Post on 25-Dec-2015
Ch. 10 Early Language AcquisitionCh. 10 Early Language Acquisition
Sangyoon Yisyyi@bi.snu.ac.kr
Bi. Lab.
Psychology of LanguagePsychology of LanguageDavid W. CarrollDavid W. Carroll
University of Wisconsin-SuperiorUniversity of Wisconsin-Superior
OverviewOverview
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Introduction Prelinguistic Communication Early Phonology One Word at a Time Early Grammar Acquisition of Sign Language Review Question Thought Question
Thought Question
IntroductionIntroduction
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 …
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IntroductionIntroduction
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.
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OverviewOverview
Prelinguistic Communication The Social Context of
Preverbal Infants Prelinguistic Gesture
Early Phonology The Development of Speech
Perception The Development of Speech
Production
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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
OverviewOverview
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Introduction Prelinguistic Communication Early Phonology One Word at a Time Early Grammar Acquisition of Sign Language Review Question Thought Question
Prelinguistic CommunicationPrelinguistic 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
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Prelinguistic CommunicationPrelinguistic Communication
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)
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Prelinguistic CommunicationPrelinguistic Communication 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)
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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.
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.
Prelinguistic CommunicationPrelinguistic Communication
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
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Prelinguistic CommunicationPrelinguistic Communication
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.
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Prelinguistic CommunicationPrelinguistic Communication
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
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OverviewOverview
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Introduction Prelinguistic Communication Early Phonology One Word at a Time Early Grammar Acquisition of Sign Language Review Question Thought Question
Early PhonologyEarly Phonology
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Communicate without words
Communicate without words
Vocalize Without meaning
Vocalize Without meaning
Productive & communicative SpeechProductive & communicative Speech
Early PhonologyEarly 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)
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Early PhonologyEarly 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.
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Early PhonologyEarly 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
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Early PhonologyEarly 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
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Early PhonologyEarly 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.
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Early PhonologyEarly 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.
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OverviewOverview
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Introduction Prelinguistic Communication Early Phonology One Word at a Time Early Grammar Acquisition of Sign Language Review Question Thought Question
One Word at a TimeOne 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.”
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One Word at a TimeOne 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(?)
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One Word at a TimeOne 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.
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One Word at a TimeOne 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.
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OverviewOverview
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Introduction Prelinguistic Communication Early Phonology One Word at a Time Early Grammar Acquisition of Sign Language Review Question Thought Question
Early GrammarEarly Grammar
Measures of Syntactic Growth
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Early GrammarEarly 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)
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Early GrammarEarly 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”)
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Early GrammarEarly 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
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Early GrammarEarly Grammar
Comprehension and Production Comprehension prior production
Individual Differences Referential strategy (Naming Object)
Part whole
Expressive Strategy (Social Interaction) Whole -> part
Merge!!!
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OverviewOverview
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Introduction Prelinguistic Communication Early Phonology One Word at a Time Early Grammar Acquisition of Sign Language Review Question Thought Question
OverviewOverview
© 2008, SNU Biointelligence Lab, http://bi.snu.ac.kr/
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Introduction Prelinguistic Communication Early Phonology One Word at a Time Early Grammar Acquisition of Sign Language Review Question Thought Question
Thought Question
OverviewOverview
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Introduction Prelinguistic Communication Early Phonology One Word at a Time Early Grammar Acquisition of Sign Language Review Question Thought Question
Main PointsMain 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 .
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