Samenvatting artikelen Taal & Cognitie in normale en verstoorde ontwikkeling
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Universiteit Utrecht (UU)
De artikelen die deze cursus aan bod komen zijn in dit bestand samengevat in het engels (soms kleine Nederlandse stukjes). Alle artikelen zijn tentamenstof voor deze cursus.
HARLEY, T. A. (2010). TALKING THE TALK, CHAPTER 1: LANGUAGE, 1-29.................................................2
PRECURSORS TO LANGUAGE DEVELOPMENT IN TYPICALLY AND ATYPICALLY DEVELOPING INFANTS AND
TODDLERS: THE IMPORTANCE OF EMBRACING COMPLEXITY. (D’SOUZA & KARMILOFF-SMITH)...................4
PROCEDURAL LEARNING DIFFICULTIES: REUNITING THE DEVELOPMENTAL DISORDERS? (NICOLSON &
FAWCETT)............................................................................................................................................................ 7
DO CHILDREN WITH AUTISM USE THE SPEAKER’S DIRECTION OF GAZE?..........................................................9
JOINT ATTENTION AND VOCABULARY DEVELOPMENT: A CRITICAL LOOK. (AKHAR & MORTON).................10
EXECUTIVE FUNCTION IN SLI: RECENT ADVANCES AND FUTURE DIRECTIONS. (KAPA & PLANTE)..............12
RECIPROCAL RELATIONSHIPS BETWEEN LEXICAL AND SYNTACTIC SKILLS OF CHILDREN WITH
DEVELOPMENTAL LANGUAGE DISORDER AND THE ROLE OF EXECUTIVE FUNCTIONS (BLOM & BOERMA)..13
SPECIFIC LANGUAGE IMPAIRMENT IS NOT SPECIFIC TO LANGUAGE: THE PROCEDURAL DEFICIT
HYPOTHESIS...................................................................................................................................................... 15
CHILD‐DIRECTED SPEECH IS INFREQUENT IN A FORAGER‐FARMER POPULATION: A TIME ALLOCATION
STUDY. (CRISTIA & DYPOUX).......................................................................................................................... 16
INDIVIDUAL DIFFERENCES IN FIRST LANGUAGE ACQUISITION. (KIDD & DONNELLY)..................................18
TALKING TO CHILDREN MATTERS: EARLY LANGUAGE EXPERIENCE STRENGTHENS PROCESSING AND
BUILDS VOCABULARY (WEISLEDER & FERNALD)...........................................................................................20
A QUASI-UNIVERSAL NONWORD REPETITION TASK AS A DIAGNOSTIC TOOL FOR BILINGUAL CHILDREN
LEARNING DUTCH AS A SECOND LANGUAGE (BOERMA ET AL).......................................................................21
THE BENEFITS OF BEING BILINGUAL: WORKING MEMORY IN BILINGUAL TURKISH-DUTCH CHILDREN
(BLOM ET AL.)................................................................................................................................................... 23
DUAL LANGUAGE EXPOSURE AND EARLY BILINGUAL DEVELOPMENT (HOFF ET. AL).....................................24
,EXPLORATION AS A MEDIATOR OF THE RELATION BETWEEN THE ATTAINMENT OF MOTOR MILESTONES AND
THE DEVELOPMENT OF SPATIAL COGNITION AND SPATIAL LANGUAGE (OUDGENOEG-PAZ ET AL.)..............26
DEVELOPING LANGUAGE IN A DEVELOPING BODY, REVISITED: THE CASCADING EFFECTS OF MOTOR
DEVELOPMENT ON THE ACQUISITION OF LANGUAGE (JANA M. IVERSON)......................................................28
Week 1
Harley, T. A. (2010). Talking the Talk, Chapter 1: Language, 1-
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What is language?
1. Language is a system for communication, to transfer information from one person to
another. Also used for social bonding and emotional expression.
2. Language is a system of words and rules for combining them. Our huge mental
dictionary is called the lexicon. Rules we know to combine words are called
syntactic rules (syntax).
3. The relation between meaning and appearance or sound of words is arbitrary: you
can’t tell what a word means just by hearing it.
4. There are many specific languages in the world, they all use words and syntactic
rules to form messages.
How do languages differ?
The form of nouns and verbs changes by a process called inflection to reflect their
grammatical role. Sounds differ between languages, this is called voiceless velar frictatitve
because of the way its made and the vocal tract being constricted as air pushed out through
it.
There are 5000-6000 languages in the world but its hard to be precise because there are no
rules when a dialect becomes a language. Some languages are dying out because of the
small numbers of speakers.
How has language changed?
Linguists have grouped together languages that appear to be related. Romance family:
French, Italian and Spanish. Germanic family: Dutch, English and German. First there was
one language which over time, as speakers of the language became geographically
dispersed and relatively isolated, split into languages we speak today.
How do we do psycholinguistics?
How we produce, understand and remember language, and how language interacts with
other psychological processes is called psycholinguistics. Origin of psycholinguistics (PL) is
traced to a conference in summer 1951 in the USA. First they studied how the brain was
linked to language by looking at the effects of brain damage. We do PL by carrying out
experiments on how humans use language.
What is an explanation?
We want a model of our experimental results → an account that explains the data we’ve
collected, but which goes beyond it. A theory is a more overarching account covering a wider
range of phenomena and results. We could explain the results in terms of other
psychological processes. A model first, has to make predictions that are in principle
falsifiable: there is an obvious way of testing the prediction that could prove it wrong.
Second, the explanation should not be circular, it should involve concepts that are from
outside our original domain of thinking.
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, What are issues in psycholinguists?
1. Is our language behavior governed by the use of rules of by multiple constraints and
statistical regularities?
2. The issue of nature vs nurture: where does knowledge come from? Is it innate and in
our genes, of is it learned? According to nativism, we are born with particular
information and according to empiricists we are born an empty canvas.
3. Is processing modular of interactive? A module is a self-contained unit. Many
psycholinguists argue that there are language-processing modules that carry out
specific tasks, such as word recognition and syntactic processing. Interactive: where
different sorts of process are talking to and interfering with each other all over the
place (1 big module).
4. Is the knowledge and processes we use to produce and understand language
specific to language, or are they general-purpose. Chomsky argued that language
forms a separate mental organ. Alternative view is that there’s nothing special about
language, it uses the same cognitive processes that run the rest of our lives.
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