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How do children learn language?. Not just through imitation => Novel utterances Adult Grammar NP => Det N a pencil NP => Poss N my pencil Child Grammar NP => Det Det N a my pencil. Creative Morphology. Noun > Verb Why didn’t you jam my bread? Let’s get brooming .
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How do children learn language? • Not just through imitation • => Novel utterances • Adult Grammar • NP => Det N a pencil • NP => Poss N my pencil • Child Grammar • NP => Det Det N a my pencil
Creative Morphology • Noun > Verb • Why didn’t you jam my bread? • Let’s get brooming. • Creative affixation • I hate you and I’ll never unhate youǃ
Not through reinforcement • Child: Want other one spoon, Daddy. • Father: You mean, you want the • other spoon. • Child: Yes, I want other one spoon, • please, Daddy.
Grammar Construction Hypothesis Children make systematic, not random, “errors” • Innateness Hypothesis Children learn the language of their environment naturally until puberty.
Characteristics of Innate Behaviors • 1. Emerges before necessary • 2. Not result of conscious decision • 3. Not triggered by external events • 4. Not affected by explicit instruction • 5. Proceeds in stages, “milestones” • 6. Has critical period for aquisition
Stages/Milestones • Cooing: 1-4 months • Babbling: 4-20 months • One-word: 12-18 months • Two-word: 18-24 months • Multi-word: 24 months
One-word (12 months) • Dada (father enters the room) • Down (child sits down) • Door (father closes the door) • Here (child points) • Mama (child gives something • to mother) • Again (child watches lighting • of a match again)
Two-word (1.5-2 years) • Few function words • No morphological or syntactic markers
allgone sock • hi Mommy • byebye boat • allgone sticky • more wet • it ball • Katherine sock • dirty sock • here pretty
Multi-Word (2-2.5 years) • sentences 3 or more words in length • few function words • few, if any, morphological or syntactic markers
Cat stand up table. • What that? • He play little tune. • Andrew want that. • Cathy build house. • No sit there. • Chair broken. • Daddy like book. • What her name? • Car make noise. • Me wanna show Mommy.
Comprehension Precedes Production • Children in the telegraphic stage respond better to grammatical utterances, even though they don’t necessarily produce them. • 18 months • Cookie Monster is tickling Big Bird. • *Cookie Monster can tickling Big Bird.
15 months • you ___ the … • V/*N • the ___ is … • N/*V
Questions • Stage I: Intonation, no auxiliary verb • See hole? • I ride train? • Ball go? • Sit chair?
Stage II: wh-word, no auxiliary verb • What he wants? • What he can ride in? • Where I should put it? • Where Ann pencil? • Why you smiling?
Stage III: Inversion in yes/no questions • Did Mommy pinch her finger? • Can’t you fix it? • Do I have it? • Will you help me? • Is Mommy talking to Robin’s granddmother?
But not wh-questions • What I did yesterday? • Why Kitty can’t stand up? • Where I should put it? • Where I should sleep? • Why you are smiling?
Overgeneralization • SingularPlural • cat cats • toe toes • man mans • foot foots
Critical Period Hypothesis • “Genie” • Mike paint. • Applesauce buy store. • Man motorcycle have. • Want go ride Miss F. car. • Genie have full stomache. • Mama have baby grow up.