CSD 300
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70 terms
Terms | Definitions |
|---|---|
 longitudinal studies | observe the same individuals over time; usually fewer participants |
| cross-sectional studies | observe a slice of time; usually more participants |
| large scale normative study | standardized tests given to many people; compare individual to the group |
| linguistic approach | more emphasis on language; inside out |
| social approach | more focus on people who use language; outside in |
| domain general approach | focus on the similarity to other kinds of learning problems; outside in |
| dynamical systems approach | focus on reading computer models of the brain |
| nativist or inside out theory | language is inside the child, experience merely triggers innate categories and rules; |
| interactionist or outside in theory | language is outside the child, the child must figure out the rules. |
| emergentism | child's biological organization interacts with input to learn language |
| connectionism | computer models of learning |
| domain specific | brain has a set of tools specifically for learning langauge (inside out) |
| domain general | the same set of tools used for all cognitive skills (outside in) |
| statistical learning | babies notice transitional probabilities; can tell the difference between old and new words |
| transitional probabilities | the probability that one syllable will follow another syllable |
| rule learning | babies listen longer to sentences following the rule they were not trained on. |
| semanticity/reference | words and sentences stand for something |
| displacement | can talk about other times and places, things that don't exist |
| productivity/syntax | users can create an infinite number of brand new utterances |
| intentionality | language is intended to change the listener's mental state |
| creolization | refers to the process in which a pidgin becomes the native language for a given group |
| broca's area | production is impaired |
| wernicke's area | comprehension is impaired; gibberish |
| split brain patients | info coming into the right can't be sent easily to the left because the connection is severed. |
| contralateral control | left side of brain sends messages to right side of body and receives input from right side and vice versa. |
| cerebral asymmetry | handedness/lateralization |
| right hemisphere | this side manages pragmatics, semantics, and prosody |
| plasticity | brain is malleable |
| equipotentiality | concept that all parts of the cortex contribute equally to complex behaviors such as learning |
| invariance | lateralization is inherent |
| critical period | this certain input is required and necessary at this time. certain environmental input during that period necessary for development |
| sensitive period | a period in which child is most ready to use input, but its not as finite as a critical period |
| perlocutionary phase | listener is affected but there is no intention to communicate, crying, fussing |
| illocutionary phase | intention to communicate; but without language; pointing, etc. |
| locutionary phase | intentional communication using conventional means |
| joint attention | relate to people and objects simultaneously; foundation of intentionality; key for development; children with autism don't have this |
| cry because hungry | response |
| cry because crying | food association |
| cry to get attention | change behavior |
| cry to elicit sympathy | change mental state |
| reject | evidence of intentionality; shake head, crying, facial expression |
| request | for social interaction, object, or action |
| comment | protodeclarative or declarative |
| protoconversation | vocal interactions between mother and infants that resemble the verbal exchanges of more mature conversations; turn-taking |
| speech act theory | what we say, what we mean by it, and waht others understand may not be the same |
| longer stretches of speech | conversation, narratives, lecture, sermon, etc. |
| Grice's conversational maxims | take turns, be polite |
| quantity | don't give too much information or too little |
| quality | say what you believe to be true |
| relevance | make your contribution relevant |
| manner | be clear, don't mumble, speak up |
| dialects | mutually intelligible (1 language |
| language | mutually unintelligible |
| registers | styles for different situations |
| collective monologues (parallel talk) | young children's talk with one another in which the content of each child's turn has little or nothing to do with what the other child has just said |
| solitary monologues | play, practice, organizing experiences? talk to them selves |
| private speech | talk yourself through a task, adults still do this; the internal dialogue that occurs when people talk to themselves (either silently or out loud) |
| topic initiation | self to environment to absent or intangible |
| topic maintenance early | more imitation, non-contingent |
| topic maintenance later | more contingent |
| scaffolding | parents help kids with story |
| elaborative | give child more opportunity to expand, less directive, elicit more originality |
| repetitive | providing child with a lot of prompts |
| scripts | common events that child knows what happens so he could say a generic script of what typically happens at these common events |
| children use child-directed speech | speak differently to younger children |
| direct imperatives | least polite; it's a command |
| mitigated request | softened, less direct, more polite |
| aggravated | more direct, less polite |
| interaction with girls | less direct, negotiate conflicts, more polite |
| interaction with boys | more imperatives, assertive, greater conflict |
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