Language Acquisition Theories and Components Overview

GENERAL PSYCHOLOGY Lecture 8 LANGUAGE & INTELLIGENCE LANGUAGE & INTELLIGENCE Visiting Assistant PROFESSOR YEE-SAN TEOH Department of Psychology National Taiwan University Unless noted, the course materials are licensed under Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Taiwan (CC BY-NC-SA 3.0) cc

T H E O R I E S A N T E C E D E N T S O F L A N G U AG E AC Q U I S I T I O N VO C A B U L A R Y G R A M M A R

THE COMPONENTS OF LANGUAGE Phonemes Phonemes basic sound units Semantics Semantics meaning of words and sentences Grammar Grammar structure of language (syntax, morphemes) Pragmatics Pragmatics conversational rules

HOW DO WE ACQUIRE LANGUAGE?

THEORIES OF LANGUAGE ACQUISITION THE LEARNING VIEW How do they acquire certain components of language even without reinforcement or imitation? Reinforcement Reinforcement (Skinner) (Skinner) Imitation Imitation ( (Bandura Bandura) ) But how do children develop language in a particular sequence?

THE NATIVIST VIEW Evidence: Certain universal features in all languages, Critical period in language acquisition But Social Chomsky s LAD Chomsky s LAD- - Language Language Acquisition Device Acquisition Device context/culture is important more differences than similarities across languages

THE INTERACTIONIST VIEW Biologically programmed ability to speak must be complimented with extensive experience with language Children play an active role in acquiring language Innate ability + Innate ability + supportive context supportive context ( (Tomasello Tomasello) )

DIFFERENCES IN LANGUAGE LEARNING Lack of stimulation Lack of stimulation Deafness Deafness Blindness Blindness Language Impairments Language Impairments

LACK OF STIMULATION MALTREATED CHILDREN The Story of Genie The Story of Genie Abused and never spoken to since birth. Abused and never spoken to since birth. Discovered at age 13, given rehabilitation. Discovered at age 13, given rehabilitation. W Was able to use speech much like that of a young child as able to use speech much like that of a young child ( Another house have dog ). ( Another house have dog ). N Never able to reach the proficiency typical for her age. ever able to reach the proficiency typical for her age.

DEAFNESS Language does not depend on the auditory Language does not depend on the auditory- -vocal channel. The American Sign Language (ASL) involves a system of The American Sign Language (ASL) involves a system of gestures. gestures. ASL has hand shapes & positions for each word ASL has hand shapes & positions for each word composition. composition. Babies born to deaf ASL users (whether or not they are Babies born to deaf ASL users (whether or not they are deaf) can learn from caregivers through informal deaf) can learn from caregivers through informal interaction. interaction. vocal channel.

BLINDNESS Blind children learn language just as rapidly and as well as Blind children learn language just as rapidly and as well as sighted children. sighted children. Vision Vision- -related words like look and see are understood related words like look and see are understood in a different way in a different way use of hands rather than eyes. use of hands rather than eyes. Color words are learnt even without personally Color words are learnt even without personally experiencing them experiencing them they can talk about the colors of they can talk about the colors of things they are familiar with. things they are familiar with.

LANGUAGE IMPAIRMENTS Aphasia Aphasia - Disorder of language produced by lesions in certain areas of the cortex in the left hemisphere. - A lesion in Broca s area = nonfluent aphasia (speech difficulty). - A lesion in Wernicke s area = fluent aphasia (comprehension difficulty)

LANGUAGE IMPAIRMENTS Specific Language Impairment (SLI) Specific Language Impairment (SLI) - Syndrome in which individuals are very slow to learn language. - Not caused by developmental disorders or brain damage. - Throughout life, difficulty in understanding and producing many sentences, even though intelligence seems normal.

SECOND LANGUAGE LEARNING Knowledge of the first or native language is so much Knowledge of the first or native language is so much better than knowledge of a second or third language. better than knowledge of a second or third language. Evidence shows that the brain loci of late Evidence shows that the brain loci of late- -learned languages usually are different from those of the first languages usually are different from those of the first learned language. learned language. The older a person who is learning a second language, the The older a person who is learning a second language, the more difficult it is to become fluent in that language. more difficult it is to become fluent in that language. learned

WHAT DO DIFFERENCES IN LANGUAGE LEARNING TELL US?

THE CRITICAL/SENSITIVE PERIOD HYPOTHESIS There is a sensitive developmental period for language There is a sensitive developmental period for language learning. learning. Language is most easily acquired in early childhood. Language is most easily acquired in early childhood. Evidence for sensitive periods for language acquisition Evidence for sensitive periods for language acquisition comes from studies of severely maltreated children and comes from studies of severely maltreated children and second language learning. second language learning.

BABIES COMMUNICATIVE EFFORTS

INFANT-DIRECTED SPEECH (ALSO MOTHERESE) Parents and infants engage in dialogue of Parents and infants engage in dialogue of sounds, gestures, facial expressions. sounds, gestures, facial expressions. Infant grows as a communicative partner Infant grows as a communicative partner (Schaffer, 1996) (Schaffer, 1996). .

Gesturing sets the stage for language development. Gesturing sets the stage for language development . ( (Goldin Goldin- -Meadows, 2007) Meadows, 2007)

USING GESTURES 6 months - most babies learn to use pointing gesture. Protodeclarative Protodeclarative Gesture intended to make a statement about an object. End of 1st yr, gestures to communicate, share their intentions with another (Tomasello et al. 2007). Protoimperative Protoimperative Gesture intended to get another person to do something for the child.

Beyond Gesturing.. Receptive Language Expressive/Productive Language

RECEPTIVE LANGUAGE EARLY SPEECH PERCEPTION As early as 1 month of age, infants can perform As early as 1 month of age, infants can perform categorical speech perception categorical speech perception. . Ability to discriminate speech sounds, e.g. consonants. Ability to discriminate speech sounds, e.g. consonants. Exposure to specific or native languages determines Exposure to specific or native languages determines ability to distinguish and categorize specific ability to distinguish and categorize specific sounds/phonemes. sounds/phonemes.

DISCRIMINATING BETWEEN LANGUAGES 4 4- -day between English and French speech. between English and French speech. By 2 months, babies listen longer when their own native By 2 months, babies listen longer when their own native language is spoken. language is spoken. day- -old babies in France & America can discriminate old babies in France & America can discriminate

TUNING IN TO ONES OWN LANGUAGE. Infants lose the ability to make phoneme distinctions that Infants lose the ability to make phoneme distinctions that are NOT used in their language community. are NOT used in their language community. Japanese infants stop distinguishing between la and Japanese infants stop distinguishing between la and ra ra . . Babies begin to listen specifically for the particulars of Babies begin to listen specifically for the particulars of their own language. their own language.

PRODUCTIVE LANGUAGE EARLY SPEECH PRODUCTION Production of sounds in 1 Production of sounds in 1st st yr yr follows orderly 4 sequence. sequence. Crying Crying Cooing Cooing Babbling Babbling Cultural differences in Cultural differences in prespeech babbling stage. babbling stage. Babies start to tune in to the specific sounds of their native Babies start to tune in to the specific sounds of their native language. language. follows orderly 4- -stage stage Patterned Speech. Patterned Speech. prespeech sounds emerge around the sounds emerge around the

HOW CHILDREN ACQUIRE WORDS Different views on how children associate a word with an Different views on how children associate a word with an object. object. 1. 1. Associations combined with attention to perceptual Associations combined with attention to perceptual similarity. similarity. 2. 2. Use of social cues from adults to learn what a word labels. Use of social cues from adults to learn what a word labels. 3. 3. Use of multiple cues that changes with age Use of multiple cues that changes with age perceptual at early stage, social later. early stage, social later. perceptual at

HOW CHILDREN ACQUIRE GRAMMAR By 2yrs of age, children begin to use 2 By 2yrs of age, children begin to use 2- -word utterances (Telegraphic (Telegraphic S Speech/TS). peech/TS). E.g. there book , more milk E.g. there book , more milk TS includes crucial words needed to convey the TS includes crucial words needed to convey the speaker s intent. speaker s intent. From 2 From 2 yrs yrs onwards, children learn the rules of grammar onwards, children learn the rules of grammar understanding and acquiring morphemes ( understanding and acquiring morphemes (- -s, word utterances s, - -ing ing) )

Grammatical Flowering ( Grammatical Flowering (deVilliers deVilliers & & deVilliers deVilliers, 1992). , 1992). In 3rdyear of life .. Sentence construction improves. Increasing types of verbs, and tenses. Ability to pose questions, using wh- words (what, which, where, why). Expressions of negation (e.g. That not daddy , No go school ).

THE SOCIAL USE OF LANGUAGE BILINGUALISM

THE COMPONENTS OF LANGUAGE Phonemes Phonemes basic sound units Semantics Semantics meaning of words and sentences Grammar Grammar structure of language (syntax, morphemes) Pragmatics Pragmatics conversational rules

USING LANGUAGE SOCIALLY Children use language as a social tool through . Children use language as a social tool through . 1. 1. Speech Acts Speech Acts = Expressions clearly referring to = Expressions clearly referring to situations rather than to one object/action. situations rather than to one object/action. 2. 2. Discourse Discourse = Socially based conversation where = Socially based conversation where children listen and respond to another s speech. children listen and respond to another s speech.

THE RULES OF PRAGMATICS Using Language Appropriate To A Given Situation 1. 1. Engage attention of listener. Engage attention of listener. 2. 2. Be sensitive to listener s feedback and respond clearly. Be sensitive to listener s feedback and respond clearly. 3. 3. Adjust speech to the characteristics of the listener (e.g. Adjust speech to the characteristics of the listener (e.g. age, culture, social background). age, culture, social background). 4. 4. Adjust speech to suit situation (e.g. church) Adjust speech to suit situation (e.g. church) 5. 5. Learn to listen. Learn to listen. 6. 6. Evaluate own and conversational partner s messages. Evaluate own and conversational partner s messages.

HOW EARLY DO CHILDREN LEARN THE PRAGMATICS OF LANGUAGE?

MAKING CONVERSATION AT 2YRS 2-year-olds Addressed listeners during interaction Directed communication to others when they could see each other. Made close contact to topic/object of conversation. Responsive to feedback. (Wellman & Lempers, 1977)

ADJUSTING SPEECH 2 2- -3 3- -yr yr- -olds used more repetitions and more attention olds used more repetitions and more attention- - eliciting words (hello, look) when talking to baby eliciting words (hello, look) when talking to baby siblings than to mothers. siblings than to mothers. (Judy Dunn & colleagues) (Judy Dunn & colleagues)

CHILDRENS LIMITATIONS Less effective speakers when they must compete with Less effective speakers when they must compete with other adults or children. other adults or children. Less competent when speaking about Less competent when speaking about (i) (i) Absent objects Absent objects (ii) (ii) Feelings Feelings (iii) (iii) Thoughts Thoughts (iv) (iv) Relationships Relationships

LEARNING TO LISTEN Even 3 Even 3- -yr yr- -olds can recognize ambiguous messages and olds can recognize ambiguous messages and respond appropriately. respond appropriately. Revelle Revelle et al (1985) et al (1985) - When 3 When 3- - and 4 Bring me the refrigerator) . Bring me the refrigerator) . - Many understood that request was problematic and Many understood that request was problematic and requested more information (e.g. How? It is too heavy) requested more information (e.g. How? It is too heavy) and 4- -year year- -olds heard ambiguous requests (e.g. olds heard ambiguous requests (e.g.

BILINGUALISM / MULTILINGUALISM

A FEW CONSEQUENCES OF BILINGUALISM Learning of each language may be slower, vocabularies Learning of each language may be slower, vocabularies of each language smaller. of each language smaller. Can use distinct sounds from each language to deal Can use distinct sounds from each language to deal with cognitive load from learning two languages. with cognitive load from learning two languages. Skillfulness in 2 languages Skillfulness in 2 languages better concept formation, flexible thinking. flexible thinking. better concept formation,

CRIB BILINGUALISM Bilingual exposure in early infancy enhances the ability Bilingual exposure in early infancy enhances the ability to monitor and switch between competing tasks. to monitor and switch between competing tasks. Having to inhibit knowledge about one language while Having to inhibit knowledge about one language while learning another language promotes executive control. learning another language promotes executive control. Better cognitive flexibility and executive control Better cognitive flexibility and executive control better ability to monitor, repair, and reinterpret sentences. ability to monitor, repair, and reinterpret sentences. better

TYPES OF INTELLIGENCE F LU ID F LU ID C RYSTA LLIZE D C RYSTA LLIZE D Ability to deal with new Ability to deal with new and unusual problems, and unusual problems, likely to be a fast likely to be a fast learner. learner. Decreases with age. Decreases with age. More susceptible to More susceptible to bodily changes. bodily changes. Individual s acquired Individual s acquired knowledge; useful for knowledge; useful for dealing with problems dealing with problems that are similar to those that are similar to those already encountered. already encountered. Increases with age. Increases with age.

Sternbergs Sternberg s Triarchic Triarchic Theory of Intelligence Theory of Intelligence 3 major components (a) Information-processing skills: Encode, store, and retrieve info. (b) Experience with given task: Exposure & practice with particular intelligence task. (c) Ability to adapt to demands of context: Adapt to requirements, select situation to meet abilities & needs.

Sternbergs Theory of Successful Intelligence Sternberg s Theory of Successful Intelligence Ability to meet own goals and those of his/her society. 3 abilities: 1. Analytical: reasoning about best answer to a question. 2. Creative: devising new ways of addressing issues and concerns. 3. Practical: skills used in work, family life, social/professional interactions.

Gardners Theory of Multiple Intelligence Gardner s Theory of Multiple Intelligence 8 kinds of intelligence: 1. Linguistic (e.g. poet, teacher) 2. Logical-Mathematical (e.g. scientist) 3. Spatial (e.g. engineer, artist) 4. Musical (e.g. musician, composer) 5. Bodily-Kinesthetic (e.g. dancer, athlete) 6. Intrapersonal (e.g. novelist, actor) 7. Interpersonal (e.g. psychotherapist) 8. Naturalistic (e.g. biologist) erapist)

APPLICATION TO FORMAL EDUCATION? Gardner & Sternberg s Project Zero Practical Gardner & Sternberg s Project Zero Practical Intelligence for School Program (PIFS) Intelligence for School Program (PIFS) Positive effects on motivation, achievement, Positive effects on motivation, achievement, behavior. behavior.

PIFS S Students tudents work through lessons that develop their work through lessons that develop their understanding of their own strengths and interests; understanding of their own strengths and interests; T The he purposes of various school tasks (why is there purposes of various school tasks (why is there homework and how is it similar to what adults do?); homework and how is it similar to what adults do?); The The demands of different subject areas (how is studying demands of different subject areas (how is studying for a math test different from studying for social studies?); for a math test different from studying for social studies?); The The many steps involved in school tasks (such as making many steps involved in school tasks (such as making plans and using resources); and plans and using resources); and T The he importance of self importance of self- -monitoring through reflection (in monitoring through reflection (in journals and discussions). journals and discussions).

INTELLIGENCE TESTING IQ IQ (Intelligence Quotient) Index (Intelligence Quotient) Index of a way a person of a way a person performs on a performs on a standardized intelligence standardized intelligence test relative to the way test relative to the way others of the same age others of the same age perform. perform.

WHY DO WE NEED TO WHY DO WE NEED TO MEASURE MEASURE INTELLIGENCE? INTELLIGENCE?

FLANAGAN & HARRISON, 2005 1. 1. Predict academic performance Predict academic performance 2. 2. Predict performance on the job Predict performance on the job 3. 3. Assess general adjustment & health Assess general adjustment & health Problem with IQ Test Questions Problem with IQ Test Questions - Are they accurate? Are they accurate? - Are they culturally sensitive? Are they culturally sensitive?