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Ch: 10 The development of language (Pinker (A universal design :red_cross:…
Ch: 10 The development of language
What is human language?
Communication system
Multiple abilities required, most complex
Symbolic system
No need for literal relations between sounds and meanings
Rule-governed system
Grammar
Language is productive
Infinite combinations
The development of the pragmatic system
Turn-taking
Mother-infant
Triadic conversations
Proto-imperatives
Gaze between mother and object)
Proto-declaratives
Pointing
Proto-conversations linked to increase in competences of social interactions
Imitation
Mirror neurons, leading to increase in turn-taking
Initiating interactions
More verbal than gestures, broader range of subjects
Maintaining conversations
Tend to change topic fast, interrupt and not question
Repairing faulty conversations
Adults guide
Development of phonological system
Speech perception
Segementation
Baby-directed talking helps to differentiate the stream
Infant discrimination between phonemes
Ability for cateogrical perception of phonemes gets lost
Native listener
If you heard lots of sounds when litte, then you can pronounce them later
Speech production
Reflexive
First sounds, different types of crying that parents cannot distinguish
Cooing
Beginning, conversation takes turns
Babbling
Sound playing
Canonical babbling
Sound combnations that sound like words, universal no proof that they actually mean words
Modulate babbling
Intonation patterns that are important in native language
Articulation
Using words they can produce. Grass and gwass
Development of syntactic system
One-word period
Difficult interpretation of the word, differences in cultures depending on the use of the word
Two-word period
Debate on when the late syntactic starts, not clear how much they don't or do know
Late syntactic development
Sharp increase, from 'me happy' to 'I don't want to go to sleep and dream the dream I dreamt last night'
Overregulations and creative generalisations
These mistakes are done universally
Acquisition of word meaning
Interaction of language and cognitive development, when faced with gaps, two strategies
New word
New concept
Guessing the meaning
Drawn attention to a spoken word
Complexity of the task
Relative small amount of mistakes, continuous change
Children's acquisition of word meaning forced?
Innative thinking of one-to-one relations and whole unity words
Importance of semantic relations
Words are related, becoming aware of vocabulary gaps
Pinker
Language is universal :check:
A universal design :red_cross:
Chomsky (Nativist)
Poverty of the stimulus argument
Language requires connection between s and d structures, so d-structure innate
Because of overregularisation
Language input is complex
Little feedback, however learned quick and easily
Parents are poor teachers
But sophisticated being used provokes additional additional variation in children's later language
D-structure
Interpretation
S-structure
Actual phrase
But too diverse designs
Universal: testing it in AI, to see if there are a series of rules that are needed
Series of sages to acquire it :check:
Pragmatic, phonological, syntactic and semantic systems
Children develop language when it'snot existant :check:
Pidgin, deaf communities and Nicaraguan children
Language and intelligence are doubly dissociable (affects a part, but not another) in disorders, such as, William syndrome or specific language impairment (SLI) :red_cross:
Karmiloff-Smith
But, william syndrome is different from typical language development and SLI is not as specific as we may think
Conclusion: There is universal language, experience is key and general learning mechanisms are not language specific
Pinker and Chomsky (nativism) compared to Karmiloff-Smith and constructivism
Nature-nurture, but both active (pinker a bit less)