Child Language III - University of California, San...
Transcript of Child Language III - University of California, San...
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Child Language IIILIGN 170, Lecture 14
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Today• Later stages of normal language
development
• Developmental disorders relating to language
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Quantifying language stages
• Mean Length of Utterance (MLU)
• Take 100 of child’s utterances
• Count morphemes per utterance
• Because children develop language skills at different rates this is a better measure than age
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Stage 1• MLU = 1.75 (around 24 months)• “Two-word Stage” - putting words together• First combinations:
• Negation: “No bed”• Recurrence: “more milk”• Nonexistence: “All gone cookie”• Notice: “Hi, Daddy!”
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Stage 1• Later combinations:
• Actor + Action: “daddy eat”• Modify Noun: “bad doggie”• Possession: “David shoe”• Location: “kitty table”• Action + location: “go store”• Action + object: “eat lunch”• Actor + object: “mommy lunch”
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Stage 2• MLU = 2.25 (around 2.5 – 3 years old )
• Grammatical morphemes begin to appear
• Learning to modulate meaning of utterances with grammatical morphemes
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Stage 2• Average order of acquisition of some
grammatical morphemes in English
1. Present Progressive I playing2. Prepositions in , on3. Plural balls4. Irregular past tense broke, fell, threw 5. Possessive daddy’s chair6. Articles a, the7. Regular past tense she walked8. 3rd person pres. tense, regular she walks
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Over-regularization• U-shaped learning
• Three stages
(1) uses word in correct form
(“went”)
(2) overregularizes
regular morpheme(“go-ed”)
(3) uses correct form again (“went”)
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Stages 3 & 4• Stage 3: MLU = 2.75
• Stage 4: MLU = 3.5
• Negatives: “can’t” and “don’t” are used (but no affirmative “can” or “do”)
• “That not mine”
• “I no eat it”
• “I can’t see”
(3 – 3.5 years)
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Stage 5• MLU = 4 (3.5 – 4 years)
• Negatives: Place negation on auxiliary
• “That isn’t mine”
• “I didn’t eat it”
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And beyond...• Meta-linguistic knowledge
• Monitoring own language
• Playing around with language
• Making judgments about how good an utterance sounds
• Deciding how well one has understood something just read or heard
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Meta-linguistic knowledge• Children can’t do these kind of things with
language right away
• Even up to 6th grade, children will claim that instructions that are inconsistent make sense to them
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Learning from jokes• Meta-linguistic knowledge of phonological
structure in preschool children
• “watermelon” --> “fatermelon”
• “rhinoceros” --> “rhinoceropile”
• Can play with the phonological forms of words
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Learning from jokes• Meta-linguistic knowledge of lexical
ambiguity in school-aged children
• Riddles
Q: Do you believe in clubs for young people?
A: Only when kindness fails
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Learning from jokes• Meta-linguistic knowledge of morpheme
boundaries at around 12 years of age
Q: Why is the man in the fish market stingy?
A: Because his job makes him sell fish (selfish)
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Summary• Later language acquisition goes through
stages
• How words are combined
• When inflections are learned
• Meta-linguistic knowledge gained
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Developmental disorders
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Developmental impairments• Language impairment without cognitive
impairment
• Cognitive impairments without language impairments
• Cognitive impairment with language impairments
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Developmental impairments• Language impairment without cognitive
impairment
• Cognitive impairments without language impairments
• Cognitive impairment with language impairments
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Developmental impairments• Language impairment without cognitive
impairment
• Cognitive impairments without language impairments
• Cognitive impairment with language impairments
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Specific Language Impairment (SLI)
• Otherwise normally functioning children:
• Score at age-appropriate levels on tests of nonverbal intelligence
• Exhibit normal hearing
• Show no signs of gross neurological impairment
• Show no behavioral symptoms indicative of autism
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Specific Language Impairment (SLI)
• Delayed onset of grammatical morphemes
• Less use of grammatical morphemes
• Precise grammatical deficits differ depending on language, including:
• verb inflection
• word order
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Example• German (V2) verb second rule violations:
• Nonfinite verbs in German go last,
• Finite verbs go second in the sentence.
• German children with SLI will often put verbs last even when they are tensed
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SLI• Lasting impairment
• Preschoolers with SLI were assessed at 8.5 and 15 years old
• Performed worse than age-matched controls on tests of:
• reading, spelling, reading comprehension
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SLI• Lasting impairment
• Fallen further behind age-matched controls at age 15
• However, over 35% had reading skills within the normal range
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Phonological impairments• 2.5% of children have been diagnosed with
specific phonological impairment
• Otherwise cognitively normal children
• Characterized by sound organization problems
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Phonological impairments• Organization of speech sound system is not
correct
• sheep –> [tip]
• BUT can produce [∫]!
• sleep --> /∫ ip/
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Phonological impairment• Errors not due to phonetic context:
• lion --> [la]
• light --> [da]
• Errors of omission and substitution greatly outnumber errors of within-phoneme distortions
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Phonological impairment• Higher percentage of dramatic errors:
• [s] for /h/
• [l] for /w/
• [l] for /k/, /t/, and /g/
• [v] for /d/ and /g/
• [θ] for /f/ and /w/
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Phonological impairment• Example: one child produced [s] in word-
final position for all words whose adult forms did not end in /m/, /b/ or /p/
• Example: one child’s substitutions served to prevent nasals and stops from appearing in the same word
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Phonological impairment• Some children will produce consonants not
found in the target language, or consonant-like sounds not found in any language (snorts)
• Less systematicity in errors than non-phonologically impaired children
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Phonological impairment• Long-term affects:
• Improvement with age
• Even into adulthood individuals perform below the level of control groups for a range of speech, reading, spelling, and phoneme awareness tasks
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Implications• Language-specific deficits can be used to
argue in favor of a language system that is distinct from other cognitive systems
• Nativism
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Cognition and Language• Language impairment without cognitive
impairment
• Cognitive impairments without language impairments
• Cognitive impairment with language impairments
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Down's Syndrome• Language production:
• Pre-linguistic communicative signals
• Give social-communicative signals as often as development-matched controls
• looking, reaching, touching, pointing, showing, giving, smiling, laughing
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Down's Syndrome• Phonology:
• Substantial delays in the acquisition of stop consonants
• Deletion of unstressed syllables
• Production of initial fricatives and affricates as stops
• Poorer intelligibility even in adolescents
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Down's Syndrome• Lexicon:
• First 50 words are similar in content and word-form to normally developing children
• Average acquisition time is delayed
• Substantial individual variation
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Down's Syndrome• Syntax:
• Acquisition appears to be delayed
• Complex syntax not attained
• Some debate about simpler syntax
• Some studies: Basic syntax may be ultimately acquired
• Some studies: Performance at chance on reversible passive/active sentences
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Down's Syndrome• Comprehension:
• On target for mental age
• Trouble remembering events associated with novel words in stories when meaning of those words had to be inferred from the story
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Down's Syndrome• Early syntax comprehension on target for mental
age
• But, lags in adolescence when compared with MA-matched controls
• singular/plural, possessives, reflexives, verb inflections, passives
• rely more on semantic plausibility than MA-matched controls
• Possible direct interactions between language and other cognitive processes
• weaknesses on auditory short-term memory tasks could influence language processing/development
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Down's Syndrome• Possible direct interactions between language and
other cognitive processes
• Weaknesses in auditory short-term memory tasks could influence language processing/development
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Autism• Covers a spectrum of impairments
• Impairment(s) in social interaction
• Nonverbal behaviors like eye-gaze
• Sharing enjoyment/interests with others
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Autism• Impairments in communication
• Delay/lack of development of spoken language
• Stereotyped/repetitive use of language
• Idiosyncratic language
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Autism• Stereotyped/Repetitive behavior
• Preoccupation with interest that is abnormal in intensity or focus
• Apparently inflexible adherence to specific non-functional routines or rituals
• Mannerisms
• Preoccupation with parts of objects
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Autism• General behaviors:
• Lower scores on tasks requiring abstract thought, symbolism, or sequential logic
• Upset by changes in routine/surroundings• Stereotypical, repetitive movements• Toys are often used in a compulsive and ritualistic
manner• No functional language by the age of 5• Complete absence of joint attention by 18 months
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Language impairments• Some possibly related to difficulties with
sharing attention
• Idiosyncratic language
• Use their own names for objects rather than conventional name
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Language impairments• Mapping errors not found in normal
language development
• One child calls a toy truck a “sausage”
• Mother recalls asking child to eat his sausage while he was playing with the truck
• Possibly due to the autistic child’s inability to use direction of gaze and joint attention as cues for language learning
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Language impairments• Gesture
• Can point to get a desired object
• Proto-imperative use
• Trouble using and understanding the use of pointing to share attention
• Proto-declarative use
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Autism• Neologisms and echolalia are common
• Echolalia: repeats what is said verbatim
• May be used communicatively
• Do you want a cookie?
• Children may be unaware of what phrase means, may simply associate it with getting a cookie
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Autism• Also, have trouble with pronouns
• Referring to themselves as “you” or “he”/”she”
• Trouble with assigning meaning for words, breaking down phrases into words
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Autism• Literal language
• Do not generalize the use of a phrase or word to new contexts
• “Yes” = “yes, I want to be picked up” ≠ general affirmation
• “Don’t drop the cat” = general negation
• Trouble using language symbolically
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Language and theory of mind
• Theory of mind:
• Ability to identify mental states in other creatures and use that knowledge to predict behavior of that creature
• See mental states as different from behavior
• Acknowledge that other creatures have mental states different from your own
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Language and theory of mind
• Key features of behavior resulting from having a theory of mind:
• deception
• imitation
• self-recognition
• role-taking
• perspective-taking
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• Open research question:
• Do other animals have theory of mind?
• Which ones, if so?
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Language, theory of mind & autism
• Evidence for lack of theory of mind
• Cannot attribute false belief to another individual
• Don’t comprehend that different people have access to different information
• Cannot lie or engage in deceptive acts
• Cannot make second order belief attributions
• “Mary thinks that John thinks that it’ll rain tomorrow”
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Language, theory of mind & autism
• Logic: If you don’t recognize that other people differ from you in terms of their beliefs, knowledge, ideas, motivations, perceptions, then why would you
(a) share attention with them
• (your attention is everyone’s attention)
(b) communicate with them
• (they already know what you know)
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Williams Syndrome• Profile of Cognitive Impairment
• Mild to moderate retardation according to IQ tests
• But with complex pattern of spared/impaired skills
• Profound impairments on spatial cognition and math
• More mild impairments of facial expression recognition
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Details and big picture• 21 year old woman, IQ of 79
• Reads books on vampires
• “A man who climbs into ladies bedrooms at night and sinks his teeth into their necks”
• “Vampires must have an inordinate fondness for necks”
from Bellugi et al. (2000)
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Williams Syndrome• Socially outgoing
• Oddly spared language:
• Extremely fluent, syntactically complex language with a rich vocabulary
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Williams Syndrome• But, language skills pattern is complex
• Excellent production with no understanding of their meaning• 4 year old girl: “encyclopedia Britannica”
• Use words in related, but not quite appropriate ways• “evacuating” a glass (while pouring out
liquid)
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Williams Syndrome• But, language skills pattern is complex
• Abnormal semantic organization • Dominant and non-dominant meanings of
ambiguous words apparently equally dominant
• Syntax is apparently preserved, but semantic/lexical meaning is abnormal
• Phonological development is also abnormal
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Summary• Possible to have developmental language
disorders with out any other cognitive deficits
• Specific Language Impairment
• Specific Phonological Impairment
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Summary• Some developmental disorders target several
areas of cognition, including language
• Down’s Syndrome
• Autism
• Williams Syndrome
• Evidence against language as completely distinct from other cognitive skills