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What is a language phenomena?
Something that holds true when learning any language.
Also known as a universal
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Language acquisition vs. Language development
- Acquisition- how we acquire language (phenomena)
- Development- How language progresses (before birth, in utero, etc)
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By what age do children generally acquire the major aspects of language
age 3-4
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When has child become savvy enough to adapt language to given language or situation
by the 1st grade
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Rapid Fading
Speech sounds do not last forever, we rely on our memory, because we do not continue to hear them.
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Total Feedback
We receive feedback about what we say and how we say it.
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Specialization
Speech is an overlaid function- all of the components involved in the production of speech are also used to help us sustain life (swallowing)
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Arbitrariness
What we learn is arbitrary... a water bottle is only a water bottle because we have learned to call it as such. We just as easily could have learned to call it a lamp...
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Discreteness
Every language has a finite/discreet number of sounds
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Displacement
The relationship between cognition and language. We are able to talk about things that have already happened or that are in the future.
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Productivity
We create new and novel things all of the time, we are creative with the way we use language and communication (slang)
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What is Language Form?
- phonology, syntax, grammar, morphology
- Rules combining words into meaningful language
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What is language Content?
- The meaning of language
- Vocabulary
- Semantics
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What is Language Use?
- The contexts in which we use language
- Pragmatics
- Why, when and where we use language
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Phonology
the study of how sounds are organized and used in natural languages.
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Syntax
- How sentences are constructed
- verb/noun/adj order in sentances
- "me no go" is correct syntax incorrect grammar
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Grammar
structured set of rules of structure of language.
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morphology
Study of the content and structure of word forms (morphemes)
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Words have CV Shape F/C/U?
Form
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Using full prepositional clauses F/C/U?
Form
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Speech is 75% intelligible F/C/U?
Form
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Understands and uses Wh- questions F/C/U?
Content
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Understands and uses Wh- questions F/C/U?
Content
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Uses please for politeness F/C/U?
Use
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Maintains interaction for 3 conversational turns F/C/U?
Use
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Use 3rd person singular s F/C/U?
Form?
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Understands 2-word relations such as possession F/C/U?
Content
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Use of cluster reduction F/C/U?
Form
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Continues topic by adding new information F/C/U?
Use
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Kindergartener's average vocabulary
8000 words
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What was the Theoretical approach to language acquisition in the 1960s?
- We learn everything from our parents
- -This suggests that if we do not have parents we will not learn, and this is flawed
- -ENVIRONMENT= THE factor
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What was the Theoretical approach to language acquisition in the 1970s?
- Humans are predisposed to communicate and learn language.
- Environment is still a factor but not the ONLY factor.
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What was the Theoretical approach to language acquisition in the 1990s?
- We WANT to learn language to have meaningful social interactions
- Biology + Participation
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Behaviorist/Empiricist Theory
- Skinner
- Nurture
- Language is about what I do not what I know (reinforcement)
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Expressive vocabulary development
Operant Behavior + Reward= Repeated Behavior
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Echoic
Ability to imitate a model
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Mand
Request, demand, command
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Intraverbal
Free association (say whatever is on your mind)
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Autoclitic
Link words to combine ideas (context)
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Receptive Vocabulary Development (Classical Conditioning)
Pairing two behaviors together and associating them (ringing the bell and feeding the god)
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Nativist View
- Chomsky
- Nature
- What we KNOW not what we DO (we are born with a basic set of grammar rules)
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Generative social structure/semantics theory
- Filmore/Bloom
- Nurture
- Context determines meaning
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Cognitive View Theory
- Piaget
- Nurture
- Cognitive development precedes language
- development
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Information Processing View
- Bates & MacWhinney
- Nurture
- Early on we process information at a very basic, very novice level the more we use it the more of an expert we become
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Social Interactionist Theory
- Vygotsky
- Nurture
- As long as you are working within the zone of proximal development, you see improvement.
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Locutionary Act
What you say
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Illocutionary Act
What you are trying to say
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Perlocutionary Act
The actual effect of what was said
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Interactionist view
Nature + Nurture
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Schema
- What makes up a concept
- Your idea of something
- What comes to your mind when someone says "dog"
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Assimilation
- Incoming information is integrated into an existing schema
- Revising schema to include other characteristics (golden retriever, collie, etc)
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Accommodation
- Categorizing. Incoming information does not fit into an existing schema so cannot be integrated
- Ex: Learning what an elephant is when you only have a schema of a dog
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Object permanence
An object still exists even when it is out of sight
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Causality
Certain events cause other events to happen
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Means-ends
- Find ways to accomplish goals
- Ex: If we see a cookie jar on a counter but we cannot reach it, we will get a stool to stand on so that we can reach it.
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Imitation
trying to duplicate models
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