Ch. 10 Early Language Acquisition Sangyoon Yi [email protected] Bi. Lab. Psychology of Language...

Ch. 10 Early Language AcquisitionCh. 10 Early Language Acquisition

Sangyoon [email protected]

Bi. Lab.

Psychology of LanguagePsychology of LanguageDavid W. CarrollDavid W. Carroll

University of Wisconsin-SuperiorUniversity of Wisconsin-Superior

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

IntroductionIntroduction

dfds


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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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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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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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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 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 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 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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Early PhonologyEarly Phonology


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Communicate without words

Communicate without words

Vocalize Without meaning

Vocalize Without meaning

Productive & communicative SpeechProductive & communicative Speech


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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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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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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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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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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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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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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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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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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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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Early GrammarEarly Grammar

Measures of Syntactic Growth


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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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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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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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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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OverviewOverview


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Thought Question

OverviewOverview


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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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Main PointsMain 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)


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Ch. 10 Early Language Acquisition Sangyoon Yi [email protected] Bi. Lab. Psychology of Language...

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Transcript of Ch. 10 Early Language Acquisition Sangyoon Yi [email protected] Bi. Lab. Psychology of Language...