Exam (elaborations)
PSY130 FINAL EXAM 2
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PSY130 FINAL EXAM 2What is infant-directed speech? What are its characteristics, and why might parents
use it? - ANSWER • Infant-directed speech is speech that consists of higher
pitches, larger pitch ranges, and smoothed/ connected pitch ranges.
• Parents might use this because it responds to infant language preferences and
infants are more likely to respond to infant-directed speech compared to
adult-directed speech. This may be because IDS is easier for infants to hear, it
soothes infants and gets the infant's attention. In addition, it conveys approval and
prohibition.
What is categorical speech perception? Do infants have it? Describe the methods
and results of a study that tests infants' categorical speech perception. - ANSWER •
Categorical speech perception is the ability to hear sounds categorically (either
acoustic changes or category changes).
• Infants have categorical speech perception and this was tested using habituation
and sucking procedures. Infants were habituated using the sound "ba" and were
dishabituated using a different sounding "ba". Infants were presented with one "ba"
(were sucking on a pacifier) once they were bored (stopped sucking pacifier), and
when presented with new "ba" sound (they started sucking again).
• Results infants are better at detecting acoustic changes rather than category
changes.
How do infants figure out where words begin and end in ordinary sentences?
Describe one study that tested this ability. What did the study find? - ANSWER •
Infants use statistical learning (keep track of which sounds go together in the same
order) when it comes to detecting the beginning and end of sentences.
• Head turn preference task 8 mo infants were presented with a jumble of words
with no pauses like khsfujebt(tokibu)udfbhjfts
• Methods Word trials had heard words like tokibu and the non word trials had
words that were in the study but were not easily identifiable like Batoki.
• Results Infants listened longer to the word trials (tokibu) rather than the non word
,trials. Predictable sequences of sounds = words!
In the first year of life, infants' vocal production changes quite a bit: They begin
with cries and burps and progress all the way to jargon babbling. Based on what we
discussed in lecture, describe two factors that contribute to these changes in
production. Be sure to state how these factors affect infants' production. -
ANSWER • Growth speech is limited when bbs mouths aren't fully developed.
Their tongue takes up most of the mouth, Larynx is higher, and the epiglottis hasn't
descended yet. (can only produce certain sounds)
• Motor development and practice Fluent coordination of speech needs practice.
Bbs need to learn how to control breathing, vocal chords, shape of mouth/lips, and
tongue.
• Input easy sounds for bbs are universal (ex: Ouuuuu). Sounds vary depending on
the language they are exposed to (ex: "buhh" sounds are seen more in American
bbs than Japanese). Bbs also hone in on intonation (the rise and fall of the voice).
Deaf babies also babble but at a delayed time.
When do children say their first word? What stage do they enter when these say
this word? What types of words do they say during this stage? Describe one error
that children make during this stage. - ANSWER • 1st words start at 12-18mo and
this is the 1st word stage.
• They types of words they say are content words like shoe, ball, cup, etc. (never
function words like and, but, of, etc)
• Error at this stage overextension. They use one word for everything because they
do not know a lot of words.
In class, we discussed several examples of how language comprehension often
precedes language production in development. Describe two examples of cases
where children comprehend something before they can produce it. Be specific
about what children can comprehend, how we know this, and how we know that
their comprehension precedes their production. - ANSWER • 16-18mo Infants are
presented with one of the two statements "Big bird is tickling Cookie Monster" or
"Cookie monster is tickling Big Bird". Then these children were presented with a
video that either matched or didn't match the statements. It was found that children
looked longer at the video which matched the correct statement.
, • 2yr old infants were presented with a picture comprehension task that tasked
infants with matching the sentence to the picture. The sentences were fully
comprehensive or were missing function words. Sentences included "Find the
bird", "Find was a bird for me", "Find—the bird for me" or "Find gub bird for me".
It was found that children were more accurate in finding the picture when they
heard the correct function word.
Children have many biases or assumptions that they can use to learn the meanings
of new words. Describe two of these assumptions. For each, provide an example of
a situation where this assumption would help children learn a new word. -
ANSWER • Whole object bias Children assume words are for the entire object
rather than object parts.
• Mutual Exclusivity Children presented with 2 objects. They know one of the
objects is a cup but don't know the name of the other object. Instructor calls the
strange object a blicket. Child assumes the name of the object is a blicket.
Johnson and Newport conducted a study that examined Chinese and Korean
immigrants' ability to detect errors in ungrammatical English sentences. Their
participants differed in how long they had been speaking English, as well as how
old they were when they were first exposed to English. What did their study find?
What do these results tell us about why it is hard to learn language later in life? -
ANSWER • Results All speakers did well with vocabulary and basic grammar
rules. However, the older speakers arrived to the states did worse on the finer
points of grammar (ex: plural uses of S). Skill in the language was predicted by the
age of exposure and not length (ex: if a speaker was a between the ages of 0-7 their
scores were higher on language skills).
• Reasons why learning language later in life is harder is because as a child you
might be immersed in the new language whereas when you are learning a language
later you might be in a classroom setting= boring. Also during adolescence a shift
happens in brain development and those neurons for learning a language may
disappear.
Results from the Sally/Anne task suggested that false-belief understanding did not
emerge until age 4. Describe the methods and results of a more recent task that
suggests false-belief understanding emerges earlier than previously thought. -
ANSWER • Methods of new false belief task instead of a series of images being
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