lang_acqCh.ppt

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2 U- (Critical periods)

3 !" #$ 2-5 % &&''(Cooing ) 4-7 % ()*+(vocal play ) 6-12 %,-./(Babbling ) 9-10 % 0/12(word comprehension ) % 0/34(word production ) 20 % 56789(first sentence ) % /:;(grammaticalization ) 5-7 < =>?/@/: (discourse -based grammar )

4 !"#$%&'((1-4 )) *+,-.(The Habituation method ) [b]-[p], [d] -[t], [b] -[d], [u] -[i] /012(6-15 )) 345(Reduplicating )67345(Non-reduplicating )/ :;<=>?&/012@ABCDEF&GH1IJ : KLM%NO&PQ RS%JT%UV$%WX(1 Y) 2%WXZG[&\,] [der] ( there ) [nana] ( bana na ) [fauz] ( flowers )

5 ! "#$%&'())*+,-./0$123,4567$89$:;< '( Mama, dada, baby B9 C9 DE FG HB IJKL Doggie, cat, duck milk, cookie, juice ball, block, car Hi, bye -bye, no go, down, up ear, eye, nose

6 Broca s ing 1 1 plural s 2 2 contracted copula 3 6 Uncont. copula 4 3 Article (a, the) Past regular (-ed) 6 8 Past irregular rd person sing (-s)

7 (Comprehension) (habituation) (enactment) (Preferential Looking) (Production) (Elicited Imitation)

11 U- U-?

12 U-

13 U- U- (reversive prefixes)!"#$: %&#$: '(#$: break > broke foot > feet break > breaked foot > foots break > broke foot > feet

14 U- (Rote Learning) (Overgeneralization) (Recovery)

15 - () vs.

16 Shape bias (Smith) Whole object bias (Markman) Mutual exclusiveness (Markman) Principle of contrast (Clark) Competition (Bates & MacWhinney)

17 Semantic bootstrapping (Pinker, 1982, 1984, 1987) Syntactic bootstrapping (Landau & Gleitman, 1985; Gleitman, 1990)

18 [ ] [-- -- ]

19 [direct obj.] [ that that clause] [PP, in, on, at, to, from]

20 (Li & Burgess) (Global co-occurrences) (Local co-occurrences)

21 (Critical Period) Imprinting (2 )

22 9.29 Critical period in the development of bird song (A) A graphic presentation of the song of an adult, male white-crowned sparrow. The figure, a so-called sound spectrograph, plots the frequency region of the bird s vocal output over time. Frequency is indicated by the vertical axis, in steps of 2,000 hertz. The horizontal time marker indicates ½ second. The figure shows that the normal song begins with a whistle or two, continues with a series of trills, and ends with a vibrato. (B) The song of a bird raised in acoustic isolation but exposed to four minutes of normal song between the ages of 35 and 56 days. His adult song was almost normal. (C) The song of an isolated bird exposed to normal song between days 50 and 71. The adult song of this bird has some crude similarities to normal white-crowned sparrow song. There is a whistle followed by trills, but the details are very different. (D) and (E) show the songs of birds whose exposure to normal song occurred very early in life (days 3 to 7) or very late (after 300 days of age) respectively. Training at either of these times had no effect. (After Marler, 1970)

23 (Critical Period) Genie (Curtiss, 1977) (Plasticity)(stability) / (5) (2-) ()

24 (Critical Period) (less is more) (Johnson & Newport, 1989) vs.

25 Johnson and Newport, 1989 : ) The farmer bought two pig at the market. The little boy is speak to a policeman.

26 Johnson and Newport, 1989

27 Johnson and Newport, 1989

28 Johnson and Newport, 1989 Lenneberg

29 Liu, Bates, & Li (1992) The rock hit the elephant

30 Liu, Bates, & Li (1992)

31 (Johnston & Slobin, 1979): (OP: pay attention to the end ) (Slobin, 1985)

33 Basic Child Grammar (Slobin, 1985) (e.g., fall vs. walk) Language bioprogram (Bickerton, 1981, 1984) (e.g., think vs. walk) (e.g., jump vs. walk)

34 (Aspect Markers) -ed, -ing -le, zai (result verbs); (process verbs); (state verbs) Prototype account (Li & Shirai, 2000)

35 ( Plato s Problem ) Poverty of stimulus Finite -> infinite Degenerate -> impeccable Speed of learning Independence of cognitive factors

36 (Universal Grammar):

37 %&!"#$ %' () *+,-

38 (patterns) The man who is tall is here -> Is the man who is tall here? (shape) (parameter setting)

39 (Pinker, 1994) Pidgin English (aspect markers), Creoles Language bioprogram (Bickerton, 1981, 1984)

40 (Bickerton, 1981) (e.g., think vs. walk) (e.g., jump vs. walk)

41 (aphasia) (Broca s)(vs. (Wernicke s) ) (Impairment) KE

42 (e.g., null subject, head-modifier position)? (e.g., )?

43 ?

44 (Emergent) ()

45 (Elman et al. 1996) : (hardwired)

46 : (& : (neuron),, (neurotransmitters), (inhibitory) vs. ( excitatory)) (,, (columns as functional units) (, )

47 Developmental plasticity Changes in a dynamical system

48 (Elman et al. 1996) DNA (neural networks)

49 : -> (-> ) KE

50 (defect in autosomal dominance )(domain-specificity ) (e.g., fmri ). (Progressive modularization) vs. (initial modularity) (Karmiloff-Smith, 1992)

51 U-

区域活动进入中班我们区域的设置和活动材料都有所变化, 同时也吸引孩子们积极的参与学习操作区的新材料他们最喜欢, 孩子们用立方块进行推理操作用扑克牌进行接龙游

区域活动进入中班我们区域的设置和活动材料都有所变化, 同时也吸引孩子们积极的参与学习操作区的新材料他们最喜欢, 孩子们用立方块进行推理操作用扑克牌进行接龙游日常生活本月我们日常生活活动的重点 :1. 让孩子养成良好的生活习惯, 注重生活细节如 : 在换好鞋子后能将鞋子整齐的摆放进鞋架坐在椅子上换鞋正确的收放椅子等 2 让孩子有自我照顾的意识如, 让孩子感受自己的冷热并告知老师,