Chapter 10: Development of Language and Communication Skills Next time: Exam

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Chapter 10 Development of Language and
Communication SkillsNext time Exam
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Exam ReviewMonday, November 2, 8th
periodBartram 211
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Chapter 10 Development of Language and
Communication SkillsNext time Exam
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Developments Beyond the 2-Word Phase

• Inflections

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Developments Beyond the 2-Word Phase

• Inflections
• Longer, more complex sentences

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Developments Beyond the 2-Word Phase

• Inflections
• Longer, more complex sentences
• Transformational grammar

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Transformational Grammar (p. 414) Rules of
syntax that allow one to transform declarative
sentences into questions, negatives, imperatives,
and other kinds of sentences
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Summary

• A system of rules
• In part different from adults
• Complex
• Mostly not conscious

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Language Acquisition
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• Figure 10.1 A model of language acquisition
  proposed by nativists.

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Language Acquisition Semantics
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Fast Mapping (p. 404) Process of acquiring a
word after hearing it applied to its referent on
a small number of occasions
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Syntactical Bootstrapping (p. 406) Notion that
young children make inferences about the meaning
of words by analyzing the way words are used in
sentences and inferring whether they refer to
objects (nouns), actions (verbs), or attributes
(adjectives)
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p. 399
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Syntactic Cues to Word MeaningSyntactic Cues
Usual Type of Meaning This is a fep/the
fep. Individual members of
a category These are feps. Multiple
members of a category This is
fep. Specific individualThis is some
fep. Nonindivuated stuffJohn feps.
Action with one participant
John feps Bill. Action with two
participants This thing is
feppy. Property The dog is fep the
table. Spatial relationship
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Processing Constraints (p. 405) Cognitive biases
or tendencies that lead infants and toddlers to
favor certain interpretations of the meaning of
new words over other interpretations
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• Table 10.2 Some Processing Strategies, or
  Constraints, That Guide Young Childrens
  Inferences about the Meaning of New Words.

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Joint Attention Using cues (such as direction of
gaze) to identify and share the attentional focus
of another
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Language Acquisition Syntax
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• Figure 10.1 A model of language acquisition
  proposed by nativists.

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Learning Theory
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Learning Theory Imitation Reinforcement
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Brown, Cazden, Bellugi (p. 391)Lenneberg
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Preverbal Interchanges
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Preverbal InterchangesResponse to child speech
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Preverbal InterchangesResponse to child
speech Expansions
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Expansions (p. 397) Responding to a childs
ungrammatical utterance with a grammatically
improved form of that statement
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Preverbal InterchangesResponse to child
speech Expansions Recasts
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Recasts (p. 397) Responding to a childs
ungrammatical utterance with a nonrepetitive
statement that is grammatically correct
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Preverbal interchangesResponse to child
speech Expansions Recasts Clarification
questions
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Preverbal InterchangesResponse to child
speech Expansions Recasts Clarification
questionsSpeech to children
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Motherese (p. 396) The short, simple,
high-pitched (and often repetitive) sentences
that adults use when talking with young children
(also called child-directed speech)
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Interactionist Perspective (pp. 395-398)
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ChomskyNativistic Theory
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Nativistic TheoryTypes of Evidence
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Nativistic TheoryTypes of Evidence

• Gap between input and output

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• Figure 10.1 A model of language acquisition
  proposed by nativists.

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Nativistic TheoryTypes of Evidence

• Gap between input and output
• Rapidity of learning

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Nativistic TheoryTypes of Evidence

• Gap between input and output
• Rapidity of learning
• Independence from other aspects of intelligence

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Nativistic TheoryTypes of Evidence

• Gap between input and output
• Rapidity of learning
• Independence from other aspects of intelligence
• Learned best when young

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Nativistic TheoryTypes of Evidence

• Gap between input and output
• Rapidity of learning
• Independence from other aspects of intelligence
• Learned best when young
• Linguistic universals (p. 390)

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Nativistic TheoryTypes of Evidence

• Gap between input and output
• Rapidity of learning
• Independence from other aspects of intelligence
• Learned best when young
• Linguistic universals (p. 390) Universal grammar
  (p. 391)

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Exam
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Exam ReviewMonday, November 2, 8th
periodBartram 211
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Office HoursVD Monday 5th SM Monday 6th
and 7th
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Exam

• 50 points
• 30 multiple choice1 point each
• 10 of 12 definitions2 points each

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Chapter 7 Cognitive Development Piagets Theory
and Vygotskys Sociocultural ViewChapter 8
Cognitive Development Information-Processing
PerspectivesChapter 9 Intelligence Measuring
Mental PerformanceChapter 10 Development of
Language and Communicative Skills
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Chapters close to equally weightedSlightly more
emphasis on 7 than on the other chapters
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Of 30 multiple-choice, 4 from text only, 3 from
lecture only, 23 from both sourcesOf 12
definitions, 2 from text only, 3 from lecture
only, 7 from both sources
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Test Tips

• Use the time
• Definitions neednt be verbatimwhen studying,
  put in own words.
• When in doubt, put more rather than less.
• Concentrate on topics covered in both text and
  lecture.
• And in lecture only.