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When a stimulus is presented on a continuum, but is perceived as categorically distinct

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Categorical Perception

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The length of time between when an individual opens their mouth, and their vocal chords start vibrating

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Voice Onset Time (VOT)

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In English, a voiced stop is perceived if the VOT is ________, and a voiceless stop is perceived if the VOT is ________

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less than 20ms, more than 40ms

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Adult-like VOT perception in infants is due to:

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An innate sensitivity to certain sound distinctions

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Categorical Perception as unique to language?

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Present in Chinchillas and can be performed for non-speech tones

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A Salish Language spoken by First Nations in West Coast of BC by the Thompson River

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Nthlakampx

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Approximate age at which infants lose the ability to discriminate phonemes not present in native language

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10-12 mos

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Term used to describe the phenomenon of a reduction of phoneme discrimination ability - not necessarily a loss, result of attuning to the ambient language - an attenuating of sensitivity

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Perceptual Reorganization

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The process by which the ability to discriminate between phonemes of a non-ambient language can be regained (Example: Japanese ignoring 'r' and 'l' difference)

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Identification Training and Practice

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ISI - shorter leads to an easier discrimination task - no long-term memory involved

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Inter Stimulus Interval

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Attenuation to atypical sounds occurs in

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only lexical tones (not non-speech)

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more efficient, sets up native language categories, help with quicker conveyance of info when still mastering production of sounds, help with understanding/interpretation of language with different accents etc.

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Reasons for attenuation of phoneme discrimination

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Evidence of perceptual reorganization: mirroring perception because of use of phonemes and syllable structures for their language environment

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Variegated Babbling

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Word =

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Symbol+Concept (sound + meaning)

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Age at which infants can recognize single precise words in speech

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7 1/2 mos

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Language Learning: Infants are sensitive to:

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phonotactic, statistical, and prosodic information

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Which sounds are appropriate in each specific language (ie. 'Zdr' in Russian, not in English)

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Phonotactic Information

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Age at which infants seem to be able to use statistical information in their word perception (show preference for lexical sounds with high word probability) - same age as that for phonotactic and prosodic information use (weak-strong vs. strong-weak word stress preference)

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9 mos

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Reliable acoustic cues for word boundaries - even newborns can use them

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duration of the last vowel and the first consonant

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The Probability of 'a' occurring with 'b' divided by the Probability of 'a'

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Transitional Probability

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8 mos show novelty preference for statistically less likely lexical (7 mos for ID speech) and tone sound combinations after only 2 minutes of training shows:

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use of Statistical Information

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Language emerges from domain general mechanisms, the environment is a tutor, and humans have bigger brains/quantitative difference

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Emergentism

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Universal grammar is innate, the environment is a trigger, and human language is special/qualitative difference

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Nativism

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The ability of infants to recognize the frequency of what they've experienced

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Statistical Learning

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Generalizing rules from patterns (due to frequency of experience)

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Abstract Learning

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As tasks become more complex, subjects are more likely to show a _________ preference over a _________ preference

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familiarity, novelty

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Useful for learning morphology and syntax

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Abstract Learning

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completion of phonological representations doesn't start occurring until between the age of:

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14-18 mos

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Completion of a phonological representation requires:

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reference, meaning and sound string creation, and a lot of cognitive work

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properties that are mentally represented (eg. a dog is 'a mammal, it wags its tail and barks, it doesn't meow')

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Intension

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examples in the real world (eg. a dog is 'your dog')

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Extension

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Age arounnd which the average child acquires their first word

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1 yr

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Around the age of 18 mos, the average child's vocabulary is about ____ words

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50

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The term for the way in which children use their first words, encompassing the idea that they struggle to use the words in places other than the context in which they learned it. No clear intesion or extension

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Context-bound word use

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A term used to describe the phenomena in which a child may use the word "dog" to refer to their own dog, but not any other dog

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Underextension

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A term used to describe the phenomena in which a child may use the word "dad" to refer to all men with beards if its dad has a beard - could also be due to processing/vocabulary limitations

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Overextension

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At 9 mos old, infants given a category name for the toy they are playing with, they will show a ________ preference for the toy of the __________ category, but not so if no category name is given

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novelty, different

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It is hard to find the referent in the world, it's difficult to segment words in a speech stream, it's hard to link a mental category with a label, and kids have incomplete phonological representations

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Why word learning is difficult for children

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Refers to the fact that even in a relatively simple situation, there is an infinite amount of possible referents

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Quine's induction problem

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Can form when context and symbols are inconsistent (eg. pairing water with the sound of refreshment)

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Non-word associations

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a domain-general cognitive skill which allows children (and Rico the border-collie) to learn new words (through deduction) very quickly (4yrs are particularly good with novel words)

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Fast-mapping

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Assumption that a label refers to an entire object and not just a piece or property of an object

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Whole-object constraint

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referto children assume that members of the same category can be given the same label (used when the child is given a new word for the new object. If not, thematic relationships take over)

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Taxonomic constraint

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children assume that things with similar uses are related

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Thematic Relationship

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Children's assumption that if a word label refers to one specific object/concept, then it cannot simultaneously refer to another object/concept

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Mutual Exclusivity

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children's innate tendency to pay attention to single, whole objects, and properties of the world (objects are conceptually simple because they are discreet and have physical boundaries - therefore Noun Advantage)

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what constrains word-learning

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A term used to describe the phenomenon that children learn nouns earlier than any other category of words - less prominent in Chinese and Korean where parents teach more verbs

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Noun advantage

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states that children's minds aren't developed enough to build verb meanings, and so noun meanings are easier for them to understand initially

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Gentner

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speech which contains only necessary content words

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Telegraphic speech

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states that there can be infinite possible meanings for a given word or phrase. A scenario can be interpreted in multiple ways without constraints. Presence of innate mapping rules

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Gleitman

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verbs that describe a scenario from different points of view (eg. flee vs. chase, buy vs, sell)

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Opposite Pairs

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Kids need to know some nouns to be able to learn verbs by mapping from the sentence to the world. (knowing nouns can help determine what verbs mean - eg. observe relationship between two known nouns to discover verb meaning)

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Syntactic Bootstrapping

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children use clues found in the syntactic structure of a sentence to infer the meaning of new words

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Syntactic Bootstrapping

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age around which kids gain ability to grasp syntactic frames and their correlation to semantic meaning (correct interpretations of opposite pairs)

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3 and 4 yrs.

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Age at which most children begin producing multi-word utterances which contain some form of syntax

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18 mos - 2 yrs.

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single word utterances within the first year, prosodically isolated words, but might be related to each other.

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Vertical Constructions

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Some utterances that sound like phrases but are unanalyzed. Unanalyzed: they interpret the phrase as one thing and not separate words

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Unanalyzed Combinations

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18 months, often 2 word combinations being used productively and systematically

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Productive Combinations

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multi word utterance, combining more then one or 2 words in productive combination o Fairly simple syntax, no negation or questions, telegraphic (leaves out functions words and grammatical morphemes, only crucial information across) - 2nd half of second year

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Combinatorial Speech

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The thought that grammatical competence improves continually throughout life

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Continuity Hypothesis

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early productive utterances have to do with __________ _________ _________ and express semantic relationships

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8 relational meanings

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believes there is not an underlying syntax, it is just about the semantic relationships. Kids grammar isn't the same because they don't have adult syntax yet. Kids can express productively, but they don't have underlying syntax. Different from the continuity hypothesis; saying that there is an underlying grammar

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Brown

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Explanation of why kids don't have adult grammar: Slowed down by processing limitations, grammar is fully formed, but they leave out stuff that is hard to do, Minds are so busy they can't produce things, and not mastered, no practice

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Processing Limitation Theory

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a symbol that links up with a meaning (like a word), but involves combining things in hierarchical structures (like syntax) -the smallest unit of meaning

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Morpheme

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A measure of grammatical development, measured in morphemes: The total number of morphemes in a conversation, divided by the number of utterances

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Mean Length of Utterance (MLU)

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Test investigated the ability for children to apply abstract morphological rules: The way to know they have a rule is to give them a word they haven't heard and see what they do with it morphologically

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The Wug Test

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indicates that a subject causes someone or something else to do or be something, or causes a change in state of a non-volitional event.

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Causative Verb

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has two characteristics. First, it is an action verb, expressing a doable activity like kick, want, paint, write, eat, clean, etc. Second, it must have a direct object, something or someone who receives the action of the verb.

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Transitive Verb

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has two characteristics. First, it is an action verb, expressing a doable activity like arrive, go, lie, sneeze, sit, die, etc. Second, unlike a transitive verb, it will not have a direct object receiving the action.

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Intransitive Verb

question

take the object of a transitive phrase and make it the subject of an intransitive phrase

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Causative Alternation

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an intransitive verb whose (syntactic) subject is not a (semantic) agent; that is, it does not actively initiate, or is not actively responsible for, the action of the verb.

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Unaccusative Verb

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a word or phrase or clause forming part of a larger grammatical construction.

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a constituent

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9 mos can discriminate appropriate vs. inappropriate pauses in sentences

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awareness of constituent structure

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Children struggle with understanding ungrammatical directions, this tells us:

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grammatical competence outpaces performance, and they know that nouns and verbs have different functions

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