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28 Cards in this Set
- Front
- Back
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Why is phoneme category learning difficult for adults? |
Native-language categorical perception means it's hard to hear difference between non-native phonemes |
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Why is word learning a hard problem? |
The meaning of any word is under determined, there are an infinite number of possible things the word can refer to
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How does phoneme learning in bilingual catalan-spanish infants differ to catalan monolinguals? |
Learned like monolinguals however there's a delay of approx 4 months compared to mono. |
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How do context free grammars relate to regular grammars? |
they're a super-set of regular grammars that allow more complex rules |
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What are regular grammars? |
they consist of a series of rules that each output one or more words & indicate what possible rules can be used next. sentences are created by these by applying these rules in order |
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Detail 3 aspects of grammar that CFGs can explain that regular grammars can't |
* Long-range dependencies (eg either....or) * Can be learned by statistical learning via child-directed speech * Can produce hierarchical phrase structures that match structures in language (eg verbs & adverbs in order) |
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What are phonemes? |
Smallest unit of sound that when changed, changes the meaning of the word |
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What are vowels? |
Phonemes that occur when the air is not blocked |
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What are consonants? |
Phonemes that occur when the air is blocked |
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What are three features in producing consonants? |
* Voicing (VOT) * Place * Manner |
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What is manner? |
When producing consonants, how the air passes through; * approximations - partially obstructed (w, r) * fricatives - almost halt airflow (f,v,s) * stops - completely halt the airflow 1. Plosive (nasal cavity closed) (p,t) 2. nasal stop ( nasal cavity open) m,n |
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What are cognates |
Words that share the same form and meaning (tomato and tomate - spanish) |
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What are false friends? |
Interlingual homographs eg Die & The (german and english) |
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Existence of false friends |
Delayed responses in lexical decisions in both L1 & L2 compared with control |
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Name a critical evaluation of RHM |
False friends (interlingual homographs) as delayed responses in L1 & L2 Interference from similar objects (candle, candy) Therefore not separate lexicons |
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Different evidence about the models in favour/not in favour |
777 |
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Why does syntagmatic (cold-outside) turn to paradigmatic (cold-hot) at 6yr 8 mths? |
Reading - co-occurance and inferring words in context |
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How long do bilinguals lag behind monolinguals in tuning phoneme contrasts? |
4 months |
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What is age of arrival a strong predictor of? |
Accent |
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What does adult L2 proficiency depend on? |
1. Time - earlier the better 2. Experience - more the better 3. Contrasts need to be salient & distinct from L1 |
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Evidence for RHM |
Congnates, faster translation for congates |
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What is the difference between open and closed grammars |
Open - verbs, nouns; carry most meaning, easy to add new words Closed - pronoun, conjunction; carry most grammar, hard to add new words |
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What are the most important part of a sentence |
Verbs - they determine arguments and where they go |
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What is the most common sentence structure order in the world |
SOV (compared with SVO in English) |
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how might a zipfian distribution improve learning? |
4 objects, 4 words 2 might be high frequency - therefore it only becomes 2 objects 2 unknown words |
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How does phoneme perception differ in adults and children (infants)? |
Adults cannot easily distinguish within categories but can across, infants can across and within |
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When does prosodic information help word segmentation? |
only when it matches (english) otherwise it harms learning |
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what are phonotactic constraints? |
using phonemes and syllables to predict which would be words and which wouldn't ie ngaiire or tord |
