nov 24, 2008 language acquisition. l1 language acquisition how can we research child language...

Nov 24, 2008Nov 24, 2008

Language Language AcquisitionAcquisition

L1 Language AcquisitionL1 Language Acquisition

How can we research child language How can we research child language acquisition?acquisition?

1.1. ObservationsObservations2.2. Surveys/interviewsSurveys/interviews3.3. CorporaCorpora4.4. ExperimentalExperimental

a. pre linguistica. pre linguisticb. post linguisticb. post linguistic

Getting subjects. . . Getting subjects. . .

Usually easy to get college aged students . Usually easy to get college aged students . . . Harder to get infants/children. . Harder to get infants/children

1.1. BYU daycare (or other organizations)BYU daycare (or other organizations)

2.2. Wards/friendsWards/friends

3.3. Birth announcementsBirth announcements

4.4. SchoolsSchools

How is getting data from How is getting data from children/infants different from children/infants different from getting data from adults?getting data from adults?

1.1. Can’t always tell you what they are thinkingCan’t always tell you what they are thinking

2.2. Lots of attrition (they get bored, tired, scared)Lots of attrition (they get bored, tired, scared)

3.3. Parental permission, IRBParental permission, IRB

4.4. You have to entertain them more than adultsYou have to entertain them more than adults

5.5. You have to provide incentives more than You have to provide incentives more than adultsadults

6.6. They may lie (a lot)They may lie (a lot)

Experimental techniques to Experimental techniques to test pre-linguistic infantstest pre-linguistic infants

1.1. Heart rate (pre-natal)Heart rate (pre-natal)

2.2. High amplitude sucking/foot kickingHigh amplitude sucking/foot kicking

3.3. Preferential lookingPreferential looking

4.4. Conditioned head turnConditioned head turn

5.5. 2 alternative anticipatory eye movement 2 alternative anticipatory eye movement responseresponse

Why would you study pre Why would you study pre linguistic infants?!linguistic infants?!

Stages of L1 language acquisition:Stages of L1 language acquisition:

1.1. Prenatal (especially last trimester)Prenatal (especially last trimester)2.2. Crying (0-2 months)Crying (0-2 months)3.3. Intonational (2-3 months)Intonational (2-3 months)4.4. Cooing (4-6 months)Cooing (4-6 months)5.5. Babbling (6-8 months)Babbling (6-8 months)6.6. Non-reduplicated babbling (9-12 months)Non-reduplicated babbling (9-12 months)7.7. First words (12-18 months)First words (12-18 months)

How well infants discriminate sounds predicts their abilities to learn words—their ability to learn words predicts overall language and reading abilities later on

1. Heart Rate1. Heart Rate

Typical set up:Typical set up:Mother or Father asked to read story, talk Mother or Father asked to read story, talk

to, or other language task for 3-4 weeks to, or other language task for 3-4 weeks in 3in 3rdrd Trimester Trimester

Mother comes to lab and is hooked up to Mother comes to lab and is hooked up to fetal heart rate monitorfetal heart rate monitor

Same and different stories are played to Same and different stories are played to baby and measure heart ratebaby and measure heart rate


Basic findings . . . Basic findings . . . Recognition of mother’s voice (Mehler et al., Recognition of mother’s voice (Mehler et al.,

1984)1984)Recognition of prose passage before birth Recognition of prose passage before birth

(DeCasper et al. 1994)(DeCasper et al. 1994)Recognition of native language after birth (Mehler Recognition of native language after birth (Mehler

et al., 1986)et al., 1986)Recognition of difference between male/female Recognition of difference between male/female

voices (DeCasper et al., 2002)voices (DeCasper et al., 2002)


Pros?Pros?

Only way to measure prenatal languageOnly way to measure prenatal language

Fairly unintrusiveFairly unintrusive

Cons?Cons?

Don’t know for sure that this is best way to Don’t know for sure that this is best way to measure language skills prenatallymeasure language skills prenatally

2. High Amplitude 2. High Amplitude SuckingSucking

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


Basic Findings . . .Basic Findings . . .

have found forhave found for

most types of most types of

consonantsconsonants


Pros?Pros?

High level of reliability (used a lot for a long time)High level of reliability (used a lot for a long time)

Fairly unintrusiveFairly unintrusive

Only way to test newbornsOnly way to test newborns

Cons?Cons?

High dropout rateHigh dropout rate

Need equipmentNeed equipment

3. Preferential looking3. Preferential looking

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


Some findings . . . Some findings . . . Preferences forPreferences for Mother’s voice at 3 weeks (DeCasper & Fifer, 1980)Mother’s voice at 3 weeks (DeCasper & Fifer, 1980) Own-language prosody at 6 months Own-language prosody at 6 months Own language stress pattern at 9 months (Jusczyk et Own language stress pattern at 9 months (Jusczyk et

al, 1993)al, 1993) Own language phonology at 9 months (Juscyzk et al., Own language phonology at 9 months (Juscyzk et al.,

1993)1993) Own language phonotactics at 9 months (Juscyzk et Own language phonotactics at 9 months (Juscyzk et

al., 1994)al., 1994)


Pros?Pros?

Can test lots of things (even up to 2-3 Can test lots of things (even up to 2-3 years)years)

Easy to administerEasy to administer

Cons?Cons?

Requires complicated equipmentRequires complicated equipment

4. Conditioned head turn4. Conditioned head turn

http://beta.vtap.com/video/Learning+From+Babies/CL0173196706_4078e8f9a_V0lLSTE4NjE0fmluOjM4


Some typical findings . . . Some typical findings . . .


Pros?Pros?

Works well with testing sound Works well with testing sound discriminationdiscrimination

Easy to administerEasy to administer

Cons?Cons?

Only works with testing discriminationOnly works with testing discrimination

5. Two alternative 5. Two alternative responseresponse

http://psych.rice.edu/mmtbn/language/sPhttp://psych.rice.edu/mmtbn/language/sPerception/infantlooking_h.htmlerception/infantlooking_h.html


some findings . . .some findings . . .

Babies associate highly frequent words with Babies associate highly frequent words with familiar objects by 6 months (Jusczyk, 1999)familiar objects by 6 months (Jusczyk, 1999)

8-10 month olds can tell the difference between 8-10 month olds can tell the difference between passive and active sentences and transitive passive and active sentences and transitive and intransitive verbs (Fisher, 2003)and intransitive verbs (Fisher, 2003)

*

*

“ look! cookie monster’s tickling big bird”“ look! big bird’s tickling cookie monster”

see also Naigles (1990), Fisher (2000)

Golinkoff et al. 1987


Pros?Pros?

Works well with almost any type of Works well with almost any type of languagelanguage

Cons?Cons?

Difficult to administer—works best with 18-Difficult to administer—works best with 18-24 year olds24 year olds

L1 Acquisition—12 L1 Acquisition—12 -36 months-36 months

Stages of First Language Stages of First Language Acquisition—12 months Acquisition—12 months onon

Holophrastic stage 12-24 monthsHolophrastic stage 12-24 months idiomorphsidiomorphs mutual exclusivity and whole object biasmutual exclusivity and whole object bias overgeneralizations, undergeneralizationsovergeneralizations, undergeneralizations referential vs. expressive childrenreferential vs. expressive children

Two-word Stage—24-30 monthsTwo-word Stage—24-30 months Subject-verb ‘Mary go.’Subject-verb ‘Mary go.’ Verb-modifier ‘Push truck.’Verb-modifier ‘Push truck.’ Possessor-possesed ‘Mommy sock’Possessor-possesed ‘Mommy sock’ Content words, no function wordsContent words, no function words

Telegraphic Stage—30-36 monthsTelegraphic Stage—30-36 months 2-5 words with little extra morphology2-5 words with little extra morphology Morphological overgeneralizationMorphological overgeneralization Easier, more productive morphemes firstEasier, more productive morphemes first

Basic methods for studying Basic methods for studying children post linguisticallychildren post linguistically

1.1. ObservationsObservations

2.2. Wug testsWug tests

3.3. ERPs (Event related potentials)ERPs (Event related potentials)

4.4. Experimental trickeryExperimental trickery

1. Observations1. Observations

Many of these studies done in 1950’s – Many of these studies done in 1950’s – 70’s70’s

Usually linguists or psychologists would Usually linguists or psychologists would follow own children around with tape follow own children around with tape recorder and analyze their language recorder and analyze their language developmentdevelopment


At 1 year; 1 month (babbling) (in IPA):At 1 year; 1 month (babbling) (in IPA):ProductionProduction ProductionProduction/ava//ava/ /baewa//baewa//aelu//aelu/ /daev/daevu/u//aw/aw// /gigi//gigi//n/n// /paba//paba/

At 1 year, 6 months:At 1 year, 6 months:GlossGloss ProductionProduction GlossGloss ProductionProductionbabybaby /bebi//bebi/ gogo /go//go/bearbear /baeu//baeu/ bigbig /gIg//gIg/bibbib /bIb//bIb/ BrendaBrenda /pEnt/pEnt//blueblue /pu//pu/ walkwalk /wak//wak/

M: Did you tell Daddy what you had for tea? M: Did you tell Daddy what you had for tea? N: aga (eggs) and gagadoodoodoo (cockadoodledoo = cornflakes [because of the N: aga (eggs) and gagadoodoodoo (cockadoodledoo = cornflakes [because of the

picture on the box] cockadoodledoo also means a weathervane on a church picture on the box] cockadoodledoo also means a weathervane on a church spire and so he remembers his walk as well) tika (sticks) too.spire and so he remembers his walk as well) tika (sticks) too.

M: You didn’t have cornflakes for tea! And you didn’t have sticks either! M: You didn’t have cornflakes for tea! And you didn’t have sticks either! N: ho (holes) too. (laughing—thinking this is a joke)N: ho (holes) too. (laughing—thinking this is a joke)M: You didn’t have sticks and holes for tea!M: You didn’t have sticks and holes for tea!N: doba (toast) Go wakin’, dada. (“I went walking, daddy”)N: doba (toast) Go wakin’, dada. (“I went walking, daddy”)F: What did you see on your walk?F: What did you see on your walk?N: see ka (“I saw a car”)N: see ka (“I saw a car”)F: Yes, you went for a ride in a car, didn’t you? What else did you see?F: Yes, you went for a ride in a car, didn’t you? What else did you see?N: piti dedi mamma on gara (“a pretty flower (daisy) for momma in the garden”). N: piti dedi mamma on gara (“a pretty flower (daisy) for momma in the garden”).

[The flower wasn’t a daisy, but he calls all flowers daisies][The flower wasn’t a daisy, but he calls all flowers daisies](Parents get N. ready for bed)(Parents get N. ready for bed)N: Help? Need help? (meaning “I need help).N: Help? Need help? (meaning “I need help).M: What is it you can’t find? Is it something under there?M: What is it you can’t find? Is it something under there?N, looking under couch: ba (“a ball”)N, looking under couch: ba (“a ball”)(Later, looking at a book with his mother)(Later, looking at a book with his mother)N: ‘ats dat? (“What’s that?)N: ‘ats dat? (“What’s that?)M: That’s butter.M: That’s butter.N: (repeating) taba (butter) ‘ats dat? (“What’s that?”)N: (repeating) taba (butter) ‘ats dat? (“What’s that?”)M: Some ducks and a doggie.M: Some ducks and a doggie.N: Sa kuks (“some ducks”) No goggie (but there isn’t a doggie)N: Sa kuks (“some ducks”) No goggie (but there isn’t a doggie)


Basic findings: Basic findings:

Language Development: Stages and Rule Language Development: Stages and Rule

SystemsSystems

Brown’s (1973) Stages Brown’s (1973) Stages MMean ean LLength of ength of UUtterance is a good index of child’s language tterance is a good index of child’s language maturity. Stages indicate growth of language maturity. Stages indicate growth of language complexity.complexity.

Stage 1 - 12 to 26 months of age = MLU 1.00 to 2.00 Stage 1 - 12 to 26 months of age = MLU 1.00 to 2.00




Stage 5 - 41 to 46 months of age = MLU 3.75 to 4.50Stage 5 - 41 to 46 months of age = MLU 3.75 to 4.50

Irregular past-tenseIrregular past-tense

Rules governing the use of irregulars follow Rules governing the use of irregulars follow a da developmental U-shaped curveevelopmental U-shaped curve

1.1. wentwent menmen worstworst2.2. goedgoed mansmans baddestbaddest3.3. wentedwented mensmens worstestworstest4.4. wentwent menmen worstworst

Irregular past-tenseIrregular past-tense

Developmental U-shaped curveDevelopmental U-shaped curve

30

40

50

60

70

80

90

100

1 2 3 4 5 6Time

Pro

port

ion

corr

ect

Developmental U-shaped curve

2. Wug Studies2. Wug Studies

http://www.maccs.mq.edu.au/~gtesan/AcquisitionMq/videos/Berkosexp.mov

2. Wug Studies2. Wug Studies

3. ERPs3. ERPs

Attach hat to babies headAttach hat to babies headHat has electrodes that measureHat has electrodes that measureElectrical movement across the Electrical movement across the SkullSkull

Electrical movement tells usElectrical movement tells us1.1. What part of the brain is activatedWhat part of the brain is activated2.2. When the brain reacts to the stimulus and When the brain reacts to the stimulus and

how much it reactshow much it reacts

3. ERPs3. ERPs

Basic findings . . .

Stages of First Language Stages of First Language AcquisitionAcquisition

Telegraphic Stage—2-5 yearsTelegraphic Stage—2-5 years learning 20-30 words per daylearning 20-30 words per day more complex syntaxmore complex syntax

Fine-tuning--5-10 yrs.Fine-tuning--5-10 yrs. refining grammarrefining grammar

building vocabularybuilding vocabulary

4. Experimental Trickery4. Experimental Trickery

http://www.maccs.mq.edu.au/~gtesan/http://www.maccs.mq.edu.au/~gtesan/AcquisitionMq/videos/AcquisitionMq/videos/MedialWHquestions.movMedialWHquestions.mov

nov 24, 2008 language acquisition. l1 language acquisition how can we research child language...

Documents

language acquisition

lot slide

measure heart rate slide

prenatal language

language prosody

overall language

language phonology

language phonotactics