Ch. 10 Early Language Acquisition

Name: Ch. 10 Early Language Acquisition
Uploaded: 2017-11-03T00:14:52+00:00
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Description: Ch. 10 Early Language Acquisition

Ch. 10 Early Language Acquisition
Psychology of Language David W. Carroll University of Wisconsin-Superior Sangyoon Yi Bi. Lab.

© 2008, SNU Biointelligence Lab, http://bi.snu.ac.kr/
Overview Introduction Prelinguistic Communication Early Phonology One Word at a Time Early Grammar Acquisition of Sign Language Review Question Thought Question © 2008, SNU Biointelligence Lab,

Introduction Language Acquisition of Childrens Babbling  … Identify and Label Object, Ask for desire …  Very rapid advances Studied by Psychologists and Linguists Investigating individual or small groups of children over a period of years Comparing children of different aged But remain unanswered … © 2008, SNU Biointelligence Lab,

Introduction Unanswered Question (for ex.) Why do children acquire speech at this particular point in development? (왜 특정시기에 언어발달이 이루어 지는가?) What role does the child’s environment play in language development? ( 언어 습득에 있어서 어떤 규칙이 적용되는가? ) Do all children acquire language in the same way? (모두 같은 방식으로 언어 습득을 하는가? ) In this chapter … Children’s development until they have mastered the basic linguistic structured of the language. © 2008, SNU Biointelligence Lab,

Overview Prelinguistic Communication The Social Context of Preverbal Infants Prelinguistic Gesture Early Phonology The Development of Speech Perception The Development of Speech Production One Word at a Time Lexical Development Holophrases Early Grammar Measures of Syntactic Growth Emergence of Grammatical Categories Comprehension and Production Individual Differences Acquisition of Sign Language © 2008, SNU Biointelligence Lab,

Prelinguistic Communication
The Social Context of Preverbal Infants Speech to Children Prior to Birth Read a book aloud during the last 6weeks of pregnancies (DeCasper and Spence, 1986) Modified baby’s sucking rate  infants had heard and retained the stories presented to them in utero. The infants also prefer their mother’s voices to those of strangers. (DeCasper & Fifer, 1980)  Newborns are prepared to perceive speech at birth The Social Context of Preverbal Infants 언어습득 이전 단계에서 유아들이 어떠한 환경을 접하는가?? © 2008, SNU Biointelligence Lab,

The Social Context of Preverbal Infants Speech to Children in the First Year of Life Baby talk (motherese) Higher in pitch, more variable in pitch, more exaggerated in its intonational contours than adult-directed speech  get and maintain the attention of infants Infants prefer to listen to baby talk than adult talk (Fernald and kuhl, 1987) Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

The Social Context of Preverbal Infants When mother spoke to their babies, they tended to interpret the infants’ vocalization and sounds as conversational turns (Snow, 1977) These early conversational lessons, enable the child to communicate in a more purposeful manner later in the first year. (Rochat, Querido, & Striano, 1999) Ann : (smiles) Mom : Oh, what a nice little smile! Yes, isn’t that nice? Ann : (burps) Mom : What a nice wind as well! Tes, that’s better, isn’t it?? Yes. Ann : (vocalizes) Mod : Yes! There’s a nice noise. Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Prelinguistic Gestures Development of Communicative Intent Gestures Around 8 months of age Piaget’s stage 3, 4 (series of stages of cognitive development in the first 2 year of life) Piaget’s stage 3 (about 4 to 5 months) : Children show little understanding of goal-direct behavior. If a child is given a rattle, shakes it, and enjoys the sound, he may continue to shake the rattle. 8 months ~  more purposeful in behavior. Just individual goal Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Prelinguistic Gestures Beginning of Intentional Communication Assertions and Requests (Bates, Camaioni and Volterra, 1975) Uses objects to gain adults’ attention and to communicate More insistent about a response The transition to speech acts can then be viewed as learning how to do with words what already has been don without words. Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Prelinguistic Gestures communicative Competence and Early Comprehension Infants use communicatively based strategies for comprehension prior to developing full mastery of the various structures of their language. Infants respond to complex speech by using a simple, action-based comprehension strategy (Shats, 1978) “Put the dog in the car” – 70% “Do you want to put the dog in the car?” – 64% intentions  comprehension  production Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Early Phonology Communicate Vocalize without words Without meaning
Productive & communicative Speech © 2008, SNU Biointelligence Lab,

Early Phonology The Development of Speech Perception Categorical Perception in Infancy How infants perceive speech categorically? VOT (voice onset time) /b/ : ~ 25 millisecond /p/ : 25~ millisecond Infants are born with perceptual mechanisms that are attuned to speech categories (Elimas, at al., 1971) Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Early Phonology The Development of Speech Perception The Role of Language Experience Infant’s ability to perceive phonemic distinction from other languages declines in strength during the first year of life. (Werker, Gilbert, Humphrey, 1981) Infants in the oldest group (10 to 12 month) showed essentially no ability to perceive phonemic contrasts. The ability to isolate words Use statistical information, generalized and extract rule (Marcus, Vijayan, at al., (1999) These abilities are important to acquire the lexicon. Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Early Phonology The Development of Speech Perception The Role of Prosodic Factors Infants also perceive prosodic factors. Prosodic factor + statistical factor + extract rules  segmentation and reconstruction  production of speech Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Early Phonology The Development of Speech Production Babbling Reduplicated babbling (6 ~ 7 months) “bababababa” Variegated babbling (11 ~ 12 months) “bigobabu” They are practiced and mastered before they are used in communicative ways Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Early Phonology The Development of Speech Production Transition to speech Idiomorphs “ca ca”  milk Idiomorphs indicate that children’s language is creative. Children have learned that it is important to be consistent when referring to objects. Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Early Phonology The Development of Speech Production Phonological Processes in Early Words Reduction, Coalescence, Assimilation, Reduplication (L. Bloom and M. Lahey, 1978) Systematically Child cannot discriminate between the sounds that are confused. Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

One Word at a Time Lexical Development Early Words Concrete aspects of their environment Nominals (ex. Name of toy) Action words (ex. Up, go) Modifiers (ex. Dirty) Personal and social words (ex. Please) Function words (ex. What) (Nelson, 1973) Fast mapping Olive vs Blue  Chromium vs Blue (3-4 years old) “Get me the chromium tray, not the blue tray, the chromium one.” Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

One Word at a Time Lexical Development Overextensions and Underextensions Overextensions Ex. Four legged animals  dog Underextensions Ex. Shoes  mother’s shoes Their conceptual categories may actually differ from those of adults. Attempt at humor(?) Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

One Word at a Time Lexical Development The Role of Adult Speech Original word game A role of adult about infant’s learning of words Parts? Whole? Promoting infant’s lexical development. Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

One Word at a Time Holophrases Approaches to Holophrases Use single words to express larger chunks of meaning that mature speakers would express in a phrase or sentence. Holophrases with gestures appear to be precursors of multiword utterances. It is not clear what grammatical knowledge children have at the holophrastic stage. Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Early Grammar Emergence of Grammatical Categories The Structure of Early Utterances The two-word utterances the child says are neither simple imitations of adult utterances nor random combinations of the words he knows. Rather, they follow from the system that the child is using to express meanings at that time. (Sachs, 1976) Children tend to combine content words and leave out function words. Children put particular words are put in particular position in the sentence (Braine, 1976) Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Early Grammar Emergence of Grammatical Categories Interpretations of Early Multiword Utterances Syntactic description Not fit children’s utterances, at least not in the earliest stages. Semantic description Agent, object, action, …. Positional description Ex. “want” plus desired entity (“want car”, “want truck”) Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Early Grammar Emergence of Grammatical Categories Acquiring Grammatical Categories Semantic bootstrapping Children launch their syntactic careers by learning simple order rules for combining words which in their understanding perform semantic functions such as agent, action, and object acted upon, or perhaps other even less abstract semantic function. Induce grammatical concepts from the semantic-positional configurations. Like – fond  liked – was fond Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Early Grammar Comprehension and Production Comprehension prior production Individual Differences Referential strategy (Naming Object) Part  whole Expressive Strategy (Social Interaction) Whole -> part Merge!!! Abstraction == 추상화 == 관념 == 추출 == 추상작용 © 2008, SNU Biointelligence Lab,

Main Points 유아의 언어발달은 의사소통의 이해로 부터 나타난다. 유아는 의미와는 독립적인 그들만의 소리(sound system of their native language)로서 먼저 접하게 되지만, 이를 의사소통을 위한 제스처와 통합시켜 언어를 만들어 낼 수 있는 형태로 만든다. 유아의 언어발달은 의사소통의 이해로 부터 나타난다. (유아의 제스처와 이에 대한 유아의 이해는 의사소통과정의 전반적인 이해를 나타내어 준다.) © 2008, SNU Biointelligence Lab,

Main Points One-word speech 는 두가지 중요한 발전을 의미한다. 어휘의 습득 큰 의미덩어리의 표현 유아의 첫 언어 조합은 어른들의 언어를 모사한 것도 아니고 어른들의 문법을 따라한 것도 아니다. 다만 문법적 범주들을 습득했을 뿐이다. (Grammatical Categories) 유아의 언어발달은 의사소통의 이해로 부터 나타난다. (유아의 제스처와 이에 대한 유아의 이해는 의사소통과정의 전반적인 이해를 나타내어 준다.) © 2008, SNU Biointelligence Lab,

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