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Environmental stimuli affect the mind and its' processing, more learning oriented
(EX): language acquisition |
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The mind breaks down stimuli into its' component parts to better understand meaning
(EX): sentence understanding |
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If a stimuli is repetitive we gradually attend to it less and less
[Sucking exercise in infants
(I think)] |
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If a stimuli is dynamic, we tend to devote more attention to understanding it
(head turning exercise in infants, I think) |
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An exercise to determine how long it takes for an infant to realize their sucking is causing an auditory response
(various applications: see Powerpoint) |
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| A technique that conditions an infant to turn their head toward an auditory stimulus, and measures discrimination abilities |
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| Brain monitoring Technology that allows for observation of brain activity in response to auditory stimuli (See notes for details) |
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ability of infants to differentiate between basic phonemes (/pa/, /ba/)
(seems to be more auditory recognition than language specific or modular, as monkeys can do it too) |
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| the idea that consonants are treated as specific to speakers and words ([B]eak and [B]ook are different, but we don't really pay attention to it |
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| in stop consonants, the length of time between release of stop and onset of voicing-difference between "P" and "B" |
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discrimination between phonemes, a matter of milliseconds in terms of pronunciation differences
SEE NOTES |
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common in infants-middle ear infection, can effect language learning in infants
(SEE NOTES for application) |
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| Phonemic awareness in reading |
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(Stanovich 1993) Ability to clearly hear and understand phonemes
This is the best predictor of later reading skills, better than IQ, vocab, or listening comprehension |
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| repetitive vowel sounds 6-8 weeks |
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| production of consonant-vowel combinations 3-6 months |
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repetition of the same vowel-consonant pair (dadadadada)
babbling may be innate, but reduplicated babbling shows developing language skills |
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| children exposed to ASL may begin to "babble" with their hands |
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| children mishear words, and thus mispronounce them (disproved by smith 1973, 2 year old could retrieve pictures of mispronounced words) |
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children produce sounds that require least effort early on, then progress to more difficult sounds (schultze's law)
(not totally proven) |
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| there is a universal sequence of phoneme production, with some contrasts poised to be made before others (Jakobson) |
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| a number of factors must come together before a child can pronounce words in adult like ways (a matter of figuring out how things work together over time) |
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tone, rhythm,and other characteristics of speech specific to the speaker
(Children prefer their own mother's voice, recall passages read in utero) |
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| Style of speech directed at infants, enhances perception of phonemes due to stretching of vowels |
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| Infant/child directed speech |
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