Psych exam 3
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| Prelinguistic Communication | gestures in first year of life, cries and laughs not intentional communication
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| DeCasper and Spence (1986) | babies overheard Dr. Suess and it modified their rate of sucking when they heard it post birth, infant retain stories told in utero and prefers mothers voice
Prenatal learning and retention ONLY
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| Child-directed speech | baby talk
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| Development of Communicative Intent | 8 months of age, criteria needed to show intent (waiting, persistence, and development of alternative plans like child tugging on parents and pointing to toy)
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| Fis phenomenon | child can perceive a distinction that they can not produce, meaning you can’t look at production to judge comprehension
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| Categorical perception in infants | ability to perceive sounds any better than can identity them (adults tell voiced and voiceless)
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| Werker and Tees (1984) | born with all distinctions from all languages, phonetic distinction from other languages declined by 1 month old
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| Development of phonemic and word boundaries, Saffran et al. (1996) , Marcus et al. (1999) | Saffron says infants preferred novel syllables overheard meaning, retained statistical information to segment speech.
Marcus says that infants extract rules to apply to new
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| Idiomorphs | invent own words/personalized words
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| Fast mapping | acquire new words rapidly, only need 1 exposure
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| Overextensions | too many items in word classes, identify one attribute and apply 1 name to all because perception, contextual, or affective similarity, more studied
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| Underextensions | have use of word in more restrictive way than adults use because different conceptual categories
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| Categorical | higher order category - call track a bus and apple an orange, can’t differentiate within category
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| Analogical | no clear categorical relation (perceptual - tick tock for sound of water, function - shirt on head is hat, affective - all forbidden to touch objects are hot)
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| Context bound | meaning is attached to context, “only ____ when doing ____”
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| Referential | Lack of category knowledge – only use clock for wall clock not phone clock- hard to measure because don’t do a behavior
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| Holophrase | single word utterance used by kid to express more than meaning attributed to single word by adult → stand for complete assertions
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| Syntactic growth, MLU | considerable differences in kids even by age so age can not be used as an indicator
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| Multiword utterances, telegraphic speech | combine content words and leave out functional
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| Eimas et al. | high amplitude sucking - pick up differences in voicing because show interest in novel sound
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| Semantic complexity | complexity of ideas expressed
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| Syntactic complexity | complexity of utterance
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| OverRegularizations | child’s use of regular morpheme for irregular word
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| Rule memory model | ule and irregular verb stored and in retrieval the irregular overpowers the rule so the error occurs when there is no irregular form stored
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| PDP | no rules but form associations between sound and sequences in network and are competing with strength changing based on language model exposed to
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| Giletman et al | ability to discrimination acceptable and unacceptable but can't correct deviant sentences with recourse to semantics, have some metalinguistic awareness
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| Markman | preschool kids understand the names of objects may change but the properties of objects cling to name when it’s transferred → concepts of words are not separate from their referents
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| Decontenxtualised | asks questions about things that have nothing to do with immediate environment while real word has contextual language
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| Metalinguistic awareness | better understand arbitrariness, slow high level of proficiency in both language better at syntactic awareness task, cross language transfer depend on language distance
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| Behaviorist vs. Innateness accounts for language development | Behaviorists all subject to law of effect and subject to conditioning
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| Species Specific Learning Device | chomsky device in brain that helps children acquire language rapidly → genie was not able to acquire it in the left hemisphere
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| Birdsong’s relationship to human language development | Lenneberg said songbird won’t ever learn song is not heard to exposed to in the first 20 days, first tested in humans on genie → evidence for critical period
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| Critical period for Language Learning | humans have critical period for left hemisphere to develop language
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| Genie Dichotic Listening Study | she had a left ear advantage and language was localized in her right hemisphere, if language in right hemisphere and right handed then it might be compensatory because potential problem with left hemisphere
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| Sylvian fissure | separate the temporal and frontal lobe
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| Angular gyrus | important for reading and writing
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| Arcuate fasciculus | connect wernicke and broca
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| Neuroanatomical flow of information in word production | ernicke decides what words want to say, send through articulate fasciculus to broca which gives directions to motor cortex in lateral sulcus which actually directs muscles to make the words
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| (Contra) Lateralization | goes to opposite sides of the brain
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| Conduction | damage to arcuate fasciculus, presents like wernicke’s in some cases, can’t repeat because repetition requires fast movement between broca and wernicke and condition phase has that connection damaged
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| Frontotemporal Dementia | progressive brain atrophy with impact on language ability
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| Progressive nonfluent aphasia | effortful speech but agrammatic sentence
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| Semantic dementia | left temporal lobe damage and you forget what things are
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| Behavioral ftd | loses pragmatics with bilateral frontal lobe damage, social inappropriateness
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| Kim et al., (1997) bilingual imaging study | used an fMRI to see activation in brain for bilinguals, late bilinguals had separate parts of broca’s area used for each language
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| Alexia | disconnection of visual area from language areas, result of angular gyrus damage
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| Agraphia | angular gyrus damage creates inability to write
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