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Chapter 10: Language and Communication

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Chapter 10: Language and Communication

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    2. © 2009 Pearson Education Canada Inc.

    3. © 2009 Pearson Education Canada Inc. Language: a system that relates sounds (or gestures) to meaning Phonology: sounds of a language Semantics: study of words and their meanings Grammar: rules used to describe the structure of a language Pragmatics: how people use language to communicate effectively

    4. © 2009 Pearson Education Canada Inc. Phonemes are sounds that are the building blocks of language Young babies can hear all possible phonemes, even those not in their language Infants can identify individual words Infant-directed speech may help children learn language Cochlear implants improve language development in deaf children

    5. © 2009 Pearson Education Canada Inc. 2 months: cooing (vowel-like sounds) 6 months: babbling (speech-like sound that has no meaning) 8 to 11 months: babbling includes intonation (rising or falling pitch) First words appear around first birthday Infants’ babbling is influenced by the speech they hear

    6. © 2009 Pearson Education Canada Inc.

    7. © 2009 Pearson Education Canada Inc. Infants understand that words are symbols (something that stands for something else) Gestures are symbols that children start to use around the time they begin to talk

    8. © 2009 Pearson Education Canada Inc. Children learn words too rapidly (naming explosion) to be starting from scratch on each one Fast mapping: learning word meanings so rapidly that the child can’t be considering all possible meanings Joint attention, constraints on word names, sentence cues, and cognitive growth help children learn word meanings Underextensions and overextensions are two common naming errors

    9. © 2009 Pearson Education Canada Inc. Wide range in vocabulary development largely accounted for by child’s language environment and phonological memory Children also have different styles of learning language: referential and expressive

    10. © 2009 Pearson Education Canada Inc. Referential style: vocabularies consist mainly of words that name objects, persons, or actions Referential children use language as an intellectual tool

    11. © 2009 Pearson Education Canada Inc. Expressive style: vocabularies include many social phrases that are used as a single word (e.g., “go-away,” “I-want-it”) Expressive children use language as a social tool

    12. © 2009 Pearson Education Canada Inc. Speak with children frequently (not at them) Name objects that are the focus of child’s attention, use speech that uses different words and is grammatically sophisticated, and respond promptly to child Read books and ask children questions

    13. © 2009 Pearson Education Canada Inc. The Effect of Asking Children Questions

    14. © 2009 Pearson Education Canada Inc. Sesame Street helps children learn words (because it’s interactive) Bilingual children learn language as rapidly as monolinguals

    15. © 2009 Pearson Education Canada Inc. Children learn other symbol systems as they grow, such as pictures and scale models By 18 months toddlers understand that photos are representations of objects 3-year-olds understand relation between scale models and objects they represent Other symbolic forms learned later include maps, graphs, and musical notation

    16. © 2009 Pearson Education Canada Inc.

    17. © 2009 Pearson Education Canada Inc. Speech is often telegraphic in 2-year-olds (e.g., ‘want milk’, ‘play blocks’) Gradually add grammatical morphemes (words or endings of words that make a sentence grammatical) Easiest morphemes mastered first Mastery of grammar by rule-based learning, so errors of overregularization occur

    18. © 2009 Pearson Education Canada Inc. “Wug” Stimuli

    19. © 2009 Pearson Education Canada Inc. Language input is important but learning is more than just imitation–children produce novel sentences and children’s speech has its own grammar Neural mechanisms help children find regularities (specific brain regions, critical period) Grammar may be learned through powerful cognitive skills that detect regularities in the environment Language and grammar mastered in the context of social interactions

    20. © 2009 Pearson Education Canada Inc. Broca’s Area of Brain

    21. © 2009 Pearson Education Canada Inc.

    22. © 2009 Pearson Education Canada Inc. Even before children speak, parents model turn- taking Not true in some non-Western cultures By 2 years, spontaneous turn-taking occurs By 3 years, children will try to elicit a response if listener fails to respond

    23. © 2009 Pearson Education Canada Inc. Toddlers’ first conversations are about themselves Preschoolers adjust their speech based on the age and needs of the listener and context School-age children speak differently to adults and peers In the U.S., African American children may switch back and forth between African American English and standard English Preschoolers understand that when listeners misunderstand, speaker needs to do something

    24. © 2009 Pearson Education Canada Inc. Restating Preference When Listener Misunderstands

    25. © 2009 Pearson Education Canada Inc. Preschoolers often don’t detect ambiguities in messages or they assume they understood the speaker’s intent Preschoolers are more likely to believe confusing statements or statements that contradict their beliefs when told by a parent instead of a classmate Understanding of non-literal meaning (sarcasm and metaphor) develops slowly

    26. © 2009 Pearson Education Canada Inc.

    27. © 2009 Pearson Education Canada Inc. Gesture use varies between cultures Canadians shake hands when meeting Japanese bow We can use gestures to communicate emotions e.g., shaking a fist when we’re mad

    28. © 2009 Pearson Education Canada Inc. Signed languages (e.g., ASL) are true languages Arbitrary units Signs do not have to be iconic Structured and meaningful Grammatical rules must be followed Displacement Can be used to discuss events displaced in time/place Generativity Can be used to create an infinite number of new utterances

    29. © 2009 Pearson Education Canada Inc. Signed languages develop the same way spoken languages do Babbling, naming explosion, telegraphic speech, … There is a critical period for acquiring signed languages Early experience is crucial Signed languages seem to be acquired earlier than spoken languages Many hearing families use ‘baby sign’

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