Ling 51/Psych 56L: Acquisition of Language Lecture 15 Lexical development IV
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Ling51/Psych56L:AcquisitionofLanguage
Lecture15LexicaldevelopmentIV
Announcements
Beworkingonreviewquestionsforlexicaldevelopment
HW4due11/13/17
Bringquestionsforin-classreviewon11/13/17
Thedifferenceafter50words
Upto50words:about8-11wordsaddedeverymonth,addingwordsisaslowprocess
After50words:about22-37wordsaddedeverymonth,wordsoftenaddedafterasingleexposure
Calledthe“wordspurt”,“wordexplosion”,“namingexplosion”.Occursformost(butnotall)childrenaround18months.
Awordspurt
fromPlunkett1993
FromSamuelson&McMurray2017“…arapidaccelera^onofthepaceatwhichtoddlersaddnewwordstotheirproduc^vevocabulary…anonlinearshi_invocabularydevelopment.”—>bigslopeofline.
Doeseverychildhaveawordspurt?
Goldfield&Reznick1990
Someseemto(13of18)
Doeseverychildhaveawordspurt?
Goldfield&Reznick(1990)
Othersdon’t(5of18)
Leveragingknownwords
OnBorovsky,Ellis,Evans,&Elman2015:“Childrenleveragetheirearlyworldknowledgeto
helpthemunlocktheirlanguageskills.Knowingafewrelatedwordshelpschildrenrecognizelinksbetweennewwordmeanings,andthiscouldbeaveryusefulstrategyforhelpingchildrenlearnvocabularyearlyinlife.Thismightbepartoftheexplanationforwhychildrenbegintostart'talkingupastorm'betweentheagesof18-24months.”—ArielleBorovosky
https://www.sciencedaily.com/releases/2015/10/151012132455.htm
Causesofthevocabularyspurt
Samuelson&McMurray2017:“actuallythenecessaryconsequenceoftwobasic
factsaboutwordlearning:(1)childrenlearnmultiplewordsatonce,and(2)thosewordsvaryindifficulty(withmostwords
beingmoderatelydifficult).”
“thecombina^onofthesetwothingsalwaysproducesanaccelera^nglearningcurve”
Causesofthevocabularyspurt
Frank,Lewis,&MacDonald2016:Theimpactofdevelopingprocessingabilities“difficultiesusingknowledgeorrepresentations
thattheyneverthelesspossess”
“anycognitiveoperationrequiresmultiplesteps,eachofwhichrequiresometimetocompleteandhavesomeprobabilityoffailure…”
“…eventhesimplestwordlearninginputforobjectreferentsinvolvesfollowingsomekindofalen^onalcue(e.g.,gazeorpoin^ng)toadistaltargetandthenprocessingsomekindoflinkbetweenawordandthetargetreferent…”
Causesofthevocabularyspurt
Frank,Lewis,&MacDonald2016:Theimpactofdevelopingprocessingabilities“difficultiesusingknowledgeorrepresentations
thattheyneverthelesspossess”
Theseabilities“developdramaticallyoverthefirsttwoyearsandbeyond”,whichleadstobetterabilitytolearnandusevocabulary.
Wordcomprehension
Thewordspurtreferstowordschildrenactuallyproduce.However,anotherwaytotestchildren’sdevelopinglexiconsisviatheircomprehensionofwords.
Productionusuallylagsbehindcomprehension.Ex:At16months,childrentypicallyproducelessthan50words,but
parentsreporttheycomprehendbetween92and321words.
Productionvocabulariesaredifferentfromcomprehensionvocabularies.(Thismaybebecausecommunicationworksjustfinewithaminimalverbvocabulary.Ex:goisveryversatile.Go+night-night,go+car,go+park,etc.)
Howlearningworks: Linksbetweenphonologyandwordlearning
phonologicalmemory=abilitytorememberasequenceofunfamiliarsounds
Children’sphonologicalmemoryhasbeenlinkedtotheirvocabularysizefrom22monthsupto9yearsold.(Thismakessensesincetheabilitytoremembertheformsofnewlyencounteredwordswouldbevitalifachildwantstolearnthemappingbetweensoundandmeaning.)
Howlearningworks: Linksbetweenlabelingandwordlearning
[Extra]
Ferguson,Havy,&Waxman(2015)foundthat12-month-oldswhorecognizethatdifferentlabelsindicatedifferentcategorieshavealargervocabularyat18months.
Whatthismeans:Recognizingthatwords(labels)denotespecificconcepts.
https://www.sciencedaily.com/releases/2015/08/150831135841.htm
Howlearningworks: Linksbetweenmothereseandwordlearning
Ma,Golinkoff,Houston,&Hirsh-Pasek(2011)foundthat21-month-oldslearnbetterfromchild-directedspeech(ascomparedtoregularadult-directedspeech).
Whatthismeans:Rememberthatmotheresehasexaggeratedprosody,andwhenlearningnovelwordsearlyoninlexicaldevelopment,childrenrelymoreonprosodiccues.Also,theexaggeratedprosodymaygetchildren’sattentionmore.
Howlearningworks: Linksbetweenmothereseandwordlearning
Taumoepeau(2016)foundthatmotherswhoexpandedmoreoftheutterancesdirectedatchildrenbetweentheagesof24and33monthsreallygavethosechildrenaboostwhenlearningwords.
Whatthismeans:Rememberthatmotheresetendstohavemoreexpansionsandrepetitions,andthisseemstobehelpful(mostlikelyforrememberingwordformsanddeterminingtheirreferents).
Howlearningworks: Linksbetweenmothereseandwordlearning
OnNewman,Rowe,&BernsteinRatner(2015):“Parentswhorepeatwordsmoreoftentotheir
infantshavechildrenwithbetterlanguageskillsayearandahalflater…Alotofrecentfocushasbeenonsimplytalkingmoretoyourchild--buthowyoutalktoyourchildmatters.Itisn'tjustaboutthenumberofwords.”-RochelleNewman
https://www.sciencedaily.com/releases/2015/09/150921103539.htm
Howlearningworks: Linksbetweenmothereseandwordlearning
Rowe(2012):Thequantityofspeechisthestrongest
predictorofvocabularygrowthinthesecondyearoflife.Diversityofvocabularyusedbyparentspredictsvocabularygrowthinthethirdyearoflife,andthecomplexitiesassociatedwithnarrativesanddecontextualizedspeechpredictvocabularygrowthinthefourthyearoflife.
Decontextualizedspeech:Thingsthataren’taboutthe“here”and“now”ofthecurrentcontext.
Howlearningworks: Linksbetweenquantityofmotherese
andwordlearning http://www.economist.com/news/science-and-technology/
21596923-how-babbling-babies-can-boost-their-brains-beginning-was-word#
(video:upthroughabout1:14) Issuesofinputdisparity “ItisalsonowclearfromDrFernald’sworkthatwordsspokendirectly
toachild,ratherthanthosesimplyheardinthehome,arewhatbuildsvocabulary…Tellingparentsisthefirststep:manywhovolunteeredthemselvesandtheirchildrenforstudydidnotknowtheycouldhelptheirbabiesdowellsimplybyspeakingtothem.”
Howlearningworks: Linksbetweenquantityofmotherese
andwordlearning Schwab&Lew-Williams2016:Differencesbysocio-economicstatus(SES)
“Onaverage,childrenfromlower-SESfamiliesshowslowervocabularygrowthrela^vetotheirhigher-SESpeers,andthesedifferencespersistintotheschoolyears.Fromwheredothesedifferencesarise?Researchsuggeststhatvaria^oninparents’speechtochildren—asafunc^onofSES—relatestochildren’slanguagedevelopment.
Howlearningworks: Linksbetweenquantityofmotherese
andwordlearning Schwab&Lew-Williams2016:Differencesbysocio-economicstatus(SES)
“Forexample,HartandRisleyrevealeddrama^cdifferencesintheamountthatparentstalktotheiryoungchildrenasafunc^onofSES.Theires^ma^onssuggestthatbyage4,childrenfromprofessionalfamilieshearatotalof45millionwordsonaverage,whilechildrenlivinginpovertyhear13millionwordsonaverage.Thisfindingiso_endescribedasthe‘30millionwordgap.’Importantly,quan^ta^vedifferencesinparents’languageinputhavebeenshowntouniquelypredictaspectsofchildren’slanguagedevelopment,suchasvocabularygrowthandspeedinprocessingfamiliarwords.”
Howlearningworks: Linksbetweenqualityofmotherese
andwordlearning Schwab&Lew-Williams2016:Differencesbysocio-economicstatus(SES)
“RowefoundthatSESwasrelatedtobothquan^tyandqualitymeasures,withmorehighlyeducatedparentsusingmorewordtokensandwordtypes,aswellasmorerarewordsandmoreofsometypesofdecontextualizedulerances…”
Howlearningworks: Linksbetweenqualityofmotherese
andwordlearning Schwab&Lew-Williams2016:Differencesbysocio-economicstatus(SES)
“By18months,group-leveldifferencesinvocabularyknowledgeandlanguageprocessingefficiency(i.e.,comprehensionoflanguageinreal^me)betweenlower-SESandhigher-SEStoddlersarealreadyapparent.”
Howlearningworks: Linksbetweenqualityofmotherese
andwordlearning Schwab&Lew-Williams2016:Differencesbysocio-economicstatus(SES)
“By24months,thereisa6-monthgapbetweenSESgroupsinlanguageprocessingefficiency,whichhasbeenshowntoforecastlaterlanguagelearning.Thus,infantshearingmorerichlanguagefromtheircaregiversearlyinlifedevelopstrongerlanguageprocessingskills,whichcanaffecttheirabilitytolearnnewwordsmorequickly,andthisinturnseemstoinfluencetheirabilitytoprocessfuturesentencescontainingthosewords.”
Howlearningworks: Linksbetweenquantity&qualityofmotherese
andwordlearning Schwab&Lew-Williams2016:Differencesbysocio-economicstatus(SES)
“Specifically,childrenatthelowerendoftheSESspectrumtendtoreceivesignificantlylesshigh-quan^tyandhigh-qualitylanguageexperience,whichaffectstheirdevelopmentofvocabulary,grammar,andlanguageprocessing.”
Howlearningworks: Linksbetweenqualityofmotherese
andwordlearning Schwab&Lew-Williams2016:Differenceswithinsocio-economicstatus(SES)
“…withinthislow-SESsample,measuresofthequalityofmother–childcommunica^onmorestronglypredictedchildren’sexpressivelanguageabili^esoneyearlaterthandidthetotalnumberofwordsspokenbymothers…”
“…childrenfromlow-SESfamilieswhosemothersspoketothemusingmorecomplexlanguageat18monthsweresignificantlyfasterinareal-^mecomprehensiontaskat24months.”
Howlearningworks: Linksbetweenqualityofmotherese
andwordlearningRowe,Leech,&Cabrera2017:Differenceswithinsocio-economicstatus(SES)
“theoverallquan^tyoffathertalkdidnotrelatetochildren’svocabularyorreasoningskills…fathers’useofwh-ques^ons(butnototherques^ons)relatedtoboth…achallengingtypeofinput,whichelicitsaverbalresponsefromthechildthatlikelyhelpsbuildvocabularyandfosterverbalreasoningabili^es.”
Speechsamplesfrom“low-income,African-Americanfathersandtheir24-month-oldchildren”
Howlearningworks: Linksbetweenqualityofmotherese
andwordlearningHoff,Quinn,&Giguere2017:Bilingualacquisition
“ChildrenmayhearveryrichlanguageuseinSpanishandlessrichuseinEnglish…iftheirparentsaremoreproficientinSpanishthaninEnglish.”-ErikaHoff
https://www.sciencedaily.com/releases/2017/04/170420093711.htm
Howlearningworks: Linksbetweenqualityofmotherese
andwordlearningHoff,Quinn,&Giguere2017:Bilingualacquisition
https://www.sciencedaily.com/releases/2017/04/170420093711.htm
“ThereissomethingaboutdifferencesamongthechildrenandthequalityofEnglishtheyhearthatmakesomechildrenacquirevocabularyandgrammarmorerapidlyinEnglishandotherchildrendevelopmoreslowly,"saidHoff."Ithinkthekeytakeawayfromourstudyisthatit'snotthequan^tyofwhatthechildrenarehearing;it'sthequalityoftheirlanguageexposurethatmalers.Theyneedtoexperiencearichenvironment.”
Howlearningworks: Linksbetweenqualityofmotherese
andwordlearninghttp://www.sciencedaily.com/releases/2014/09/140917141431.htm
Brady&Goodman2014:Investigating18-to36-month-olds
• childrenlearnbetterwhenavarietyofcuesareavailable(likethescenes+nouns+framesconditioninSnedeker&Gleitman2002)
Howlearningworks: Linksbetweencognitivedevelopment
andwordlearning
http://www.sciencedaily.com/releases/2014/09/140917141431.htm
Brady&Goodman2014:Investigating18-to36-month-olds
• children’sabilitytofigureoutawordusinglinguisticcontext(liketheframesconditioninSnedecker&Gleitman2002)improvedwithage
• children’smemoriesarestilllimited—thefirst3wordstheylearnthepreviousdaystickwiththembetter
• by36months,childrenreliedlessonsocialcueslikeeyegaze
Howlearningworks: Linksbetweensocialcuesandwordlearning
Brooks&Meltzoff2008:10-and11-month-oldinfantswhofollowthegazeoftheircaretakersandpointedthemselveswhenlearningnewwordshadfastervocabularygrowth.
Bergelson&Swingley2013:10-month-oldabilitytofollowpointingofcaretakercorrelateswithcurrentnon-noun(verb,adjective,etc.)vocabulary.
Wu&Gros-Luis2015:16-month-oldslearnedthelabelsfornewobjectsthebestwhenthelabelswereprovidedcontingentlyafterthechild’sownpointinggesture.
Whatthismeans:Veryearlywordlearningmaybegreatlyfacilitatedbythesekindofsocialcuesinacommunicativecontext.
Howlearningworks: Linksbetweensocialcuesandwordlearning
Scott,Sakkalou,Ellis-Davies,Hilbrink,Hahn,&Gattis2013:14-month-oldtendencytolookatobjectsafterbeingencouragedtodoso(calledinfantfollow-in)isstronglyrelatedtoproductivevocabularysizeandgrowth.
Whatthismeans:Veryearlywordlearningmaybegreatlyfacilitatedbythesekindofsocialcuesinacommunicativecontext.
Howlearningworks: Linksbetweensocialcuesandwordlearning
Myers,LeWitt,Gallo,&Maselli2016:17-month-oldscanlearnwordsfromvideochats,butonlyinteractivechatswheretheon-screenpartnerrespondedtotheminreal-time,asopposedtoprerecordedoneswithoutthatinteraction.
Whatthismeans:Veryearlywordlearningmaybegreatlyfacilitatedbythesekindofsocialcuesinacommunicativecontext.
Howlearningworks: Linksbetweensocialcuesandwordlearning
http://sites.sinauer.com/languageinmind/wa05.03.htmlJointattention“inthewild”
Howlearningworks: Linksbetweensocialcuesandwordlearning
Howlearningworks: Linksbetweensequentialpatternsensitivity
andwordlearning
Ellis,RobledoGonzales,&Deák2013:6-month-oldcapacitytorespondto
novelbutpredictableeventsrobustlypredictedbothreceptiveandproductivevocabularyat22months.
Whatthismeans:Thisdomain-generalabilitytotrackprobabilities(sometimescalledstatisticallearning)mattersforearlywordlearning.
Howlearningworks: Linksbetweensequentialpatternsensitivity
andwordlearning&SES
Eghbalzad,Deocampo,&Conway2016:SL=statisticallearning“ForchildrenwithhighSLability,SES
hadaweakereffectonlanguagecomparedtochildrenwithlowSLability,suggestingthathavinggoodSLabilitiescouldhelpamelioratethedisadvantagesassociatedwithbeingraisedinafamilywithlowerSES”whenitcomestolanguagelearning.
Recap:Children’slexicaldevelopment
Childrentypicallyacquiretheirfirst50wordsoveraseriesofmonths,andthenincreasetheirrateoflexicalacquisitionsuddenly(wordspurt)
Thequantityandqualityoflanguageexperiences(especiallyastransmittedbymotherese)impactslexicaldevelopment.
TherearesignificantdifferencesinmotheresebothacrossSESclassesandwithinSESclasses.
Socialcuesandstatisticallearningabilitiesimpactchildren’svocabularydevelopment.
Questions?
YoushouldbeabletodoallofHW4,andallofthelexicaldevelopmentreviewquestions.
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