of all children)children)!:transcripts may not include all situational factors, social !:transcripts may not include all situational factors, social

and contextual effectsand contextual effects- Difficulties arise from individual encoding – devising their - Difficulties arise from individual encoding – devising their

own system, rendering it unusable for others.own system, rendering it unusable for others.

CHILDES – The Child Language CHILDES – The Child Language Data Exchange SystemData Exchange System

http://childes.psy.cmu.eduhttp://childes.psy.cmu.edu unified approach unified approach standardization in research methods, standardization in research methods, of recording and analyzing data on child language of recording and analyzing data on child language

production.production. 1980’s: Brian MacWhinney and Catherine Snow 1980’s: Brian MacWhinney and Catherine Snow

proposed setting up a computerised data-base that proposed setting up a computerised data-base that would be available for the entire academic would be available for the entire academic community.community.

CHILDESCHILDES http://childes.psy.cmu.eduhttp://childes.psy.cmu.edu

the database can be accessed worldwide, to the database can be accessed worldwide, to which relevant material can be contributed in a which relevant material can be contributed in a standard format.standard format.

today contains data from 22 lgstoday contains data from 22 lgs on both first LA and second lg learning on both first LA and second lg learning from normally and from atipically developing from normally and from atipically developing

childrenchildren from early mother-child dialogues to lengthy from early mother-child dialogues to lengthy

narratives, monologues narratives, monologues prosody, stress, pause patterns, metalinguistic prosody, stress, pause patterns, metalinguistic

fators. fators. Allows initial assessment of hypotheses.Allows initial assessment of hypotheses.

Longitudinal vs. Cross-Longitudinal vs. Cross-sectional studiessectional studies

Cross sectional studies: gather groups of Cross sectional studies: gather groups of children to assess their abilitieschildren to assess their abilities

compare performance of groups.compare performance of groups. ADVANTAGES: allows to obtain a great deal ADVANTAGES: allows to obtain a great deal

of data in a short time, of data in a short time, large samples yield results that can be large samples yield results that can be

generalized.generalized.

Cross Sectional or Longtiud. studies can be Cross Sectional or Longtiud. studies can be either either ObservationalObservational or or ExperimentalExperimental..

Observational studiesObservational studies

The researcher tries not to interfere with The researcher tries not to interfere with the subject’s natural use of lg. the subject’s natural use of lg.

a.) a.) NaturalisticNaturalistic O.S. - focus on real-life O.S. - focus on real-life situations situations linguistic socialization, linguistic socialization, env. factors shaping LAenv. factors shaping LA

b.) b.) ControlledControlled O. S. – laboratory setting O. S. – laboratory setting and props are the same for all subjects and props are the same for all subjects (puppets).(puppets).

Experimental studiesExperimental studies

Do involve interference from the part of the researcher.Do involve interference from the part of the researcher. WUG test - Jean Berko Gleason ’50-ies – Elicited WUG test - Jean Berko Gleason ’50-ies – Elicited

Production experiment Using Nonce Words.Production experiment Using Nonce Words. m.i.: when prompted by the linguistic context in m.i.: when prompted by the linguistic context in

which the term appears, children will transform which the term appears, children will transform these so as to obey the grammatical rules. these so as to obey the grammatical rules.

picture shown and is told it is called a „wug”. picture shown and is told it is called a „wug”. Then subject is shown another „wug” and told: Then subject is shown another „wug” and told: „„So now there are 2 of them.”So now there are 2 of them.” And asked: And asked: „„Now I have Now I have two…?”two…?” Expected answer: Expected answer: „wugS”.„wugS”.

2. 2. Every day I „gorp”. Just like every day, yesterday I……….?Every day I „gorp”. Just like every day, yesterday I……….? „GORPED”.„GORPED”.

Observational vs. Observational vs. Experimental studiesExperimental studies

OS: we do not know for sure if plural marker „s” OS: we do not know for sure if plural marker „s” is consciously put there, or blind imitationis consciously put there, or blind imitation

ES: semi-controlled setting, eliciting the plural ES: semi-controlled setting, eliciting the plural marker marker RULE application RULE application true status of true status of grammatical markersgrammatical markers

DISADVANTAGE of ES:DISADVANTAGE of ES: Rigidly controlled settings may mean difficulties, Rigidly controlled settings may mean difficulties,

such demands of the experimental task may such demands of the experimental task may distort validity and reliability of results.distort validity and reliability of results.

It is therefore important to verify that such It is therefore important to verify that such patterns are present in natural speech.patterns are present in natural speech.

PREVERBAL I.PREVERBAL I.Pre-natal Studies of speech Pre-natal Studies of speech

perceptionperceptionPrenatal Prenatal ((fetal):fetal):from 6th month of gestationfrom 6th month of gestationmethod: microphone placed outside the womb,method: microphone placed outside the womb,

measure modifications in:measure modifications in:a.) a.) Cardiac acceleration/decelerationCardiac acceleration/deceleration: : festus shows sensitivity to changes festus shows sensitivity to changes in lgic stimuli (habituation)in lgic stimuli (habituation)

b.) b.) Fetal movement Fetal movement (kicking rate) (kicking rate) corresponds to changes in stimuli (US)corresponds to changes in stimuli (US)

PREVERBAL II. PREVERBAL II. Post-Natal Studies of Post-Natal Studies of

speech perceptionspeech perception

HASP: HASP: High Amplitude Sucking ParadigmHigh Amplitude Sucking Paradigm?: categorical perception of infants ?: categorical perception of infants capitalizes on natural sucking instinctcapitalizes on natural sucking instinct

using sucking rate using sucking rate as measure of interestas measure of interest habituation / dehabituationhabituation / dehabituation

paradigmparadigm

If baby starts sucking vigorously If baby starts sucking vigorously can can /continue to decline /continue to decline can/’t discriminate sounds / m’s voice can/’t discriminate sounds / m’s voice

……with older childrenwith older children

Conditioned head-turn paradigmConditioned head-turn paradigm (Polka, Jusczyk, Rvachew 1995)(Polka, Jusczyk, Rvachew 1995) - with infants 6-18 months of age- with infants 6-18 months of age-a stimulus sound is presented -a stimulus sound is presented repeatedlyrepeatedly

- - Whenever there is a change in a stimulus, an electric toy (to the side of the child’s line of to the side of the child’s line of vision.vision. ) is lit up and activated.

Eventually the child learns to anticipate ventually the child learns to anticipate that sound changes provoke a visual that sound changes provoke a visual display, and they will turn their head to display, and they will turn their head to look for it when hearing a sound change.look for it when hearing a sound change.

methods for studying methods for studying comprehensioncomprehension …beyond speech …beyond speech (sound) perception(sound) perception preferential looking paradigm preferential looking paradigm (Hirsh-Pasek – Golinkoff 1996). (Hirsh-Pasek – Golinkoff 1996).

capitalizes on capitalizes on differential lookingdifferential looking behavior behavior when given a choice from 2 displayswhen given a choice from 2 displays

child grammarchild grammar: passive voice : passive voice lexiconlexicon: pictures of objects, animals : pictures of objects, animals (nouns)(nouns)

m.i.: child will look longer in the direction of the named m.i.: child will look longer in the direction of the named object if they understand the word / construction.object if they understand the word / construction.

if neither object corresponds to the experimenter’s label, if neither object corresponds to the experimenter’s label, then they will look at both stimuli for eqivalent periods of then they will look at both stimuli for eqivalent periods of time. time.

the same holds if the baby does not know the word.the same holds if the baby does not know the word.

……in the verbal stagesin the verbal stages

elicited responseelicited response, , interviewsinterviews (monologue, retelling an (monologue, retelling an adventure>5 yrs).adventure>5 yrs).

Off-line techniquesOff-line techniquesmeasure comprehension by getting children measure comprehension by getting children a.) a.) perform an actionperform an action (act out)(act out)b.) b.) retell the eventretell the event after hearing a linguistic stimulus after hearing a linguistic stimulusc.) pc.) picture pointingicture pointing – subject is asked to point to the pic. that – subject is asked to point to the pic. that

depicts the action in the experimenter’s utterance. depicts the action in the experimenter’s utterance. The dog pushes the cowThe dog pushes the cow vs. vs. The cow is pushed by the dogThe cow is pushed by the dog (active vs. passive)(active vs. passive)

DISADVANTAGE: DISADVANTAGE: experimenter influences answers (multiple choice)experimenter influences answers (multiple choice)- involves - involves consciousconscious decisionsdecisions and reflections by the child and reflections by the child

(performance limitations) (metalinguistic competence.)(performance limitations) (metalinguistic competence.)

On-line techniques I.On-line techniques I.

- measure language processing as it occurs measure language processing as it occurs in real timein real time..- e.g.: distinction between transitive vs. intransitive e.g.: distinction between transitive vs. intransitive

verbs.verbs.

- II. Task. Task: to listen for a particular word, e.g. „DOG”. : to listen for a particular word, e.g. „DOG”. - The subject is asked to push a button as soon as they The subject is asked to push a button as soon as they

hear the target word. hear the target word. - a.) a.) The boy was out on a walk and he watched a DOG passing by.The boy was out on a walk and he watched a DOG passing by.- b.) b.) The boy was out on a walk and he watched The boy was out on a walk and he watched to*to*a DOG passing by.a DOG passing by.- If they are sensitive to in-/transitive distinction, it will If they are sensitive to in-/transitive distinction, it will

take take longerlonger to react in the to react in the erroneouserroneous case (watched case (watched to* a DOG…)to* a DOG…)

- because the processing of ungrammatical structures because the processing of ungrammatical structures will will take longertake longer if they have already acquired the if they have already acquired the correct grammatical rule.correct grammatical rule.

On-line techniques II.On-line techniques II.

- Non-invasive brain imaging studiesNon-invasive brain imaging studies: HD Event : HD Event Related Potential (ERP) Studies measuring Related Potential (ERP) Studies measuring electric activity in brain areas.electric activity in brain areas.

- Eye-tracking experiments Eye-tracking experiments (head-mounted (head-mounted and remote eye-tracking systems) (syntactic and remote eye-tracking systems) (syntactic parsing, topicality, idiom research looking parsing, topicality, idiom research looking time – segmentation correlation).time – segmentation correlation).

- Reaction-time techniquesReaction-time techniques: computers : computers measure reaction time in milliseconds. Time measure reaction time in milliseconds. Time correlates with parsing difficulties (gaden-correlates with parsing difficulties (gaden-path sentences).path sentences).

Advantages vs. Advantages vs. DisadvantagesDisadvantages

of on-line methodsof on-line methods- ADVANTAGES: ADVANTAGES: - fast, accurate, fast, accurate, - reveals fine-grained differences in performance, reveals fine-grained differences in performance, - memory is not overburdened, does not require memory is not overburdened, does not require

reflection, since it is unconscious. reflection, since it is unconscious. - reveal competence off-line don’t (focus on reveal competence off-line don’t (focus on

comprehension)comprehension)- online: investigates the online: investigates the interactioninteraction between between

competence and performance factors.competence and performance factors.

- DISADVANTAGES: DISADVANTAGES: - difficult to design, difficult to design, - fallible, detail sensitive.fallible, detail sensitive.

ConclusionsConclusions

Innovative Innovative ExperimentalExperimental techniques techniques counterbalance the limitations of a counterbalance the limitations of a purely observational researchpurely observational research

Passive is morePassive is more Processing paves the wayProcessing paves the way Experimentally gained data needs to Experimentally gained data needs to

be complemented by be complemented by observationsobservations of of natural linguistic performance natural linguistic performance (social (social factors).factors).

Thank you Thank you for your for your

attention!attention!

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College Publishers. Orlando, FL.College Publishers. Orlando, FL.Karmiloff-Smith, A. – Karmiloff, K. (2002). Karmiloff-Smith, A. – Karmiloff, K. (2002). Pathways to LanguagePathways to Language. .

Harvard University Press.Harvard University Press.Sowden, H. (2008). Sowden, H. (2008). Developmental Psycholinguistics. On-line methods in Developmental Psycholinguistics. On-line methods in

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