Week 8 Lecture Toddler Language and Thinking Representation Language Components of Language Sound Patterns of language Speech perception Productive and Receptive skills First words Vocabulary growth Under and over extension Morphological rules and overregularization Syntax Language in Social Settings—pragmatics Theories of language development Child directed speech/motherese Pretend play Gestures
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Week 8 Lecture Toddler Language and Thinking Representation Language Components of Language Sound Patterns of language Speech perception Productive and.
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Week 8 LectureToddler Language and Thinking
Representation Language Components of Language Sound Patterns of language Speech perception Productive and Receptive skills First words Vocabulary growth Under and over extension Morphological rules and overregularization Syntax Language in Social Settings—pragmatics Theories of language development Child directed speech/motherese Pretend play Gestures
Representational Skills Skills for thinking about,
manipulating, and communicating to others about absent objects, past events, abstract thoughts.
These skills emerge in toddlerhood but continue to develop for years to come.
Between 10-12 months, most children start to make the transition from babbling to true speech.
Protowords:Vocalizations that seem to have consistent meanings for a child and are used in attempts to communicate, but do not closely resemble adults words in sound or meaning.
Average vocabulary for 18-month-olds is 50 words, then there is a dramatic vocabulary increase. Referential children have more obvious vocabulary spurts.
Average productive vocabulary = 8,000 to 14,000 words for the average 6-year-old. Children's receptive vocabularies are considerably larger than their productive vocabularies. Between ages 1 and 6, the average child is learning an average of 5.5 new words per day (40,000 words by age 10 or 11).
Vocabulary spurt:A sudden increase in word acquisition at about 18 months of age.
Processes of Word Learning Not until around the vocabulary spurt do children start
using categorical words for people, objects, & events. A milestone comes when the child discovers everything has
a name. Children's first task in learning words is to extract them
from the stream of speech they hear, which leads to some segmentation errors (e.g., “readit the book” ).
Segmentation errors:Mistakes in detecting boundaries between words in a sentence.
Wildwood Flower Oh, I'll twine with my mingles and waving black hair
With the rose so red and the lilies so fairAnd the mirltes so bright with the emerald dewThe pale and the leader and eyes look like blue
I'll twine 'mid the ringlets Of my raven black hair,The lilies so pale And the roses so fair,The myrtle so bright With an emerald hue,And the pale aronatus With eyes of bright blue.
I will twine, I will mingle my raven black hairWith the roses so red and the lilies so fairAnd the myrtle so bright with it's emerald hueThe pale emanita and the hyssop so blue
Morphological development provides clear evidence that language development involves rule learning.
Overregularization:Language errors in which a child applies a morphological rule to a word that is an exception to the rule.
• example: “mouses” for mice
October14, 2014 Online training for new students From words to sentences Syntax Question asking Passive voice Language in Social Settings—pragmatics Theories of language development Child directed speech/motherese Bilingualism Pretend play Gestures
Learning to Form SentencesIn any system of syntax, individual words belong to particular form classes, such as nouns, verbs, and adjectives.
Syntactic rules specify how words belonging to various form classes can be combined to make phrases, clauses, and sentences.
Form class:A category of words in a language that
can fill similar syntactic roles in forming phrases and sentences.
Syntax Study of the rules by which words
are organized into phrases or sentences in a particular language.
Referred to as the grammar of the language and allows for more complex expression of thoughts and ideas by making references to past and future events.
First Sentences At 18-24 months, toddlers start to put
two words together, tied into the appearance of verbs in the child’s vocabulary.
When true two-word sentences appear, they usually take the form of telegraphic speech.Telegraphic speech: A toddler speech style in which words not essential to the meaning of a sentence (articles, conjunctions, prepositions) are omitted.
Learning to ask Wh questions phase one Children will make two word questions
ex.Where kitty? Phase two Children will add helping verbs to the
question but willl often reverse them. ex.Where kitty is going?
Phase three Children will form proper questions.
ex.Where is the kitty going?
Asking Why Questions You went to the store, why? Why you went to the store? Why did you go to the store?
Negation Phase one Children will put a negation in front of the word
they want to negate.ex. No kitty. Phase two children will put the negative word into their
sentences.ex. That not kitty. Phase three Children will be able to add a negative into a
sentence correctly ex. That isn't a kitty.
Asking negative questions You are going to the store. Are you going to the store? You aren’t going to the store. Aren’t you going to the store? Native speakers understand these
constructions, but even for adults they are hard to explain.
Active and Passive Voice Non-reversible passives
The boy kicked the ball The ball was kicked by the boy
Reversible passives The boy kicked the girl The girl was kicked by the boy
Before age 4– semantic strategy and first noun is the subject hueristic
Age 4 to 6 –rigid word order, first noun is the subject
After age 6 – correct understanding of passive construction, although very rare in production
Learning to Use Language Socially Children also acquire linguistic and
communicative competence. Linguistic competence involves
syntactically and semantically correct use of a language.
Communicative competence involves being able to carry on conversations, repair breakdowns in communications, and to use language in socially appropriate ways (as determined by culture).
How can children learn a language in such a short time?
Environment theories stress environmental factors in language acquisition, including: the language the child hears structure of social interactions physical environment
Nativist theories stress inborn, biologically based factors in language acquisition.
Chomsky argued that all languages share structural characteristics because language and the human brain evolved together.
Language acquisition device:Chomsky’s term for innate capacities of the human brain that make language possible.
• assumed that part of the brain is specially adapted for language learning• ignored social contexts in which language acquisition occursMost current researchers agree both inborn &
environmental factors contribute to language development.
Evidence For Biological Underpinnings Apparent sensitive period early in life Hemispheric specialization Brain changes at 8-9 months of age Species-specific nature of language Inborn abilities & constraints