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DEV 6: LANGUAGE ACQUISITION (CONTROVERSY OF IDS (directedness vs…
DEV 6: LANGUAGE ACQUISITION
INTERACTION CONSTRUCTIVIST MODELS
Cognitive Models (Piaget)
more interactivist concept
language in terms of cog building
Information-Processing Models (PDP, Connectionist)
processed through series of processing assumptions
alters info in systematic ways
specifies structures that underly cognitive performance
Social Interaction Models
environment one is exposed to influences language
parents manipulate gestures
LISTENING
Nazzi, Bertoncini and Mehler (1998)
0-5 day old French infants in High Amp Sucking Paradigm
learning phase (operant cond)
habituation phase and new stimulus (dishabituation)
found they could discriminate between diff languages
Universal Listeners
discriminate all phonetic units of languages
Early Learning Frame Future
neural commitment, own language facilitated
by 1 can no longer hear foreign lang phonetic contrasts
tuning to native language at 6m = improved language growth at 13, 16, 24m
CONTROVERSY OF IDS
directedness vs intentionality or expertise - speech directed at person or other
intention reading and pattern finding - is speech as important as intention
complexity of IDS
non-maternal (sibling) speakers
preference ceases 7-9m
lack of motherese in some cultures
CARE-GIVER SPEECH
interactive human element improves learning
Social Context
conversation
joint attention (9-12m)
communicative pointing (12m)
intentions (18m)
SPEAKING
Challenges of Learning Speech Sounds
segmentation
grouping
Early Speech
Ziegler and Goswami (2005)
process syllables more at early age
mental understanding is based on syllable, but later understanding is made up of smaller elements
change in dev and mental dictionary over time
NON-WORD LEARNING
Thiessen et al (2005)
prefer IDS and actual words over adult speech
ability to segment at 6 months affect ability to learn language later in life
IDS helps segment and with learning sound-meaning associations