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Language - Coggle Diagram

- - - - perceptual - word learning based on attention to perceptual similarity of objects ie objects perceptually sim. to flat + 4 legs generalised as "table" to those looking similar
      - conceptual = assuming new word refers to entire objects - have to correct children when used beyond
      - social = word learning based on social cues from another person ie pointing, joint attention, can ovverride whole object constraint ie pointing + "bunny ears"
  - - - babbling - practice producing phonemes, pitch etc - graduallly links phonemes to morphemes - even deaf babies babble but with hands, can even babble with other babies
    - - use of holophrases = single word used to stand for larger sentence - in combo with symbolic rep. ie point + banana = want banana
    - - telegraphic speech - only use crucial words to stand in for sentence but tend to be consistently formed and worded b- almost but not yet at sentence forming
  - - - single word used to refer to many things - incorrect because too broad (ie category)
      - kitty used to rep all furry animals
    - - use single word to refer to specific thing, incorrect because too specific
      - ie "iPad" used for tablets and computing devices
      - applying too narrowly ie "ball" used only for favourite
  - - - use general rules to apply to many different words ie "ed" for all regular verbs
      - but over-regulariation = learn rules but apply incorrectly ie "singed" instead of "sang" to irregular verbs
    - - memory - relevant past tense has to have been heard at least once - stored in mental lexicon
      - analogical reasoning - storing enough irregular forms that recognise similarity ie btwn "ring" and "sing" and knowing ring > rang
    - - 1/2 adults used past tense of "bang"/"bung" vs children - "binged" - indicates adults used analogical reasoning but here children making over-regularisatiom
- - - - poverty of stimulus = child may receive ot well structured imperfect english/input - yet this does not always reflect lang. end up speaking - still learn language despite errors heard
    - - can still learnin when older but ease of learning is lower (more difficult)
      - Second Language Acquisiton = ppl who learnin second in childhood sound sim. to native speakers of it BUT not same for those who learn 2nd lang later
        
        Hartshorne et al (2018) -critical period for SLA from infancy to almost adulthood (around 17)
  - - - parents tend to respond with gist of children's early speech and don't correct/reinforce correct grammar - but still learn lang correctly
      - would predict bilingual children take longer to acquire lang - receiving 2 simultaneous inputs - but don't
      - huge number of assosciations - huge cognitive burden
    - - lang. learning occurs through networks of assosciations - through which learn implicit and informal rules which develop learning
      - parallel processing -- brain handles info simultaneously, like a computer developing patterns of associations and taking input that strengthens these
      - processing takes place in network of nodes/units
      - lang. learners exposred to repeated patterns of lang (units) as input - then extract patterns + co-occuring units --> forms assosciations which are strengthened
      - output = mental representation of patterns of assosciations
      - "Hidden input" = grammatical rules, ie 2 inputs always heard together or never
- - - - smallest element of speech sound - no meaning on own
      - Voice Onset Time = delay btwn initial sound of voiced consonant and vibration of vocal cords - causing diff btwn phonemes ie "pa" vs "ba"
      - not universal
    - - smallest element of speech sound that contains meaning
      - combining phonemes > morphemes
      - includes prefixes and suffixes
      - one argument = "mental lexicon" - like a dictionary that gives lists and rules for morphemes/phonemes stored separately and what combo's alter meaning
    - - rules for combining words into sentences - gramattically correct way and word order
      - yoda speak syntax - the fact it can still be understood (meaning) even if not grammatically correct - since still has syntax and implicit rules - one reason = understand the individual words but the fact that other word orders don't make as sense
    - - learning how language used - eg cultural rules for conversing
      - eg turn-taking, what lang. appropriate for different settings, sarcasm
  - - - investigates what babies perceive relating to speech sounds/visual stimuli (phonemes)
      - infants enjoy novelty - so when sucking on pacifier leads to a sound playing, habituate to this - once habituate will stop sucking - new speech sounds introduced = when recognised as novel, will suck on pacifier to hear more
    - - measures interest of infants to speech sounds - how long infants attent to stimuli - pay more attention to familiar speech sounds
      - improved with eye tracking
    - - indicates children's understanding of words = word played while visual stimuli displayed - if understand would look at stimuli matching word's meaning