Development 10 Language 2

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  • Created by: CaliFish
  • Created on: 02-05-17 09:26
Who has a problem
Quine
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what is the problem
how do infants determine the referent of a novel name
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what is the solution to this problem
word learning bias'
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name the 4 word learning bias'
Whole object assumption Principles of conventionality Mutual exclusitivty assumption and lexical gap hypothesis
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explain the whole object assumption
a novel name should refer to a whole object
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explain the principles of conventionality
people conventionally tend to use the word thats more common
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explain the mutual exclusivity assumption
people will use the names they already know
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explain the lexical gap hypothesis
if there is a novel stimulus and a novel name it fits the gap
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adults also help to establish the referent, what is this called
scaffolding
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name the 5 scaffolding techniques
pointing, voice inflexions, routine, reference to previous experience, joint focus of attention
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who and when studied if children use joint attention to help understand references
Baldwin, 1991
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what were the conditions
Follow in and mismatch condition
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explain the follow in condition
experimenter waits for child to focus on a visible toy and give it a label
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explain the mis-match condition
experimenter waits for child to focus on a visible toy and gives a label for a toy in a bucket out of sight
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who did better in a test after
follow-in
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though the mis-match did worse in the test what did they do
look to the experimenter for more guidance
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what is a solution to the ambiguity children face
being an active learner
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name 5 ways children are active learners
they follow adults direction of gaze and points, the point them selves and the look and pick up object and ask
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who and when created the term fast mapping
Carey 1978
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define fast mapping
the ability to quickly link a novel name to a novel object typically by applying known information
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in the original study what was the novel name and what was the novel object
chrominan and olive green tray
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out of 14 how many managed to fast map by bringing the olive green tray when asked for the chromium one
13
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how many out of 13 remembered chromium referred to green a week later
9
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so does fast mapping mean learning
NO
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what are two ways to help learning
limiting the no of items children are attending to and ostensive naming
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who and when gave evidence for limiting the no of items children are attending to
Horst et al, 2010
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the no of items ranged from what to what
2 - 4
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the no of items had no effect on what
fast mapping ability
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the no of items had an effect on what
ability to remember them 5 minutes later
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who and when gave evidence for ostensive naming
Twomey et al, 2014
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how did the conditions differ
single or multiple exemplars
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which condition retained novel object names better
multiple exemplars
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what is this an example of
desirable difficulty
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multiple exemplars could also be called a what
category
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what shows the ability to understand categories
generalisation
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sometimes children make generalisation errors, name two
under or over extension
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generalisation by shape is called what
the shape bias
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what is the shape bias
applying the same name to things that have the same shape
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who suffers from this bias
children (when they reach the milestone) and adults
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some researchers believe this bias is what
innate
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what do researchers not agree on
whether it is present before or after learning nouns
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what experiments help show if this bias is present
solid and non solid shape experiments
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who and when studied if the shape bias was related to how many words children know
samuelson and smith 1999
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what was the range of age of their participants
17-33 months
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what were their two dependent variables
productive noun vocabulary and artificial noun learning
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what did they find
chilren with more sounds had a shape preference in the solid shape experiments but not non-solid shape
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what conclusion did they draw
the shape bias milestone is met when not a certain age is reached but when children have a certain amount of vocabulary
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who and when took this further
Samuelson, 2002
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what did he hypothesise
if the shape bias is learned we should be able to teach a shape bias by changing the words children know
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what groups did they have
shape training groups and material training group
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did they learn shape bias earlier
yes
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did they learn a material bias
no
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what did they find
kids in shape training learned a lot more words
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Card 2

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what is the problem

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how do infants determine the referent of a novel name

Card 3

Front

what is the solution to this problem

Back

Preview of the front of card 3

Card 4

Front

name the 4 word learning bias'

Back

Preview of the front of card 4

Card 5

Front

explain the whole object assumption

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