announcements switching lecture schedule: switching lecture schedule: –move pragmatics unit to...

AnnouncementsAnnouncements

Switching lecture schedule: Switching lecture schedule: – Move Pragmatics Unit to AFTER Move Pragmatics Unit to AFTER

Bilingualism Unit to accommodate Bilingualism Unit to accommodate guest speaker on Nov. 27guest speaker on Nov. 27thth (Tuesday)(Tuesday)

If we have time after lecture If we have time after lecture today, we’ll discuss some posted today, we’ll discuss some posted questions.questions.

Psy1302 Psy1302 Psychology of Psychology of LanguageLanguage

Language Acquisition ILanguage Acquisition I

Lecture 17Lecture 17

Language AcquisitionLanguage Acquisition

[The acquisition of language] is [The acquisition of language] is doubtless the greatest intellectual doubtless the greatest intellectual feat any one of us is ever feat any one of us is ever required to perform.required to perform.

(L. Bloomfield, Language, 1933, p. (L. Bloomfield, Language, 1933, p. 29)29)

Reading AssignmentReading Assignment

Fisher & Gleitman (2002)Fisher & Gleitman (2002) I. Outline of the task of language learningI. Outline of the task of language learning II. Where language learning beginsII. Where language learning begins

– Categorization of Speech SoundsCategorization of Speech Sounds– Segmentation of Spoken WordSegmentation of Spoken Word– Role of Sound in Syntactic AnalysisRole of Sound in Syntactic Analysis– Distributional Analysis and Discovery of SyntaxDistributional Analysis and Discovery of Syntax

II. MeaningsII. Meanings– Primitive Categories of ExperiencePrimitive Categories of Experience– Compositional MeaningCompositional Meaning– Interactions between linguistic and conceptual categoriesInteractions between linguistic and conceptual categories

IV. Forms to meaningIV. Forms to meaning– Mapping problemMapping problem– Concrete words firstConcrete words first– Old words make new words easier to learnOld words make new words easier to learn

V. Where learning endsV. Where learning ends

Eimas et al.’s StudyEimas et al.’s Study

High Amplitude High Amplitude Sucking Sucking ProcedureProcedure– What did this What did this

paradigm tell us paradigm tell us about infants’ about infants’ ability to ability to discriminate discriminate speech sounds in speech sounds in the world’s the world’s languages?languages?

Review: Where we left off for lectures on Speech Perception

Werker et al.’s StudiesWerker et al.’s Studies Headturn Headturn

ProcedureProcedure– What did this What did this

paradigm tell paradigm tell us about us about whenwhen children lose children lose discrimination discrimination ability of non-ability of non-native native phonemes phonemes

Review: Where we left off for lectures on Speech Perception

A New Puzzle: A New Puzzle: Learning Native Learning Native PhonesPhones How do children learn which phonetic How do children learn which phonetic

sounds are the phonemes in their sounds are the phonemes in their language?language?– For example (minimal pairs):For example (minimal pairs):– ‘‘bear” and “pear” or bear” and “pear” or – ““rent” and “lent” are two different words?rent” and “lent” are two different words?

What information could children use to What information could children use to learn the phonemes of their native learn the phonemes of their native language???language???

One Possibility: Semantic One Possibility: Semantic LearningLearning Learning word meanings drives Learning word meanings drives

phonological reorganizationphonological reorganization Children notice changing some features Children notice changing some features

changes meaning in some caseschanges meaning in some cases– /tip/ vs. /dip//tip/ vs. /dip/

They also notice changing some features They also notice changing some features does not change meaning in some casesdoes not change meaning in some cases– /tip/ vs. /tip/ (Hindi contrast)/tip/ vs. /tip/ (Hindi contrast),

A New Puzzle: Learning Native Phones

One Possibility: Semantic One Possibility: Semantic LearningLearning

Learning word meanings drives Learning word meanings drives phonological reorganizationphonological reorganization

For reorganization to work, requires:For reorganization to work, requires:– Noticing minimal pairs and meaning Noticing minimal pairs and meaning

differences differences – Learning many wordsLearning many words

Problem: 10 months-old children Problem: 10 months-old children don’t know that many words!don’t know that many words!


Voice Onset TimeVoice Onset Time

Production of words with /d/ or /t/ Production of words with /d/ or /t/ have different VOThave different VOT

Review

Dutch

Spanish

Hungarian

English

Cantonese

Tamil

Marathi

Hindi

Korean

Thai

Easter Armenian

Another Possibility: Another Possibility: Distributional LearningDistributional Learning

Distributional characteristics of input (i.e. Distributional characteristics of input (i.e. speech of native speakers) provide cues speech of native speakers) provide cues to the phonemic categoriesto the phonemic categories

E.g. 2 clustersE.g. 2 clusters


Another Possibility: Another Possibility: Distributional LearningDistributional Learning

1 cluster vs. 2 clusters1 cluster vs. 2 clusters

d t


Created Created synthetic sounds ranging from [da] to [ta].


Maye, Werker, & Gerken Maye, Werker, & Gerken (2002)(2002)(tested 6 & 8 months-old)(tested 6 & 8 months-old)

Familiarized infants to one of two setsFamiliarized infants to one of two sets– Bimodal Set: Sounds on the ends near [da] and

[ta].– Unimodal Set: Sounds in the middle.

Test preference for:– 3 6 3 6… (Alternating) vs. 3 3 3 3… (Non-

alternating) Stimuli





==<<

Infants trained on the Bimodal had a novelty preference for non-alternating trials.Infants trained on the Unimodal did not prefer/dis-prefer one over the other.

3 6 3 6 … 3 3 3 3

SummarySummary

Infant’s initial lexicon is non-existent to small.Infant’s initial lexicon is non-existent to small.

Makes it difficult to attribute lexical knowledge as Makes it difficult to attribute lexical knowledge as source of initial phonological reorganizationsource of initial phonological reorganization

Perhaps distributional information may be a first step Perhaps distributional information may be a first step into initial phonological reorganizationinto initial phonological reorganization

Learning the phonemes of one’s language could then Learning the phonemes of one’s language could then help learn words & word meanings…help learn words & word meanings…


Posting @ Class Posting @ Class Discussion Forum Discussion Forum (10/12)(10/12)Minimal Pairs and Word Learning:Minimal Pairs and Word Learning:

Notice anything about the ages tested in these Notice anything about the ages tested in these papers and when the Werker paper says that papers and when the Werker paper says that sensitivity to non-native phones disappears? sensitivity to non-native phones disappears? Want to comment?Want to comment?

Monolingual:Monolingual: http://www.sciencedaily.com/releases/2007/10/0http://www.sciencedaily.com/releases/2007/10/0

71001172817.htm71001172817.htm

Bilingual:Bilingual: http://www.sciencedaily.com/releases/2007/09/0http://www.sciencedaily.com/releases/2007/09/0

70928092050.htm70928092050.htm


Digression

Habituation Phase Test PhaseSame Switch

“lif” “neem” “lif” “neem”

Werker, Cohen, Lloyd, Casasola, & Stager, Dev Psych, 1998

The “Switch” TaskThe “Switch” Task


Digression

Looking Time During Test Phase

0

2

4

6

8

10

12

8 10 to 12 14Age in Months

Look

ing

Tim

e (s

)

Same

Switch

Werker, Cohen, Lloyd, Casasola, & Stager, Dev. Psych. 1998


Digression

The “Switch” Task The “Switch” Task ResultsResults

Habituation Phase Test Phase Same Switch

“bih” “dih” “bih” “dih”

Stager & Werker, Stager & Werker, NatureNature, 1997, 1997

Switch task with Switch task with Minimal PairsMinimal Pairs


Digression

0

2

4

6

8

10

12

14

16

14 17 20

Age in Months

Loo

kin

g T

ime

(s)

Same

Switch

Stager & Werker, Stager & Werker, NatureNature, 1997, Werker, et al, , 1997, Werker, et al, Infancy,Infancy, 2002; Pater, et al, 2002; Pater, et al, Language Language, 2004, 2004


Digression

Switch Task, Minimal Switch Task, Minimal Pairs ResultPairs Result

Posting @ Class Posting @ Class Discussion Forum Discussion Forum (10/12)(10/12)Minimal Pairs and Word Learning:Minimal Pairs and Word Learning:

Notice anything about the ages tested in these Notice anything about the ages tested in these papers and when the Werker paper says that papers and when the Werker paper says that sensitivity to non-native phones disappears? sensitivity to non-native phones disappears? Want to comment?Want to comment?

Monolingual:Monolingual: http://www.sciencedaily.com/releases/2007/10/0http://www.sciencedaily.com/releases/2007/10/0

71001172817.htm71001172817.htm

Bilingual:Bilingual: http://www.sciencedaily.com/releases/2007/09/0http://www.sciencedaily.com/releases/2007/09/0

70928092050.htm70928092050.htm


Digression

Word segmentation Word segmentation problemproblem

How do we as adults know where How do we as adults know where the word boundaries are located?the word boundaries are located?– We make use of lexical knowledge.We make use of lexical knowledge.

Old Puzzle, But Yet Another Issue: Word Segmentation

Word segmentation Word segmentation problemproblem

What about infants who have none or few words in their lexicon?


Word Segmentation Word Segmentation ProblemProblem

Infants need to extract words from Infants need to extract words from fluent speech in order to build a fluent speech in order to build a lexicon. lexicon.

How??? How??? – Cues recruited for segmentations:Cues recruited for segmentations:

Rhythmic cuesRhythmic cues– Metrical StressMetrical Stress

Phonotactic cuesPhonotactic cues– Context sensitive allophonic cuesContext sensitive allophonic cues

Statistical distributional propertiesStatistical distributional properties– Transitional Probabilities of SyllablesTransitional Probabilities of Syllables


Rhythmic CuesRhythmic CuesStress Pattern in English:Stress Pattern in English:

Cutler & Norris (1988): 95% of disyllabic English Cutler & Norris (1988): 95% of disyllabic English words (actually heard) are Strong-Weak.words (actually heard) are Strong-Weak.

Common (Strong-Weak Stress): Common (Strong-Weak Stress): Button, TableButton, TableRare (Weak-Strong Stress): Rare (Weak-Strong Stress): Guitar, SurpriseGuitar, Surprise

Do Do (English)(English) infants take strong-weak as infants take strong-weak as cue for segmentation?cue for segmentation?


Rhythmic Cues – stress pattern

Experimental setupExperimental setup

http://psych.rice.edu/mmtbn/language/sPerception/infantHeadturn_h.html

Rhythmic CuesRhythmic CuesJusczyk, Houston & Newsome Jusczyk, Houston & Newsome (1999)(1999)


7.5 & 10 month-old infants7.5 & 10 month-old infants– familiarized to Word, and test familiarized to Word, and test

preference for passage w/ over passage preference for passage w/ over passage w/o target wordw/o target word

– Familiarized to Word in Passage, and Familiarized to Word in Passage, and test preference for target word over test preference for target word over another (novel) wordanother (novel) word



Kingdom passageYour kingdom is in a faraway place. The prince used to sail to that kingdom when he came home from school. One day he saw a ghost in this old kingdom…Hamlet passageYour hamlet lies just over the hill. Far away from here near the sea is an old hamlet. People from the hamlet like to fish. Another hamlet is in the country…


7.5 & 10 month-old infants 7.5 & 10 month-old infants familiarized tofamiliarized to– Strong-Weak Word: Strong-Weak Word:

Kingdom… Kingdom… Kingdom…Kingdom… Kingdom… Kingdom…

Test on passages. Compare Test on passages. Compare preference for passages w/ or w/o preference for passages w/ or w/o target word.target word.



Kingdom passageYour kingdom is in a faraway place. The prince used to sail to that kingdom when he came home from school. One day he saw a ghost in this old kingdom…Hamlet passageYour hamlet lies just over the hill. Far away from here near the sea is an old hamlet. People from the hamlet like to fish. Another hamlet is in the country…


7.5 & 10 month-old infants 7.5 & 10 month-old infants familiarized tofamiliarized to– Strong-Weak Word in passage: Strong-Weak Word in passage:

Your kingdom is in a …Your kingdom is in a …

Test on words. Compare preference Test on words. Compare preference of target word and another wordof target word and another word


S/W (strong-weak): kingdom

kingking

kingking

hear kingdom parse as kingdom and not king

7.5 months7.5 months





7.5 & 10 month-old infants 7.5 & 10 month-old infants familiarized tofamiliarized to– Weak-Strong:

Guitar… Guitar… Guitar…

Test on passages. Compare Test on passages. Compare preference for passages w/ or w/o preference for passages w/ or w/o target word.target word.

Guitar passageThe man put away his old guitar. Your guitar is in the studio. That red guitar is brand new. The pink guitar is mine…. Device passageYour device can do a lot. Her device only fixes things. My new red device makes ice cream. The pink device sews clothes….


W/S (weak-strong): guitar

guitar is

tartartar

guitar is taris

hear “guitar” parse as tar and not guitarhear “guitar is” parse as taris and not guitar or tar

7.5 months7.5 months



W/S (weak-strong): guitar

targuitar is taris

guitar is

hear “guitar” parse as guitar

10 months10 months

Older children not as dependent on strong-weak strategy.






For SW: Both 7.5 & 10 month-olds For SW: Both 7.5 & 10 month-olds gave the correct parsegave the correct parse

For WS: Only the 10 month-olds For WS: Only the 10 month-olds gave the correct parsegave the correct parse

Young (English-learning) infants Young (English-learning) infants rely on SW pattern for segmenting rely on SW pattern for segmenting speechspeech

PhonotacticsPhonotacticsMattys & Jusczyk (2001)Mattys & Jusczyk (2001)


Phonotactic Cues

Headturn Preference Procedure againHeadturn Preference Procedure again

9 mos. familiarized to passage with 1 of 2 9 mos. familiarized to passage with 1 of 2 novel wordsnovel words– GaffeGaffe– ToveTove

The novel wThe novel words were either flanked by – good between-word cues or– bad between-word cues. (e.g. /vt/ is rare within a word, but more common across words)

Test word in isolation (e.g. gaffe, gaffe, gaffe…)Test word in isolation (e.g. gaffe, gaffe, gaffe…)

PhonotacticsPhonotacticsMattys & Jusczyk (2001)Mattys & Jusczyk (2001)

Words flanked by good between-word cues or bad between-word cues.

C CVC C

Novel word

Offset ofAnother word

Onset ofAnother word



gaffegaffe tovetove

Statistical LearningStatistical LearningSaffran, Aslin, & Newport (1996)Saffran, Aslin, & Newport (1996)

Transitional Probabilities of Syllables– Likelihood of a syllable (B) following

another (A)– Probability of B given A

pr B|A =freq AB freq A

A B


Syllable Transitional Probabilities

Statistical LearningStatistical Learning

PRE TTYPRE TTY BA BYBA BY

Continuations within words are systematicContinuations between words are arbitrary

High likelihood High likelihood

Low likelihood




Transitional Transitional probabilitiesprobabilities

(freq) (freq) prettypretty(freq) (freq) prepre .80

.0002(freq) tyba (freq) ty

versus

PRETTYPRETTY BABYBABY



Statistical Learning Statistical Learning DemoDemo

http://whyfiles.org/058language/images/baby_stream.aiffhttp://whyfiles.org/058language/images/baby_stream.aiff

tokibugikobagopilatipolutokibu tokibugikobagopilatipolutokibu gopilatipolutokibugikobagopilagopilatipolutokibugikobagopilagikobatokibugopilatipolugikobagikobatokibugopilatipolugikobatipolugikobatipolugopilatipolutipolugikobatipolugopilatipolutokibugopilatipolutokibugopilatokibugopilatipolutokibugopilatipolutokibugopilagikobatipolutipolutokibugopilagikobatipolutokibugopilagikobatipolugikobatokibugopilagikobatipolugikobatipolugikobatipolutokibugikobatipolugikobatipolutokibugikobagopilatipolugikobatokibugopilagopilatipolugikobatokibugopila

tokibutokibugikobagikobagopilagopilatipolutipolutokibu tokibu gopilagopilatipolutipolutokibutokibugikobagikobagopilagopilagikobagikobatokibutokibugopilagopilatipolutipolugikobagikobatipolutipolugikobagikobatipolutipolugopilagopilatipolutipolutokibutokibugopilagopilatipolutipolutokibutokibugopilagopilatipolutipolutokibutokibugopilagopilagikobagikobatipolutipolutokibutokibugopilagopilagikobagikobatipolutipolugikobagikobatipolutipolugikobagikobatipolutipolutokibutokibugikobagikobagopilagopilatipolutipolugikobagikobatokibutokibugopilagopila

Statistical LearningStatistical LearningSaffran, Aslin, & Newport Saffran, Aslin, & Newport (1996)(1996)

Headturn preference paradigmHeadturn preference paradigmFamiliarization:Familiarization:

2 minute exposure to an artificial language 2 minute exposure to an artificial language – 4 3 syllable words: tokibu4 3 syllable words: tokibu, , gopilagopila, , gikoba, tipolugikoba, tipolu

Synthesized speech. Synthesized speech. – Only statistical cues to word boundariesOnly statistical cues to word boundaries– No prosodic information, coarticulation cuesNo prosodic information, coarticulation cues

Tested isolated word and part-word Tested isolated word and part-word (sequences spanning word boundaries)(sequences spanning word boundaries)



tokibutokibugikobagikobagopilagopilatipolutipolutokibu tokibu gopilagopilatipolutipolutokibutokibugikobagikobagopilagopilagikobagikobatokibutokibugopilagopilatipolutipolugikobagikobatipolutipolugikobagikobatipolutipolugopilagopilatipolutipolutokibutokibugopilagopilatipolutipolutokibutokibugopilagopilatipolutipolutokibutokibugopilagopilagikobagikobatipolutipolutokibutokibugopilagopilagikobagikobatipolutipolugikobagikobatipolutipolugikobagikobatipolutipolutokibutokibugikobagikobagopilagopilatipolutipolugikobagikobatokibutokibugopilagopila

tokitokibubugikogikobabagopilagopilatipolutipolutokibu tokibu gopilagopilatipolutipolutokibutokibugikobagikobagopilagopilagikobagikobatokibutokibugopilagopilatipolutipolugikobagikobatipolutipolugikobagikobatipolutipolugopilagopilatipolutipolutokibutokibugopilagopilatipolutipolutokibutokibugopilagopilatipolutipolutokibutokibugopilagopilagikobagikobatipolutipolutokibutokibugopilagopilagikobagikobatipolutipolugikobagikobatipolutipolugikobagikobatipolutipolutokibutokibugikobagikobagopilagopilatipolutipolugikobagikobatokibutokibugopilagopila

TO KI BU GI KO BA

Test: TOKIBU vs. BUGIKOWord Part Word



ResultsResults

Infants can use statistical cues to find word boundariesInfants can use statistical cues to find word boundaries

0

2

4

6

8

Words Part-words

**L

ooki

ng ti

mes

(se

c)



Word Segmentation Word Segmentation ProblemProblem

Infants need to extract words from fluent Infants need to extract words from fluent speech in order to build a lexicon. speech in order to build a lexicon.

Considerable evidence that this ability Considerable evidence that this ability develops in infants between 7.5-10.5 develops in infants between 7.5-10.5 months of age. months of age.

Cues recruited for segmentations:Cues recruited for segmentations:

Rhythmic cuesRhythmic cues Metrical StressMetrical Stress

Phonotactic cuesPhonotactic cues Context sensitive allophonic cuesContext sensitive allophonic cues

Statistical distributional propertiesStatistical distributional properties Transitional Probabilities of SyllablesTransitional Probabilities of Syllables


Word SegmentationWord Segmentation

Infants detect and make use of a variety of Infants detect and make use of a variety of probabilistic cues to determine word probabilistic cues to determine word boundariesboundaries

They do so to construct a lexicon, and They do so to construct a lexicon, and make use of the cues even before make use of the cues even before attaching meanings to the wordsattaching meanings to the words

Which cues are more potent? Which cues are more potent? Reliance on one cue over another will depend on: Reliance on one cue over another will depend on: – The language being learnedThe language being learned– Sophistication of the learnerSophistication of the learner


Is there long-term retention Is there long-term retention of these extracted sound of these extracted sound patternspatterns Houston, Jusczyk and Tager (1998)Houston, Jusczyk and Tager (1998) Familiarized 7.5 mo. old infants with a Familiarized 7.5 mo. old infants with a

pair of words and tested them on pair of words and tested them on passages with and without familiarized passages with and without familiarized words after 24 hours.words after 24 hours.

Results: No difference b/w the infants Results: No difference b/w the infants tested with delay and without delay.tested with delay and without delay.


Continued..Continued..

Jusczyk and Hohne (1997):8 month old Jusczyk and Hohne (1997):8 month old infants heard audio versions of 3 stories infants heard audio versions of 3 stories for 2 weeks.for 2 weeks.

After 2 weeks, infants were tested on After 2 weeks, infants were tested on words and foils (matching phonetic words and foils (matching phonetic characteristics and freq. of occurrence of characteristics and freq. of occurrence of words).words).

Infants who had heard the stories listened Infants who had heard the stories listened longer to the story words than the foils.longer to the story words than the foils.

Control group: No preferenceControl group: No preference


ConclusionConclusion

Infants store information about Infants store information about sound patterns of lexical items sound patterns of lexical items even before they attach meaning even before they attach meaning to these words. to these words.


Reading AssignmentReading Assignment

Fisher & Gleitman (2002)Fisher & Gleitman (2002) I. Outline of the task of language learningI. Outline of the task of language learning II. Where language learning beginsII. Where language learning begins

– Categorization of Speech SoundsCategorization of Speech Sounds– Segmentation of Spoken WordSegmentation of Spoken Word– Role of Sound in Syntactic AnalysisRole of Sound in Syntactic Analysis– Distributional Analysis and Discovery of SyntaxDistributional Analysis and Discovery of Syntax

II. MeaningsII. Meanings– Primitive Categories of ExperiencePrimitive Categories of Experience– Compositional MeaningCompositional Meaning– Interactions between linguistic and conceptual categoriesInteractions between linguistic and conceptual categories

IV. Forms to meaningIV. Forms to meaning– Mapping problemMapping problem– Concrete words firstConcrete words first– Old words make new words easier to learnOld words make new words easier to learn

V. Where learning endsV. Where learning ends

Richie’s Posting @ Richie’s Posting @ Class Discussion Class Discussion ForumForum What types of explanations have been What types of explanations have been

offered for why languages sound so offered for why languages sound so different?different?

Similarly, what do psycholinguists Similarly, what do psycholinguists predict about the future of languages? predict about the future of languages? Do they see a convergence towards one Do they see a convergence towards one language as technology makes language as technology makes geographical borders increasingly non-geographical borders increasingly non-existent? What does the future of existent? What does the future of language hold for us?language hold for us?

Courtney’s Posting @ Courtney’s Posting @ Class Discussion Class Discussion ForumForum If, when we speak, we produce sentences If, when we speak, we produce sentences

through the three steps we discussed in through the three steps we discussed in lecture on Tuesday, how are those steps lecture on Tuesday, how are those steps manipulated, or how are they upheld, when manipulated, or how are they upheld, when we "speak" to ourselves? How do we go from we "speak" to ourselves? How do we go from the semantic to the articulatory stage when the semantic to the articulatory stage when we are reading aloud? I know I've made we are reading aloud? I know I've made incorrect "articulations," or at least word incorrect "articulations," or at least word assumptions when reading. Does this mean assumptions when reading. Does this mean that when we do make mistakes in speaking that when we do make mistakes in speaking (through exchanges, anticipation, etc.) that (through exchanges, anticipation, etc.) that the error occurs not in the physical articulation the error occurs not in the physical articulation but in the mental processing stage? but in the mental processing stage?

announcements switching lecture schedule: switching lecture schedule: –move pragmatics unit to...

Documents

task of language learning

native language

learning ends

acquisition of language

cases children

native phones slide

speech perception slide

old words