1. 공, 공어딨지? 공 저기있네.
2. 공, 공 찾아볼까? 공 저기있네.
3. 공, 공이다! 공 저기있네.
4. 공, 공 보여? 공 저기있네.
1. 자네. 누가 자지? 저기 자고 있네.
2. 박수치네. 누가 박수치지? 저기 박수치네.
2019년 3월 17일 일요일
2019년 1월 6일 일요일
설문지
설문지 : https://docs.google.com/forms/u/1/
<segmentation 1 & segmentation 2>
"언어환경정보&가정환경조사" 설문지
https://goo.gl/forms/NWMUh2xUA6n72q4m2
<music perception test>
"music_언어환경정보&가정환경조사" 설문지
https://goo.gl/forms/vzWURPxEapusF2iM2
<기타>
"언어환경정보" 설문지 : 가정환경조사 없음
-15개 응답
-2018-12-04 까지 사용
-2018-12-04 이후 "언어환경정보&가정환경조사" 사용
<segmentation 1 & segmentation 2>
"언어환경정보&가정환경조사" 설문지
https://goo.gl/forms/NWMUh2xUA6n72q4m2
<music perception test>
"music_언어환경정보&가정환경조사" 설문지
https://goo.gl/forms/vzWURPxEapusF2iM2
<기타>
"언어환경정보" 설문지 : 가정환경조사 없음
-15개 응답
-2018-12-04 까지 사용
-2018-12-04 이후 "언어환경정보&가정환경조사" 사용
The sound symbolism bootstrapping hypothesis for language acquisition and language evolution - Mutsumi Imai & Sotaro Kita
<Sound Symbolism Bootstrapping Hypothesis>
- Sound symbolism provides a scaffolding mechanism for children in various stages of language development.
- Sound symbolism helps children learn the meaning of words at different stages of early lexical development.
1. Children, even pre-verbal infants, are sensitive to sound symbolism, due to a biologically endowed ability to map and integrate multi-modal input.
- Canadian toddlers: kay-kee & boo-baa
- Japanese 25-month-olds: novel sound symbolic words - walking in a specific manner
- Japanese 3-years-olds: generating novel sound symbolic words
- English-speaking adults with no knowledge of Japanese were able to guess which novel mimetics were used for which type of event (rolling or jumping) at above chance levels of accuracy.
- Spanish-reared 3-month-olds: sound symbolism of vowels and size
- American 4-month-olds: kiki & bubu
2. Young children are sensitive to a wider range of possible sound symbolic correspondences than adults, but this sensitivity gets pruned and reorganized as they learn more words in their native language.
- Some sound symbolic words in a given language are opaque to adult speakers of other language.
- (Iwasaki et al) Adult English speakers' judgements of conventional Japanese mimetic words for laughing and walking tended to converge with those of Japanese speakers on semantic dimensions concerning the magnitude(of size and sound), while they were quite different on evaluative dimensions (e.g. beauty and pleasantness).
- (Saji et al) Japanese and English speakers were presented various locomotion videos and asked to generate a word that would sound-symbolically match each action, then rate that action on 5 semantic dimensions (size, speed, weight, energeticity and jerkiness). Results showed that certain sound-meaning links were common across the two languages.
- Sound symbolic sensitivity in English- and Greek-speaking adults and 3-year-olds
- (pretest) rating the degree of sound symbolic match between novel words and various manners of walking
- (test) based on the ratings, 3 types of items were selected: universal items, English-specific items, distractor items
- Greek-speaking children could correctly choose the target video in both universal and English-specific conditions, suggesting that Greek-speaking children were sensitive to a wider range of sound symbolic correspondences than Greek-speaking adults.
- EEG & ERP study
- The results from ERP and phase synchronization analyses suggest that 11-month-olds could clearly detect Koher's shape sound symbolism and that sound symbolic associations fosters multi-sensory integration and semantic processing.
3. Sound symbolism helps infants who have just started word learning to gain the insight that speech sounds refer to entities in the world (i.e. the referential insight for speech sounds).
- Establishing word-referent associations
- Sound symbolism facilitates word learning in 14-month-old Japanese-speaking infants.
- 'moma' for a round shape and 'kipi' for a spiky shape
- Helping children find the invariance for generalization
- Regardless of the language infants were acquiring, sound symbolism helped the children to find the relevant invariance in the scene for the verbs.
- Young children are sensitive to a broader range of sound symbolism, including sound symbolism that adults speaking the same language might not detect.
4. Sound symbolism helps infants associate speech sounds and their referents and establish a lexical representation.
- (Fernald & Morikawa) Japanese mothers used sound symbolic words such as onomatopoeia/mimetics frequently when talking to Japanese infants.
- (Saji & Imai) The mother used mimetics more often for younger listeners, and least often to the adult experimenter.
- Parents often point to the object, and children tend to learn the name better when the referent object was pointed at in the past.
- Caretakers also use different types of sound symbolic words, depending on the child's stage of language development.
- We agree that sound symbolism does not always help or sometimes even impedes word learning. Learning the meaning of a new word may be impeded if another similar sounding word with similar meaning is activated in children's minds.
- The facilitative role of sound symbolism for individual word learning may differ across different classes of words and across different developmental stages.
Sound symbolism facilitates early verb learning - Mutsumi Imai *, Sotaro Kita , Miho Nagumo , Hiroyuki Okada
Sound symbolism facilitates early
verb learning
1. Research
demonstrated the speakers of two very different languages (English and
Japanese) both recognized the same sound
symbolism in the domain of actions. (= sensitive to the
sound symbolic)
- The sound symbolism was detectable by adult native speaker of Japanese and adult native speaker of British English who had no knowledge of Japanese.
- The same sound symbolism was detected by Japanese children as young as 25 months of age who could not have been exposed to the novel mimetics used in the study.
- The same sound symbolism was detected by Japanese children as young as 25 months of age who could not have been exposed to the novel mimetics used in the study.
- It is first research to empirically establish
that there is link between linguistic sound and action.
- Mimetics seem to contain aspects of sound symbolism
that are biologically grounded and are recognized by speakers of across
different languages.
- Yet, mimetics are one of the hardest
types of words of adult second language learners
:
may require massive exposure to mimetics used in real contexts
: it
is crucial to have intensive exposure to a specific language in early stages of development
2.
Sound symbolism plays a facilitative role in
learning of action names in 3-year old children.
- When novel verbs sound-symbolically matched the
action, then 3-year old children were able to make generalization.
- It was the sound-symbolic properties of the mimetic
words which facilitated verb generalization, not children’s morphological or
syntactic properties.
- The sound symbolism of the mimetic verb may help
children isolate the action out of the various components of an event.
- Sensitivity to sound-meaning matching increases with
learning, and some aspects of sound symbolism are more likely to be
language-specific.
- When children do detect sound symbolism in learning a
novel word, they take advantage of it, and this additional cue is especially
helpful for the learning of action names.
2019년 1월 1일 화요일
sound symbolism papers
1/7 Lab meeting (Jihyo and Hyunji, pick an article to present.)
Iconicity in word learning and beyond: A critical review
Iconicity in word learning and beyond: A critical review
Sound symbolism facilitates early verb learning
https://www.dropbox.com/s/vl384icepyh68j1/Imai_Kita_2008_soundsymbolism_Cognition.pdf?dl=0
The sound symbolism bootstrapping hypothesis for language acquisition and language evolution
Affective Congruence between Sound and Meaning of Words Facilitates Semantic Decision
The Structure of Ideophones in African and Asian Languages: The Case of Dagaare and Cantonese
The Changing Role of Sound-Symbolism for SmallVersus Large Vocabularies
Quantifying iconicity’s contribution during language acquisition: implications for Vocabulary learning
2018년 12월 18일 화요일
How to import LENA Data
When we get a LENA DLP (digital language processer) in the mail these are the steps to save the data:
Naming System within LENA
The chart below shows which items uniquely identify participants from the multiple experiments we are running. Since some children participate in multiple experiments, it's important that we can group them correctly once it's time to analyze the data.
- First write the number of the DLP on the LENA 녹음 활동 기록표. The number is on the back of the recorder under a barcode. This is just incase we get multiple packages at once and the recorder are switched before we manage to download any data.
- Open "Launch LENA" (코끼리 아이콘) from the desktop.
- Turn the DLP on by holding down the power button.
- Plug the DLP into the cord right behind my keyboard, it should be connected to a USB port on the back of my computer.
- HOPEFULLY** the LENA software will pop up with a box asking you to choose the child that the recording belongs to. If this is the first time this child visited, click "Add" (or it might be "create child" or "new"...in any case, do not click "assign" because that assigns the recording to a child that already has been created).
- It will prompt you for information about the child. The method I use is First Name = [participant number] (e.g. P90--get from google calendar), Last Name = [experiment run], (e.g. Segmentation or IPLP--also on google calendar), Birth Date = [month][day][year], Gender = [male/female]. Click create/enter or whatever the button says. See below for the naming system now that multiple experiments are running.
- Now you click the "Assign" button (I think it's actually "assign child" or "assign DLP"). It will prompt you if you are sure, make sure the information is correct and click ok. Then it will prompt you to choose the time zone. It is usually set as Seoul automatically so just click OK. Then the download should begin.
- The download time only takes about 30 seconds, then it begins to process the file. You can remove the DLP once the file is downloaded but while it is still processing. The screen will tell you if you can or cannot remove the DLP. Go to "My computer" and eject the DLP (it is usually called something like LENA [DLP number] eg LENA 014422). Charge the DLP in the wall charger. DO NOT CLOSE THE LENA SOFTWARE OR TURN OFF THE COMPUTER. The software must stay on to finish processing a file. It will take about 1.5 hours for a 16 hour recording.
- Finally update the LENA participants spreadsheet on the googledrive with all the information that is written on the LENA 녹음 활동 기록표. Fill in the address from the package received, and get the participant number from the google calendar.
- Put the log in the yellow folder above my computer that says "LENA 녹음 활동 기록표" on the side.
- ALL DONE!
Naming System within LENA
The chart below shows which items uniquely identify participants from the multiple experiments we are running. Since some children participate in multiple experiments, it's important that we can group them correctly once it's time to analyze the data.
Last Name
|
First Name
|
Grouping
|
IPLP
|
Music (Mxx)
|
Word Teaching
|
Segmentation 1
| CDI |
Moma
|
Segmentation 2
|
For example if a child participated in IPLP and Music, his/her last name would be IPLP-Music, first name would be Mxx-Ixx, and there would be no grouping
For a child that participates in IPLP, Moma, and Music, Last name would be IPLP-Music-Moma, first name would be Mxx-Pxx-Ixx, and Grouping would be Moma.
Participants who did segmentation 1 and 2 have a last name of Seg1-2, first name of Sxx(Sxx) where the first S is their number in seg 1 and the number in parenthesis is their number in seg 2. Participants who started with Seg 2 have only their participant number from Seg 2 listed.
We are running into cases where children have done more than 3 studies. I've been prioritizing Seg 1, Seg 2, and CDI for the labeling, and if they did anything else I just add it at the end of their first and last name.
Participants who did segmentation 1 and 2 have a last name of Seg1-2, first name of Sxx(Sxx) where the first S is their number in seg 1 and the number in parenthesis is their number in seg 2. Participants who started with Seg 2 have only their participant number from Seg 2 listed.
We are running into cases where children have done more than 3 studies. I've been prioritizing Seg 1, Seg 2, and CDI for the labeling, and if they did anything else I just add it at the end of their first and last name.
Unfortunately the LENA software does not allow grouping of kids into more than one group, or this would be much simpler.
2018년 11월 21일 수요일
연령별 실험 시행 표
music intake questionnaire (margarethe?)
9 months: English learning 9 month olds prefer trochaic rhythmic but not 6 months (Juszcyk, Cutler, Redanz 1993)
Will Chonnam infants prefer trochaic or iambic?
- segmentation 1 7.5 months (ideally 7:0~8:0)
- word teaching 9~12 months (first a reading, then a spontaneous session; counterbalance the order of ADS/IDS sessions)
- segmentation 2 10.5 months (ideally 10:0~11:0)
- visual CDI 13.5 months (ideally 13:0~14:0)
- syntax 17 months?
music perception: all ages (if the available baby does not fall within the age range above).
If the child's age closely misses the target age of the language studies, include them in the language study rather than music.
| Age (mo) | Study | Method | LENA | SES online | |
| 7 | segmentation1 | HPP seg1 | yes | when 18 months | |
| 8 | word teaching | recording | yes | ||
| 9 | word teaching | recording | yes | ||
| 10 | segmentation2 | HPP seg2 | yes | ||
| 11 | word teaching | recording | yes | ||
| 12 | word teaching | recording | yes | ||
| 13 |
sound symbolism
visual CDI
|
IPLP | buba, moma | yes | |
| 14 | visual CDI | IPLP | buba, moma | yes | |
| 15 | music perception | HPP | buba, moma | yes | |
| 16 | music perception | HPP music | moma | yes | |
| 17 | syntax | HPP syntax | moma | yes | |
| 18 | music perception | HPP music | moma | yes | |
| 19 | music perception | HPP music | moma | yes | |
| 20 | visual CDI | IPLP | moma | yes | |
| 21 | music perception | HPP music | moma | yes | |
| 22 | music perception | HPP music | moma | yes | |
| 23 | music perception | HPP music | moma | yes | |
| 24 | music perception | HPP music | moma | yes | |
| 25 | visual CDI | IPLP | moma | yes |
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