Nov 24, 2008 Language Acquisition. L1 Language Acquisition How can we research child language...
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Transcript of Nov 24, 2008 Language Acquisition. L1 Language Acquisition How can we research child language...
L1 Language AcquisitionL1 Language Acquisition
How can we research child language How can we research child language acquisition?acquisition?
1.1. ObservationsObservations2.2. Surveys/interviewsSurveys/interviews3.3. CorporaCorpora4.4. ExperimentalExperimental
a. pre linguistica. pre linguisticb. post linguisticb. post linguistic
Getting subjects. . . Getting subjects. . .
Usually easy to get college aged students . Usually easy to get college aged students . . . Harder to get infants/children. . Harder to get infants/children
1.1. BYU daycare (or other organizations)BYU daycare (or other organizations)
2.2. Wards/friendsWards/friends
3.3. Birth announcementsBirth announcements
4.4. SchoolsSchools
How is getting data from How is getting data from children/infants different from children/infants different from getting data from adults?getting data from adults?
1.1. Can’t always tell you what they are thinkingCan’t always tell you what they are thinking
2.2. Lots of attrition (they get bored, tired, scared)Lots of attrition (they get bored, tired, scared)
3.3. Parental permission, IRBParental permission, IRB
4.4. You have to entertain them more than adultsYou have to entertain them more than adults
5.5. You have to provide incentives more than You have to provide incentives more than adultsadults
6.6. They may lie (a lot)They may lie (a lot)
Experimental techniques to Experimental techniques to test pre-linguistic infantstest pre-linguistic infants
1.1. Heart rate (pre-natal)Heart rate (pre-natal)
2.2. High amplitude sucking/foot kickingHigh amplitude sucking/foot kicking
3.3. Preferential lookingPreferential looking
4.4. Conditioned head turnConditioned head turn
5.5. 2 alternative anticipatory eye movement 2 alternative anticipatory eye movement responseresponse
Why would you study pre Why would you study pre linguistic infants?!linguistic infants?!
Stages of L1 language acquisition:Stages of L1 language acquisition:
1.1. Prenatal (especially last trimester)Prenatal (especially last trimester)2.2. Crying (0-2 months)Crying (0-2 months)3.3. Intonational (2-3 months)Intonational (2-3 months)4.4. Cooing (4-6 months)Cooing (4-6 months)5.5. Babbling (6-8 months)Babbling (6-8 months)6.6. Non-reduplicated babbling (9-12 months)Non-reduplicated babbling (9-12 months)7.7. First words (12-18 months)First words (12-18 months)
How well infants discriminate sounds predicts their abilities to learn words—their ability to learn words predicts overall language and reading abilities later on
1. Heart Rate1. Heart Rate
Typical set up:Typical set up:Mother or Father asked to read story, talk Mother or Father asked to read story, talk
to, or other language task for 3-4 weeks to, or other language task for 3-4 weeks in 3in 3rdrd Trimester Trimester
Mother comes to lab and is hooked up to Mother comes to lab and is hooked up to fetal heart rate monitorfetal heart rate monitor
Same and different stories are played to Same and different stories are played to baby and measure heart ratebaby and measure heart rate
1. Heart Rate1. Heart Rate
Basic findings . . . Basic findings . . . Recognition of mother’s voice (Mehler et al., Recognition of mother’s voice (Mehler et al.,
1984)1984)Recognition of prose passage before birth Recognition of prose passage before birth
(DeCasper et al. 1994)(DeCasper et al. 1994)Recognition of native language after birth (Mehler Recognition of native language after birth (Mehler
et al., 1986)et al., 1986)Recognition of difference between male/female Recognition of difference between male/female
voices (DeCasper et al., 2002)voices (DeCasper et al., 2002)
1. Heart Rate1. Heart Rate
Pros?Pros?
Only way to measure prenatal languageOnly way to measure prenatal language
Fairly unintrusiveFairly unintrusive
Cons?Cons?
Don’t know for sure that this is best way to Don’t know for sure that this is best way to measure language skills prenatallymeasure language skills prenatally
2. High Amplitude 2. High Amplitude SuckingSucking
http://psych.rice.edu/mmtbn/language/sPerception/infantsucking_h.html
2. High Amplitude 2. High Amplitude SuckingSucking
Basic Findings . . .Basic Findings . . .
have found forhave found for
most types of most types of
consonantsconsonants
2. High Amplitude 2. High Amplitude SuckingSucking
Pros?Pros?
High level of reliability (used a lot for a long time)High level of reliability (used a lot for a long time)
Fairly unintrusiveFairly unintrusive
Only way to test newbornsOnly way to test newborns
Cons?Cons?
High dropout rateHigh dropout rate
Need equipmentNeed equipment
3. Preferential looking3. Preferential looking
http://psych.rice.edu/mmtbn/language/sPerhttp://psych.rice.edu/mmtbn/language/sPerception/infantHeadturn_h.htmlception/infantHeadturn_h.html
3. Preferential looking3. Preferential looking
Some findings . . . Some findings . . . Preferences forPreferences for Mother’s voice at 3 weeks (DeCasper & Fifer, 1980)Mother’s voice at 3 weeks (DeCasper & Fifer, 1980) Own-language prosody at 6 months Own-language prosody at 6 months Own language stress pattern at 9 months (Jusczyk et Own language stress pattern at 9 months (Jusczyk et
al, 1993)al, 1993) Own language phonology at 9 months (Juscyzk et al., Own language phonology at 9 months (Juscyzk et al.,
1993)1993) Own language phonotactics at 9 months (Juscyzk et Own language phonotactics at 9 months (Juscyzk et
al., 1994)al., 1994)
3. Preferential looking3. Preferential looking
Pros?Pros?
Can test lots of things (even up to 2-3 Can test lots of things (even up to 2-3 years)years)
Easy to administerEasy to administer
Cons?Cons?
Requires complicated equipmentRequires complicated equipment
4. Conditioned head turn4. Conditioned head turn
http://beta.vtap.com/video/Learning+From+Babies/CL0173196706_4078e8f9a_V0lLSTE4NjE0fmluOjM4
4. Conditioned head turn4. Conditioned head turn
Some typical findings . . . Some typical findings . . .
4. Conditioned head turn4. Conditioned head turn
Pros?Pros?
Works well with testing sound Works well with testing sound discriminationdiscrimination
Easy to administerEasy to administer
Cons?Cons?
Only works with testing discriminationOnly works with testing discrimination
5. Two alternative 5. Two alternative responseresponse
http://psych.rice.edu/mmtbn/language/sPhttp://psych.rice.edu/mmtbn/language/sPerception/infantlooking_h.htmlerception/infantlooking_h.html
5. Two alternative 5. Two alternative responseresponse
some findings . . .some findings . . .
Babies associate highly frequent words with Babies associate highly frequent words with familiar objects by 6 months (Jusczyk, 1999)familiar objects by 6 months (Jusczyk, 1999)
8-10 month olds can tell the difference between 8-10 month olds can tell the difference between passive and active sentences and transitive passive and active sentences and transitive and intransitive verbs (Fisher, 2003)and intransitive verbs (Fisher, 2003)
*
*
“ look! cookie monster’s tickling big bird”“ look! big bird’s tickling cookie monster”
see also Naigles (1990), Fisher (2000)
Golinkoff et al. 1987
4. Two alternative 4. Two alternative responseresponse
Pros?Pros?
Works well with almost any type of Works well with almost any type of languagelanguage
Cons?Cons?
Difficult to administer—works best with 18-Difficult to administer—works best with 18-24 year olds24 year olds
Stages of First Language Stages of First Language Acquisition—12 months Acquisition—12 months onon
Holophrastic stage 12-24 monthsHolophrastic stage 12-24 months idiomorphsidiomorphs mutual exclusivity and whole object biasmutual exclusivity and whole object bias overgeneralizations, undergeneralizationsovergeneralizations, undergeneralizations referential vs. expressive childrenreferential vs. expressive children
Two-word Stage—24-30 monthsTwo-word Stage—24-30 months Subject-verb ‘Mary go.’Subject-verb ‘Mary go.’ Verb-modifier ‘Push truck.’Verb-modifier ‘Push truck.’ Possessor-possesed ‘Mommy sock’Possessor-possesed ‘Mommy sock’ Content words, no function wordsContent words, no function words
Telegraphic Stage—30-36 monthsTelegraphic Stage—30-36 months 2-5 words with little extra morphology2-5 words with little extra morphology Morphological overgeneralizationMorphological overgeneralization Easier, more productive morphemes firstEasier, more productive morphemes first
Basic methods for studying Basic methods for studying children post linguisticallychildren post linguistically
1.1. ObservationsObservations
2.2. Wug testsWug tests
3.3. ERPs (Event related potentials)ERPs (Event related potentials)
4.4. Experimental trickeryExperimental trickery
1. Observations1. Observations
Many of these studies done in 1950’s – Many of these studies done in 1950’s – 70’s70’s
Usually linguists or psychologists would Usually linguists or psychologists would follow own children around with tape follow own children around with tape recorder and analyze their language recorder and analyze their language developmentdevelopment
1. Observations1. Observations
At 1 year; 1 month (babbling) (in IPA):At 1 year; 1 month (babbling) (in IPA):ProductionProduction ProductionProduction/ava//ava/ /baewa//baewa//aelu//aelu/ /daev/daevu/u//aw/aw// /gigi//gigi//n/n// /paba//paba/
At 1 year, 6 months:At 1 year, 6 months:GlossGloss ProductionProduction GlossGloss ProductionProductionbabybaby /bebi//bebi/ gogo /go//go/bearbear /baeu//baeu/ bigbig /gIg//gIg/bibbib /bIb//bIb/ BrendaBrenda /pEnt/pEnt//blueblue /pu//pu/ walkwalk /wak//wak/
M: Did you tell Daddy what you had for tea? M: Did you tell Daddy what you had for tea? N: aga (eggs) and gagadoodoodoo (cockadoodledoo = cornflakes [because of the N: aga (eggs) and gagadoodoodoo (cockadoodledoo = cornflakes [because of the
picture on the box] cockadoodledoo also means a weathervane on a church picture on the box] cockadoodledoo also means a weathervane on a church spire and so he remembers his walk as well) tika (sticks) too.spire and so he remembers his walk as well) tika (sticks) too.
M: You didn’t have cornflakes for tea! And you didn’t have sticks either! M: You didn’t have cornflakes for tea! And you didn’t have sticks either! N: ho (holes) too. (laughing—thinking this is a joke)N: ho (holes) too. (laughing—thinking this is a joke)M: You didn’t have sticks and holes for tea!M: You didn’t have sticks and holes for tea!N: doba (toast) Go wakin’, dada. (“I went walking, daddy”)N: doba (toast) Go wakin’, dada. (“I went walking, daddy”)F: What did you see on your walk?F: What did you see on your walk?N: see ka (“I saw a car”)N: see ka (“I saw a car”)F: Yes, you went for a ride in a car, didn’t you? What else did you see?F: Yes, you went for a ride in a car, didn’t you? What else did you see?N: piti dedi mamma on gara (“a pretty flower (daisy) for momma in the garden”). N: piti dedi mamma on gara (“a pretty flower (daisy) for momma in the garden”).
[The flower wasn’t a daisy, but he calls all flowers daisies][The flower wasn’t a daisy, but he calls all flowers daisies](Parents get N. ready for bed)(Parents get N. ready for bed)N: Help? Need help? (meaning “I need help).N: Help? Need help? (meaning “I need help).M: What is it you can’t find? Is it something under there?M: What is it you can’t find? Is it something under there?N, looking under couch: ba (“a ball”)N, looking under couch: ba (“a ball”)(Later, looking at a book with his mother)(Later, looking at a book with his mother)N: ‘ats dat? (“What’s that?)N: ‘ats dat? (“What’s that?)M: That’s butter.M: That’s butter.N: (repeating) taba (butter) ‘ats dat? (“What’s that?”)N: (repeating) taba (butter) ‘ats dat? (“What’s that?”)M: Some ducks and a doggie.M: Some ducks and a doggie.N: Sa kuks (“some ducks”) No goggie (but there isn’t a doggie)N: Sa kuks (“some ducks”) No goggie (but there isn’t a doggie)
Language Development: Stages and Rule Language Development: Stages and Rule
SystemsSystems
Brown’s (1973) Stages Brown’s (1973) Stages MMean ean LLength of ength of UUtterance is a good index of child’s language tterance is a good index of child’s language maturity. Stages indicate growth of language maturity. Stages indicate growth of language complexity.complexity.
Stage 1 - 12 to 26 months of age = MLU 1.00 to 2.00 Stage 1 - 12 to 26 months of age = MLU 1.00 to 2.00
Stage 2 - 27 to 30 months of age = MLU 2.00 to 2.50 Stage 2 - 27 to 30 months of age = MLU 2.00 to 2.50
Stage 3 - 31 to 34 months of age = MLU 2.50 to 3.00 Stage 3 - 31 to 34 months of age = MLU 2.50 to 3.00
Stage 4 - 35 to 40 months of age = MLU 3.00 to 3.75 Stage 4 - 35 to 40 months of age = MLU 3.00 to 3.75
Stage 5 - 41 to 46 months of age = MLU 3.75 to 4.50Stage 5 - 41 to 46 months of age = MLU 3.75 to 4.50
Irregular past-tenseIrregular past-tense
Rules governing the use of irregulars follow Rules governing the use of irregulars follow a da developmental U-shaped curveevelopmental U-shaped curve
1.1. wentwent menmen worstworst2.2. goedgoed mansmans baddestbaddest3.3. wentedwented mensmens worstestworstest4.4. wentwent menmen worstworst
Irregular past-tenseIrregular past-tense
Developmental U-shaped curveDevelopmental U-shaped curve
30
40
50
60
70
80
90
100
1 2 3 4 5 6Time
Pro
port
ion
corr
ect
Developmental U-shaped curve
3. ERPs3. ERPs
Attach hat to babies headAttach hat to babies headHat has electrodes that measureHat has electrodes that measureElectrical movement across the Electrical movement across the SkullSkull
Electrical movement tells usElectrical movement tells us1.1. What part of the brain is activatedWhat part of the brain is activated2.2. When the brain reacts to the stimulus and When the brain reacts to the stimulus and
how much it reactshow much it reacts
Stages of First Language Stages of First Language AcquisitionAcquisition
Telegraphic Stage—2-5 yearsTelegraphic Stage—2-5 years learning 20-30 words per daylearning 20-30 words per day more complex syntaxmore complex syntax
Fine-tuning--5-10 yrs.Fine-tuning--5-10 yrs. refining grammarrefining grammar
building vocabularybuilding vocabulary