Chapter 2 Flashcards
Theories:
Generative/Nativist
- Assumes that children are born with innate rules and structures related to the structures of human language
- Believes it would be extremely difficult for children to learn language because of errored everyday speech around them
- Something innate guides children to learn
- Initially looked for the Language Acquisition Device–an area in brain that held the rules/code for language
Theories:
Interactionalist
- This approach emphasizes the influence of a combination of biological and environmental influences
- Children learn linguistic knowledge from the environmental input to which they are exposed (interaction with environment)
- We learn and use language because we have a large, complicated brain (biological basis)
- General term with two smaller theories under its umbrella
Theories: Emergentism
- under the Interactionalist umbrella
- Thinks of language as a structure arising from existing interacting patterns in the human brain
- Brain is good at picking up language, but that didn’t evolve for language and language alone
Theories: Constructionism
- under the Interactionalist umbrella
- Usage-based approach that sees language as being composed of constructions or symbol units that combine the form and meaning of language through the use of morphemes, words, idioms, word phrases
- Language structure emerges from language use
- Sees children as pattern finders
- Read textbook about this
Theories: Behaviorism
- Learning occurs when
- Stimulus and response theory from BF Skinner
- stimuli in environment (dog) leads to reaction (“doggie”) leads to response (getting to pet dog), thus reinforcing or not reinforcing the behavior
Theories: Interactionalism
Weakness of Interactionalism and Constructionism?
It does not account for similarities of language learning and use across children
Method of Data Collection: Spontaneous Conversational Sampling
- Natural observation
- Unstructured, open-ended situations
- Ensures analysis of real-life behaviors
Method of Data Collection: Structured Testing
- Experimental manipulation
- Controls for more variables than Spontaneous Conversational Sampling
- Features can be manipulated
- May not reflect everyday use
Data Collection: Sample Size
- Longitudinal studies are done over a length of time
- usually 100 utterances are an adequate sample
Data Collection: Variability
Sample should reflect the following:
- socioeconomic status: parent employment + education can be contributing factors
- Racial and ethnic diversity
- Dialectical variations
Data Collection: Naturalness and representativeness
Observer Paradox:
- presence of observer may result in nonrepresentational data
- may influence the language obtained
- lacks spontaneity and realness
Child’s State
- Child’s physical + emotional state at the time of the sample may affect things
- Caregiver can comment if the state is normal
Context
- Context of when the sample was taken can affect it
- Productivity (mount of language) can be more affected by conversational partner and/or environment
Data Collection: Analysis Procedures
- In general, quantitative measures, such as numerical scores and MLU (mean length of utterance), are inadequate for describing language development in detail.
- Qualitative research uses a variety of methods within natural situations or contexts to describe and interpret human communication.
Data Collection: Cross-Language Studies
Purpose of Cross-Language Studies
- To determine what aspects of language are universal
- To determine whether development is the result of universal cognitive development or unique linguistic knowledge
- To identify underlying language-learning strategies
Linguistic Theory: What do SLPs focus on?
Speech-language pathologists concentrate on disordered communication including:
- The cause of the disorder
- The evaluation of the extent of the disorder
- The remediation process
Data Collection: Collection Procedures
- Videotaping vs. audio recording
- Intra- and inter- rater reliability
- Quantitative measures: Ex. MLU, number of utterances in a given time, etc.
- Mastery (typically 90% but varies)
- Issues in cross language studies – bilingual populations
