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` Speech Production
` Speech Comprehension
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All babies make the samevariety of sounds
Crying, cooing, gurgling
Unlearned
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Repeated syllables (i.e. panpan, baba,gigi)
Most syllables basic Consonant (C) +Vowel (V)
Some simple closed syllables:C + V + C (panpan)
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` 6 months Distinctive babbling using some intonation of language
they hear
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` Advanced stage of babbling into uttering first
words
` Sounds in babbling not always immediately
realized in speech
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` Consonants acquired in front-to-back order
` /m/, /p/, /b/, /t/ & /d/ precede /k/, /g/ and /x/
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` Vowels acquired in back-to-front order
` /a/ (ball) & /o/ low preceding /i/ meet and / / (mu
d)
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` Two variables: Visibility of articulators
Ease of articulation
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` Child observes where speech sounds come
from
` Child notes relationships between sounds and
position of noticeable speech articulatorsparticularly mouth and lips /m/, /p/ & /b/ learned first
/k/, /g/, /s/ & /z/ learned later
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` Vowels are learned through trial and error
` Sounds closest to resting position ofarticulators (e.g. back vowels such as /a/(watch) learned first)
` Tense vowels such as /i/ (feet) learnedlater
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Naming, Holophrastic, Telegraphic,Morphemic
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` 4 months to 18 months, on average around 10months
` Children are said to have learned their firstword when: (1) they utter a recognizable speech form in
conjunction with (2) some object or event in the
environmentx i.e. da for daddy
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` Holophrastic holo whole phras phrase or sentence
` Single words to refer not only to objects butalso complex thoughts involving thoseobjects i.e. crying out mama when lost in departmental
store to mean I want mama One word to describe a thought that adults use
a whole sentence to describe
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` Complex situation described by a series of single-
word holophrases i.e. peach, Daddy, spoon
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` Around 2 years of age
` Childs utterance is like a telegram message (short
and mainly made up of content words)
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` Variety of purposes & semantic relations Language used to request, warn, name, refuse, brag,
question, answer questions and inform
Utterances involve semantic relations and conceptssuch as agent, action, experience, receiver, state,object, possession, location, attribution, equation,negation and quantification
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` Low incidence of function words (i.e. articles,
prepositions and the copula be) Nouns, verbs and adjectives mainly used
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` Close approximation of languages word order i.e My cup rather than Cup my
Not tired rather than Tired not
Child realizes that different word orders signal differentsemantic relations
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` Addition of function words and inflections toutterance
`
Function words Prepositions in and on
Articles the, a and an
Modals can and will
Auxilaries do, be and have
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` Inflections Plural /s/ on cats and /z/ on dogs
Tense markers /t/ past tense forms on worked
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` Three variables:(1) Ease of Observability of Referent
(2) Meaningfulness of Referent
(3) Distinctiveness of Sound Signal which Indicates the
Referent
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` The more easily a child can see or hear orexperience the referent in conjunction with thespeech sound spoken by others, the more likelysuch referents would be stored in memory i.e. Seeing a dog, smelling a cookie, hearing a car,
feeling hungry
i.e. The dog is barking as opposed to The dogbarked
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` Referent objects that interests the child and which
the child wants to communicate about will be
learned faster than those which the child lacks
interest
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` The greater the sound distinction involved, the
easier the morpheme signal will be learned. i.e. What is it? as opposed to Marys playing
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` Questions on morpheme acquisition order:
(1) Why are Progressive and Prepositions in
and on learned earliest?
(2) Why is Plural and Possessive learned beforeThird Person?
(3) Why is Past Irregular learned before Past
Regular?
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` The Progressive (continuing action) morpheme
involves actionof objects e.g. The dog is barking
The car is coming
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` Prepositions involve the physical location of
objects e.g. Doll in box
Doll on box
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` Why prepositions in and on are learned prior
to other prepositions:(i) They are sandwiched between two nouns which
can easily be observed in the physical environment
(ii) The referents remain stationary in physical space
with respect to one another in the physical space
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` The Plural and Possessive are more observable
and meaningful referents to the child than the
Third Person Singular e.g. Two cookies vs one cookie
Childs own toys vs another childs
toys
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` Third Person morpheme Object is less obvious and defined by a more abstract
relationship
Child must pick up the abstract first and second person
relationship (I and You) before making the Other (non-speaker, non-hearer) distinction
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` Abstract Relationship I changes on the basis of who is speaking
You changes according to who is listening
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` The idea of the Third Person presupposes
awareness of the Plural morpheme
` Third Person is only applied in the singular case
e.g.The boy wants candy
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` Without the Third Person Singular, the child can
still understand the speech of others and can still
be understood when he/she speaks
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` Irregular in
Present/Past: come/ came
go/ went
eat/ ate
break/ broke
fall/ fell
run/ ran
sing/sang
` Regular in
Present/Past: jump/jumped
jog/jogged
want/wanted
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` Irregular verbs highly important in everyday life
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Rule Formation for Negatives, Questions,Relative Clauses, Passives, and Other
Complex Structures
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` Affirmative: Kim is hungryNegative: Kim is not hungry
Kim isnt hungry
` Affirmative: Kim wanted some candy
Negative: Kim did not want any candy
Kim didnt want any candy
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` Rule:(a) If the verb is be, then NEG is
inserted after the copula be form
x e.g.Affirmative: Kim is happy
Negative: Kim is NEG happy
Kim is not happy
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` (b) If the verb is not be, then not is placed
before the verbx Affrimative: Kim wanted some candy
Negative: Kim not want + PAST some
candy
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` Insert do when the verb is one other than be Kim do not want + PAST some candy
do is not inserted if there is a model (will, can) or auxiliary
(be, have) present
e.g. Kim willnotwant to go
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` Kim do + PAST not want some candy
` *Kim did not want some candy
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` some must be changed to any Kim did not want any candy
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` Kim didnt want any candy
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` Affirmative :Kim wanted some candy
` Negative formation:Kim not want + PAST some candy
Kim do not want + PAST some candy
Kim do + PAST not want some candy
(cont. on next slide)
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Kim did not want some candy
Kim did not want any candy
Kim didnt want any candy
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` Period 1 e.g. No money, Not a teddy bear, No play that,
No fall, No the sun shining, No singing song
Negation marker (NEG) in the form of no or notplaced in front of the affirmative utterance (U)
NEG + Ux e.g. No fall
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` Period 2 I dont want it I dont know his name We cant talk You cant dance Book says no
Touch the snow no
That no Mommy
There no squirrels
He no bite you
I no want envelope
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` Negative marker appear internally within the
utterance
` Auxiliaries do and can appear with the negation
marker` dont and cant treated as single words
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` Period 3 Paul cant have one
This cant stick
I didnt did it
You didnt caught me Cause he wont talk
Donna wont let go
I am not a doctor
This not ice-cream
Paul not tired
I not hurt him
I not see you anymore
Dont touch the fish
Dont kick my box
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` Period before perfect negatives are formed
` Copula be and model will appear with
negation
` Imperative negation formed with do rather thanthe simple negative e.g. Dont touch the fish as opposed to Touch the
snow no
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` Child has idea when to insert do e.g. You didnt caught me
I didnt did it
Dont kick my box
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` Child also has idea when not to insert do e.g. I am not a doctor
Donna wont let go
` Child still makes errors but has grasped the
notion that do is not inserted when there is a
modal (can, will)
e.
g.
This cant stick
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` Minor problems such as assignment of tense to
AUX e.g. You didnt caught me
I didnt did it
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` Same basic syntactic considerations as in theformulation of negatives
` Declarative sentences with copula be, modal,
AUX, etc. must have that item in the front of thesentence in a question
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` Copula be is fronted e.g. John is a very tall boy
Is John a very tall boy?
` Modal is fronted e.g. Bobby can go to the store
Can Bobby go to the store?
` AUX is fronted e.g. Mary is singing now
Is Mary singing now?
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` For a lone verb (not a copula, no modal orAUX), AUX do must be added
` The tense shifts from the verb to the AUX
e.g.Kim wanted some candy
Did Kim want any candy?
AUX do added to the front, tense shiftsto AUX, lexical concord
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` who, what, where, when, how, why, etc.
` WH words are PRO (reduced substitute) formswhich substitute the phrase which is targeted for
questioning with an appropriate WH word
` Involves high degree of complexity which thechild must recognize and internalize
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` WH for Subject NP e.g. The girljumped on the table
Whojumped on the table?
WH for Object NP e.g. The girl hit the boy
Who(m) did the girl hit?
WH for Prep Phrase ofLocation
e.g. The baby is onthetable
Where is the baby?
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` Modal fronted to follow WH e.g. The monkey will be onthetable
Where will the monkey be?
` AUX fronted to follow WH e.g. The monkey is sitting onthetable
Where is the monkey sitting?
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` Rising intonation which may be used with single
words or phrases e.g. Sit chair?
Ball go?
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` Some set phrases with what and where Whats that?
Where cookie?
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` Use of WH questions tacked on the beginning of
an utterance e.g. Where my mittens?
What he can ride in?
Why kitty cant stand up?
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` Yes-No Type 1 fronting is used e.g. Will you help me?
` Yes-No Type 2 e.g. Did I caught it?
Does lion walk?
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` Emergence of tag questions with at first nonegation on the tag e.g. *Hell catch a cold, will he?
` Final emergence of correct form (acquired around4 years of age) e.g. We had fun, didnt we?
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` Reflects childs cognitive growth What and Where refer to concrete entities
Why, How and When refer to abstract concepts such
as motive, manner and time
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` Agent subject and object NPs are reversed e.g. The boy pushed the truck
Thetruckpushed the boy
` by appears before agent NP e.g. The truck pushed by the boy
` AUX be appears before the verb e.g. The truck be pushed by the boy
` AUX is assigned same tense as on verb e.g. The truck was pushedby the boy
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` Abbreviated (truncated) passive certain other subject NP not realized
e.g. The door was opened (subject NP
not realized)
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` Action verbs in passives are more easily
understood by children than stative verbs e.g. The mouse was bitten by the squirrel
(Action Verb)
The man was remembered by the
boy (Stative Verb)
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` Only at 13 years of age are children able to
produce agent-final full passives with by (The
door was opened by a man) and instrumental
passives using with (The door was opened
with a key)
` Children able to comprehend and respond to
such passive forms well before they are able to
produce them
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` Begins later than the other forms discussed earlier
(around 2 to 3 years old) and is completed at 11
years of age
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` Clauses attached to the end of utterances e.g. I want Bill to go
` Clauses that appear within utterances e.g. The man wholiveshere is gone
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` In the beginning, object complements such as I
wanna gohome appear (Object complement =
Object + another verb)
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` Later, WH-clauses appear with abstractadverbials e.g. Can I do it whenwe gethome?
` When, where and how emerge before the
nouns that they replace e.g. I show you where we went (adverb of place
where) a month before I show you the place we went(NP the place is used instead of the adverb oflocation)
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` Some complex grammatical structures may not be
acquired until the age of 10 or 11 years
` Application of Minimal Distance Principle (MDP)
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` Children confuse between: John told Bill to shovelthe driveway
JohnpromisedBill to shovel the driveway (application of
shoveling task to the closest noun which is Bill instead of
interpreting the meaning that John will do the work)
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` ask
` Children cannot distinguish between: I asked Mary what to do (Where I is the subject of do)
I told Mary what to do (where Mary is the subject of
do)
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II. Development of Speech Comprehension
III. The Relationship of Speech Production,
Speech Comprehension and Thought
IV. Parentese and Baby Talk
V. Imitation, Rule Learning and Correction
VI. Learning Abstract Words
VII. Memory and Logic in Language Learning
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` Can speech sounds reach the fetus while it is still
in the womb?
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` The mothers speech sounds were found to be
able to reach the ear of the fetus but whether the
ear of the infant is developed enough to send the
signals to the brain is unknown
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` Infants are able to distinguish their mothers voice
over the voice of another womans
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` Infants: may prefer their native language at birth
show a preference for the language that their mothersspoke during pregnancy
are able to tell intonational differences between thelanguage their mother spoke and another language
` But does this perception begin in the womb orafter birth?
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` Language knowledge displayed by mute people Christopher Nolan
Anne McDonald
Rie
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` Mutes (with normal hearing and undamaged
intelligence) can develop the ability to
comprehend speech without being able to produce
speech
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` Speech Comprehension develops in advance of
speech production
` As comprehension of a word, phrase or grammar
is formed, some of the learning is produced in
speech
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` Speech comprehension necessarily precedesspeech production
` Children will not learn a language if all they areexposed to are speech sounds
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` Children must be exposed to speech which they
can relate to objects, events and situations in their
physical environment as well as subjective events
in their minds such as pain, hunger and desire.
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` The sound form must be associated withsomething that gives a clue to its meaning
` Repeating a words or phrases that they hear is notevidence of learning
` Learning has only taken place when speechsounds are used appropriately
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` The meanings underlying speech comprehension
are concepts in a persons mind
` Speech sounds on its own are simply sounds
which signify nothing
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` Thought provides the basis for speech
comprehension which then provides the basis for
speech production
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` Speech that children receive when they are young
` Also referred to as Motherese, caregiver
speech, Adult-to-Child Language (ACL) and
Child-Directed Speech (CDS).
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` A child receives input from many sources: mother, father, siblings, relatives, friends, etc.
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` (1) Immediate and concrete` (2) Grammatically correct input
` (3) Short sentences and simple structures
` (4) Simple and short vocabulary
`
(5) Exaggerated intonation, pitch and stress` (6) Older children too adapt their speech
` (7) Fathers speech is different from mothers speech
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` Parents talk to their children about what ishappening in the immediate environment e.g. The dog wants water
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` Speech is highly grammatical and simplified
` Useful for the child who is discovering the
structures that underlie sentences
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` Short sentences with simple instead of complexstructures e.g. The dog wants water instead of
The dog which has been running a
lot wants to drink some water.
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` Vocabulary used is simple and restricted e.g. see instead of notice
hard instead of difficult
` Simplified phonology and structure Consonant + Vowel patterns
e.g. mama, wawa and byebye instead of mother,
water and goodbye
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` Adults use exaggerated intonation and a slowertempo and frequently repeat or rephrase whatthey or their children say
` Higher pitch, slower speech with more andclearer pauses between utterances and moredistinctive stress on words than when speakingto adults
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` Adult speech to children refers more to the contextof the conversation and often serves to clarify the
childrens utterances
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` e.g.4-year-olds adapt their speech when talking to2-year-olds
` Non-parents also simplify their speech
` The simplification of speech may be a universal
phenomenon
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` Fathers use different pragmatic approaches
in the speech they use with children
` Fathers more often wait for children to initiate
conversations, show more control through
directives and imperatives and use more
difficult vocabulary
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` Child is forced to make more adjustments towardsthe fathers speech which direct the child towards
more complex use of speech in order to
communicate
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` The fathers different speech style acts as abridging device between the close child-mother
communication and communication with others
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` A form of Parentese but with its owncharacteristics
` Baby Talk involves the use of vocabulary and
syntax that is overly simplified and reduced
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` Parents learn Baby Talk from other adults
` Involves standardized vocabulary
(It is standard in the sense that such vocabulary
is culturally transmitted over generations)
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` Modifications in vocabulary e.g. bow-wow (dog) and choo-choo
(train) in English
wan-wan (dog) and bu-bu (car)in Japanese
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Main sound structure: C + Vsyllable unit which is often reduplicated
- It can also involve a closed syllable
[C+V+C] x N (where N can be any number)
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` Onomatopoeic Sounds which various things make
e.g. English bow-wow and Japanese wan-wan are
simulations of the barking of dogs
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` Baby Talk can also be unique to a family and notused outside of the family e.g. One child in attempting to say vomit said vompo
instead. The parents used the word vompo after that
incident when referring to vomit
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` Common to add /iy/ to words ending in aconsonant e.g. birdy for bird, horsy for horse and kitty for kitten
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` Syntax is less prominent than vocabulary in BabyTalk
` Similar to childrens telegraphic stage of speech
production e.g. Mommy give Tommy banana instead of I will give
you a banana
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` No reason to think it is harmful
` Reinforces solidarity between parent and child
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` Studies show a positive but small effect
` Parentese may be effective only for very young
children
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` Imitation applies only to speech production andnot to speech comprehension
` Children learn to pronounce sounds and words
through imitation
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` Imitation is not involved in the construction ofsentences.Abstract rules cannot be imitated.
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` Children often produce ungrammatical words suchas: sheeps, mouses, and gooses, regarding the PLURAL
goed, comed, falled, and breaked, regarding the
PAST
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` Not the result of imitation as nobody says thesewords for them to imitate
` Ungrammatical sentences: e.g. No heavy and No the sunshine, regarding the
Negative When we can go? and He is doing what?, regarding the
Question
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` Children learn the PLURAL morpheme and thePAST tense morpheme and apply those to new
cases
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` When learning the meaning of words, childrenbegin with the concrete and go on to the abstract
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` Order of learning abstract words:1. physical objects (mama, dog, ball, table)and direct activities (run, jump, play, give)
2. relations and statives (on, sitting)
3. mental experiences and relations (hungry,hurt, happy, want)
4. utterances (Mary hurt, John thirsty and Kittywant eat)
5.complex abstract ideas (I (speaker), you(listener), truth, lie, guess, hope, idea,
thought)
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` Child makes inferences from what people say andon the basis of what happens in the environment
and the mind
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` e.g.Learning the word hurt Child takes note when the word is spoken by others and
the situations in which they occur.
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` Child must remember: a multitude of words, phrases and sentences along with
the contexts, both physical and mental in which they
occurred
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` Two basic types of memory for language learning:(i) Associative learning
(ii) Episodic memory
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` Connection formed between object and sound-form of the object
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` Whole events or situations are remembered withphrases and sentences that others have spoken
` Essential for determining the syntactic structures
such as the Negative, Question, etc. andstructures must be associated with variousdegrees of politeness
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` Children use both inductive and deductive logicwhen analysing words and sentences and the
formulation of grammar and strategies
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` Inductive analyses in learning basic morphemes,e.g. Progressive, Plural and Third Person
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` 1. Search for characteristics in the speech` 2. Characteristics are then related to objects,
situations and events
` Abstract rule or principle is gleaned on the basis ofactual data
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` Children use deductive logic which reflect theconceptualization and thinking on their part
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` e.g. You have more than me! Premise 1: You have more cookies than me
Premise 2: We should have an equal amount
Premise 3: You should give me some of your
cookies and make it equal