PSY 369: Psycholinguistics

1. PSY 369: Psycholinguistics Language Acquisition

2. Announcements • Exam 2 moved to March 6th (1 week from today). • Some other due dates have shifted: • Quiz 4, moved back a week (now Feb 28th) • Hmwk 3, moved to Feb 27th (tonight by 5)

3. 2 sets of data in favor of innateness • If language is learned (and not innate), it must depend on feedback. • What kind of feedback do they get? • Claim: Positive evidence is not sufficient for learning a language • Positive evidence alone is not enough • Negative evidence is also needed, and their isn’t much of that • Critical period for language learning. • Claim: Children must experience language early on to fully learn it

4. What kind of “teaching” do kids get? • Are the kids even aware of mistakes? • The children are apparently aware of the fact that their forms are strange: • Parent: Where’s Mommy? • Child: Mommy goed to the store • Parent: Mommy goed to the store? • Child: NO! Daddy, I say it that way, not you

5. Positive and negative evidence • Positive evidence: Kids hear grammatical sentences • Negative evidence: information that a given sentence is ungrammatical • Kids are not told which sentences are ungrammatical(no negativeevidence) • What kind of feedback is available for learning?

6. What kind of “teaching” do kids get? • How much Positive Evidence is there (in CDS)? • Estimated 5000 – 7000 utterances a day • Between ¼ and 1/3 are questions (“What is…?”“Are you …?” • Over 20% are not “full” adult sentences (typically Noun or prepositional phrases) • Only about 15% have typical English SVO form • Roughly 45% of all maternal utterances began with one of 17 words (e.g., “what”, “that”, “it”, “you”) Cameron-Faulkner, et al (2003) • So what kids do hear may be somewhat limited • but maybe this simpler/smaller set helps them learn

7. Negative evidence • Negative evidence could come in various conceivable forms. • “The sentence Bill a cookie ate is not a sentence in English, Timmy. No sentence with SOV word order is.” • Upon hearing Bill a cookie ate, an adult might • Not understand • Look pained • Rephrase the ungrammatical sentence grammatically

8. Kids resist instruction… McNeill (1966) • Child: Nobody don’t like me. • Adult: No, say ‘nobody likes me.’ • Child: Nobody don’t like me. [repeats eight times] • Adult: No, now listen carefully; say ‘nobody likes me.’ • Child: Oh! Nobody don’t likes me.

9. Kids resist instruction… Cazden (1972) (observation attributed to Jean Berko Gleason) • Child: My teacher holded the baby rabbits and we patted them. • Adult: Did you say your teacher held the baby rabbits? • Child: Yes. • Adult: What did you say she did? • Child: She holded the baby rabbits and we patted them. • Adult: Did you say she held them tightly? • Child: No, she holded them loosely. • So there doesn’t seem to be a lot of explicit negative evidence, and what there is the kids often resist

10. Negative evidence via feedback? • Do kids get “implicit” negative evidence? • Do adults understand grammatical sentences and not understand ungrammatical ones? • Do adults respond positively to grammatical sentences and negatively to ungrammatical ones?

11. Negative evidence via feedback? Brown & Hanlon (1970): Case study of “Adam” - looked at things that were said to him by adults, and what he said to them • Adults understood 42% of the grammatical sentences. • Adults understood 47% of the ungrammatical ones. • Adults expressed approval after 45% of thegrammatical sentences. • Adults expressed approval after 45% of the ungrammatical sentences. Suggests that there isn’t a lot of good negative evidence.

12. Enough feedback? • One of the striking things about child language is how few errors they actually make. • For negative feedback to work, the kids have to make the errors (so that it can get the negative response). • But they don’t make enough relevant kinds of errors to determine the complex grammar. • Pinker, Marcus and others, conclude that much of this stuff must be innate. • But this isn’t the only view. There is an ongoing debate about whether there are rules, or whether these patterns of behavior can be learned based on the language evidence that is available to the kids

13. Critical (sensitive) periods • Certain behavior is developed more quickly within a critical period than outside of it. This period is biologically determined. • Examples: • Imprinting in ducks (Lorenz, ; Hess, 1973) • Ducklings will follow the first moving thing they see • Only happens if they see something moving within the first few hours (after 32 hours it won’t happen) of hatching • Binocular cells in humans • Cells in visual system that respond only to input from both eyes. • If these cells don’t get input from both eyes within first year of life, they don’t develop

14. Critical (sensitive) periods • Certain behavior is developed more quickly within a critical period than outside of it. This period is biologically determined. • Some environmental input is necessary for normal development, but biology determines when the organism is responsive to that input. • That “when” is the critical period

15. Critical period for language • Lenneberg (1967) proposed that there is a critical period for human language • It assumes that language acquisition must occur before the end of the critical period • Estimates range from 5 years up to onset of puberty

16. Evidence for critical period for language • Feral Children • Children raised in the wild or with reduced exposure to human language • What is the effect of this lack of exposure on language acquisition? • Two classic cases • Victor, the Wild Boy of Aveyron • Genie

17. Victor, The Wild Boy of Aveyron • Found in 1800 near the outskirts of Aveyron, France • Estimated to be about 7-years-old • Considered by some to be the first documented case of autism • Neither spoke or responded to speech • Taken to and studied by Dr. Jean-Marc-Gaspard Itard, and educator of deaf-mute and retarded children • Never learned to speak and his receptive language ability was limited to a few simple commands. • Described by Itard as “an almost normal boy who could not speak”

18. Genie • Found in Arcadia, California in 1970, was not exposed to human language until age 13.5. • Raised in isolation a situation of extreme abuse • Genie could barely walk and could not talk when found • Dr. Susan Curtiss made great efforts to teach her language, and she did learn how to talk, but her grammar never fully developed. • Only capable of producing telegraphic utterances (e.g. Mike paint or Applesauce buy store) • Used few closed-class morphemes and function words • Speech sounded like that of a 2-year-old

19. Genie • By age of 17 (after 4 years of extensive training) • Vocabulary of a 5 year old • Poor syntax (telegraphic speech mostly) • Examples • Mama wash hair in sink • At school scratch face • I want Curtiss play piano • Like go ride yellow school bus • Father take piece wood. Hit. Cry.

20. The forbidden experiment • Why do we talk? video Part 4 (start at 5 min mark) • Oxana Malaya • Isolated birds (continues in part 5, stop at 2:30 mark) • zebra finches raised in isolation

21. What Do These Cases Tell Us? • Suggestive of the position that there is a critical period for first language learning (in particular for syntax and phonological development) • If child is not exposed to language during early childhood (prior to the age of 6 or 7), then the ability to learn syntax will be impaired while other abilities are less strongly affected • Not uncontroversial: Victor and Genie and children like them were deprived in many ways other than not being exposed to language • Genie stopped talking after age 30 and was institutionalized shortly afterward (Rymer, 1993)

22. What Do These Cases Tell Us? • Suggestive of the position that there is a critical period for first language learning (in particular for syntax and phonological development) • Why? • Nativist explanation (see pg 79 of text) • Maturational explanation: “less is more”

23. Second language learning • Learning a new language • What if we already know one language, but want to learn another? • Adults learning another language typically have a persistent foreign accent – perhaps a critical period for phonology (Flege & Hillenbrand, 1984) • Adults typically do better initially at learning a new language compared to kids, but kids typically do better over the long term (Krashen, Long, & Scarcella, 1982)

24. Second language learning • Johnson and Newport (1989) • Native Chinese/Korean speakers moving to US • Task: Listen to sentences and judge whether grammatically correct R = -.87 Test score 2 17 Age of arrival R = -.16 Test score 17 40 Age of arrival

25. Second language learning • Johnson and Newport (1989) • Native Chinese/Korean speakers moving to US • Task: Listen to sentences and judge whether grammatically correct • Concluded that around the age of 16 something happens • Different factors operate on language acquisition before and after the age of 16 • Birdsong and Molis (2001) • Replicated the Johnson and Newport study in Spanish/English speakers. • Did not find a discontinuity around the age of 16

26. Effects of the Critical Period • Learning a language: • Under 7 years: perfect command of the language possible • Ages 8- c.15: Perfect command less possible progressively • Age 15-: Imperfect command possible • But these claims are far from universally accepted

27. Bilinguals & Polyglots • Many people speak more than one language • Tucker (1999) - multilinguals outnumber monolinguals • What is the impact of knowing/using more than one language? • Factors affecting second language acquisition? • What does the lexicon look like? • Interesting effects in bilinguals • Interference • Code switching • Cognitive advantages

28. Second language acquisition • Contexts of childhood bilingualism • Simultaneous • Both languages are acquired at the same time • Vocabulary growth of bilinguals is similar to that of monolinguals • Some aspects of acquisition may be slowed, but by age of 4 typically caught up • Doesn’t seem to matter whether languages are “related” or not (e.g., English - French versus English Japanese) • Can achieve “fluency” in both languages • Sequential acquisition • The second language is learned after a first language • When the second language (L2) is acquired is important • Early versus late learning (e.g., see the Johnson and Newport study)

29. Second language acquisition • Frequency of usage of both languages • How often and in what contexts do you use the two languages • “Use it or lose it” - language attrition • Mode of acquisition • Native bilingualism - growing up in a two language environment • Immersion - schooling provided in a non-native language • Submersion - one learner surrounded by non-native speakers • Language dominance effects • Relative fluency of L1 and L2 may impact processing

30. Bilingual Representations • How do we represent linguistic information in a bilingual lexicon? • Probably depends on many of the factors just discussed • Let’s look at some models and research focusing on the situation where L1 is dominant relative to L2

31. Word Association Model Concept Mediation Model L1 L2 CONCEPTS CONCEPTS L1 L2 Models of the bilingual lexicons Potter et al (1984): Separate Stores Models – separate lexicons for each language L1=First Language L2=Second Language

32. L1 & L2 CONCEPTS Models of the bilingual lexicons Paivio, Clark, & Lambert (1988): Common Stores Models – words from both languages in same store L1=First Language L2=Second Language

33. concepts conceptual conceptual links links lexical links L2 L1 Revised Hierarchical Model • The results are mixed, supporting more complex models • May be different in different bilinguals depending on things like age of acquisition, relative proficiency, etc. • Kroll & Stewart (1994) • Proposed that the fluency of L2 needs to be considered in the processing model

34. Interesting effects in bilinguals • Interference • Code switching • Cognitive advantages

35. Interesting effects in bilinguals • Interference • Does knowing two languages lead to interference? • When found, interference is at multiple levels • Phonological - least amount of interference • Lexical - mixing words from different languages • Initially, appear to use a one word per thing strategy • But as they realize there that they’re speaking two language, then they’ll use words from both languages simultaneously • Syntactic • Until year two, may use only one syntactic system which is common to both languages • Then a brief period with two sets of lexical items, but still a common syntax • Finally, two lexicons and two sets of syntax

36. Interesting effects in bilinguals • Determine who or what is the one performing the action. • The waitress pushes the cowboys. • The telephones pushes the cowboys. • Kisses the table the apple. • The baskets the teacher kicks. • As a native speaker of English we can use many cues: • Word order • Animacy • Verb agreement • Not all languages use the same cues to the same extent • e.g., German doesn’t rely as much on word order, but relies more on agreement processes

37. Interesting effects in bilinguals • Determine who or what is the one performing the action. • The waitress pushes the cowboys. • The telephones pushes the cowboys. • Kisses the table the apple. • The baskets the teacher kicks. • Kilborn (1989, 1994) • Found that bilinguals (English as second language) typically carry over the dominant processing strategies from their native languages. • This interacts with their level of fluency in the second language

38. Code switching • When bilinguals substitute a word or phrase from one language with a phrase or word from another language “I want a motorcycle VERDE” • Switching is systematic, not random

39. Code switching • When bilinguals substitute a word or phrase from one language with a phrase or word from another language “I want a motorcycle VERDE” • The Spanish adjective “verde” follows a grammatical rule that is observed by most bilingual speakers that code-switch “I want a VERDE motorcycle” • Would be incorrect • because language switching can occur only if the adjective is placed according to the rules of the language of the adjective • In this case, the adjective is in Spanish; therefore, the adjective must follow the Spanish grammatical rule that states that the noun must precede the adjective

40. Code switching • When bilinguals substitute a word or phrase from one language with a phrase or word from another language “I want a motorcycle VERDE” • Generally, bilinguals take longer to read and comprehend sentences containing code-switched words • May be due to a “mental switch mechanism” that determines which of the bilingual’s two mental dictionaries are “on” or “off” during language comprehension. • This mental switch is responsible for selecting the appropriate mental dictionary to be employed during the comprehension of a sentence. • E.g., if reading an English, a Spanish code-switched word is encountered, the mental switch must disable the English linguistic system, and enable the Spanish linguistic system.

41. Code switching • When bilinguals substitute a word or phrase from one language with a phrase or word from another language “I want a motorcycle VERDE” • Generally, bilinguals take longer to read and comprehend sentences containing code-switched words • This time difference depends on similarity of the languages • Chinese-English bilinguals take longer to recognize English code-switched words in Chinese sentences only if the English words contain initial consonant-consonant (e.g., flight) clusters, simply because the Chinese language lacks this phonotactic structure. • Another current view suggests that language dominance (i.e., which language is used more frequently) plays an important role in code-switching

42. Cognitive advantages • Some evidence suggest that being bilingual can have an impact on cognition outside of language • Bialystok and colleagues • Bilinguals are very proficient at switching between languages • Bilinguals also have to be good at suppressing the contextually inappropriate language