PSY315H5 Lecture Notes - Lecture 7: Specific Language Impairment, Nicaraguan Sign Language, Language Disorder
Document Summary
Non-proficient users: ha(cid:448)e(cid:374)(cid:859)t (cid:373)aste(cid:396)ed the la(cid:374)guage. I(cid:374)put that(cid:859)s goi(cid:374)g i(cid:374)to (cid:455)ou(cid:374)g (cid:272)hild(cid:396)e(cid:374)(cid:859)s ea(cid:396) is i(cid:374)put f(cid:396)o(cid:373) (cid:374)o(cid:374)-proficient speakers: not the normal input in the language learning scenario in that context. In many ways it is defective (populated with grammatical errors/ word selection errors) What is the consequence: children seem to often surpass their parents, behave as if input they got is regular. Defects seem to be passed over in the course of acquisition. Ca(cid:374)(cid:859)t (cid:271)e su(cid:396)e that (cid:272)hild(cid:396)e(cid:374) a(cid:396)e(cid:374)(cid:859)t getti(cid:374)g e(cid:454)posu(cid:396)e to la(cid:374)guage outside the ho(cid:373)e. Difficult to isolate the effects to the adults. Idea that pa(cid:396)e(cid:374)t(cid:859)s a(cid:396)e the sole sou(cid:396)(cid:272)e is p(cid:396)o(cid:271)a(cid:271)l(cid:455) (cid:449)(cid:396)o(cid:374)g. Parents learned asl from their community and videotapes. Characterized by inconsistent patterns (way they express certain kinds of meaning) No resources nearby, residential schools, etc: parents were the only source of asl. Notion of a blueprint: some basic idea of how language is supposed to look, ma(cid:455)(cid:271)e (cid:271)luep(cid:396)i(cid:374)t is(cid:374)(cid:859)t supposed to (cid:271)e spe(cid:272)ifi(cid:272)
