Chil language -Spoken Flashcards
The stages of speech development
Vegative
Cooing
Babbling
Proto-word
Holophrastic
Two-word stage
what is politeness?
Politeness is an aspect of pragmatics ,referring to cultural rules of a community and it regulates social relationships and negotiations.
vegative stage
0-4m
reflex crying noises
Cooing stage
3-6m
open mouth vowel sounds
Babbling stage
6-12m
repeated consonant vowel sounds
eg- gaga baba dada
Proto word stage
9-12m
Babbling sounds that match actual words ,but not necessarily meaningful
Holophrastic stage
Around 1yr
Using one word to sign post many things (more complicated and functional)
Two-word stage
Around 16m
Two word utterances make up mini senteneces, beginning of syntax
most recognisable words appear at age?
12 months
at 18 months
Productive vocabulary of around 50 words that they can say
By 2 years?
200 word productive vicab
3yrs?
2000
Babys 1st words Nelson(she)
4 categories
1973-Early words of kids fall into 4 catorgories:
1.Naming
2.Action
3.social
4.modifying (descriptions)
She found the largest category was naming words with 60% of childs first words being NOUNS
Bloom(2004)
Against Nelson
Argues noun bias of early vocab merely reflects freq
and says nouns outnumbered by verbs 5:1
Bloom and the environment
Environment plays a big role in determining which individual words are spoken at the age
Children who live in country’s perhaps use different from those growing up in cities
Saxton -Baby’s 1st wordTable of patterns
Food and drink
Family
Animals
Parts of body
Clothing
Vechicles
Games/routines
Toys
Familiar objects
Actions
Descriptions
Sound effects
Over-extened vocab
Children are attempting to do a lot with little productive vocab - Therefore early words are over- extended
E.G: saying sea for any body of water
stretching words include
words are
over-extended vocab
under-extended vocab
Under-extened words
Other times , words are under exteneded to cover a narrower definition of words meanings
E.G: Child is familiar with a banana on a plate but may see a banana in a book and not be able to name it
what does mislabelling words show
Shows how kids use quite specific meanings for objects and sheds light on how they link words and meanings to objects.
Over-extension theory- Rescorla(1980)
noted there are three forms
Catergorical overextension
analogical overextension
mismatch or predicate statements
Whats categorical overextension
Most common form
E.G: The label apple might be given to any fruit
Good way to explain it is through hypernyms and hyponyms
E.G: hyponym apple is taken to stand for hyponym Fruit
when child picks up other hyponyms -overextensions start to disappear
analogical overextenstion
Found in 15% of her cases
Related to function and perception of an object
E.G: scarf mistaken for a cat when a child stokes it
or cement mixer called a wheel
Mismatch or predicate statements
25% of cases
Convey some sort of abstract info
E.G: One child uses doll in reference to empty cot
Building meanings
Aitchison - (1987)
Makes clear that language acquisition of words isn’t a simple question of remembering labels and definitions
Its an active process of deductive reasoning as they make sense of the world around, mapping out connections bewteen words and the world
Aitchison (1987) - Three stages in children’s acquisition of words their meaning -
Labelling (attaching cat to a particular animal )
Packaging (establishing what makes this animal cat compared to others)
Network building (making connections between cat as a member of a broader category animal)
Aitchison -whats labelling stage
Associating sounds with objects in the world
Linking words to things
understanding concept of labels
Aitchison - Packaging stage
Starting to explore extent of label - often stage where most over and under extensions occur most frequently
Aitchison - Network Building
Making connections between the labels they have developed
understanding oppersites and similarities, relationships and contrasts
Sounds- Common phonological errors
kids struggle with pronunciation-
Addition
deletion
reduplication
substitution
consonant cluster reduction
Assimilation
whats Addition ?
Adding extra vowel sounds to create CVCV structure
E.G: Dog becomes Doggy
Deletion?
Leaving out last consonant of a vowel E.G: mouse becomes mou(mow)
and pig becomes pi
Reduplication
The repetition of the particular sounds and structures
E.G: choochoo or weewee
substitution
One sound is swapped for another
E.G: rabbit becomes wabbit
Consonant cluster reduction
children find it difficult to produce consonant clusters so will reduce to smaller units
E.G: dy instead of dry
or fo instead of frog
Deletion of unstressed syllables
the removal of an entire syllable (unstressed)
E.G: nana instead of banana
or jamas instead of pyjamas
assimilation
A process in which substitution occurs but the sound changes because of other words around it
Doggy to goggy
Combining words
18-24months
Children start piecing together long utterances (two-word phrases)
“my cup”
“shut door”
“sit chair”
“mummy push chair”
MEAN LENGTH OF UTTERANCES(MLU)
Average length of utterances across a sample of data ,takes into account not just words but many morphenes
“I eating”
Free morpheme
‘eat’- carries main meaning
bound morpheme
‘-ing’ - indicates progressive aspect(showing child can talk about their action in a continuous aspect)
Entering Telegraphic stages of development
Proto-word -9-12m
Holophrastic -1yr
Telegraphic-2-2yrs
post-telegraphic -3yrs
Main features + example of Proto-word stage
C-V-C-V sounds similar to actual words but applied inconsistently
E.G: Goggie - this could mean dog but have to be applied inconsistently for this to be clear
Telegraphic stage- whats missing
Auxiliary (modals)
Articles and prepositions
Morphology
Auxiliary (modals)
Verbs depriving from ‘to be’(am,are is ,was)
and modals (would,might,can could)
Articles and prepositions
Both indefinite- a/an
and definite articles-the
and prepositions(on,under)
Morphology
Suffixes may be nonstandard in verb conjunctions
eg: i runned, i buyed
Two-word and telegraphic stage
Questions and negatives:
-ask who,what,when,where,why
-to say no to things
Ursula Bellugi and David Mcneill theory?
They theorised that children progress through distinct stages as they develop and appley certain rules to the creation of negatives and questions
E.G: where to place neg word or clitic morpheme(not or don’t)
How to invert syntax of subject and verb (mummy has gone to work?-> has mummy gone to work?)
Main features + Example of Holophrastic stage
Single words that relate consistently to identifiable referents
E.G: Daddy- could identify referent or act as a question
Two-word main features + Example
Utterances combining two words in range of patterns
E.G: daddy go, where mummy
Telegraphic main features + examples
Utterances containing three or more words in which key content words are used while grammatical function are not used
E.G: where daddy gone? give doggie biscuit
Post-telegraphic main features + examples
Grammatical words that were missing ,start to appear and clauses begin to form
E.G: We went to the park and played on the swings
Post-telegraphic stage-Features start to appear…
-Prepositions-in,on,to,by,near
-Auxiliary verbs- is,are,was,should
-Articles/determiners- A,and,the,that
-Tenses,Aspect,Voice and Phrases-past and future tense, continuous and perfect aspects; passive voice, more complex noun phrases
Whats pivot schema?
Children use certain key words as pivots to generate new utterances
Post-telegraphic- Tense and aspect
Take ‘i found it’ - simple-past tense
and ‘i have found it’ - the auxiliary verb marks this as a present-tense construction
Post-telegraphic stage - Passive voice
Children tend to understand this from a young age but the structure is often difficult
Virtuous errors and logical mistakes
Morphology
Pluralisation
conjugation
virtuous erros
Morphology (virt errors)
The process of using morphemes(prefixes and suffixes)
Pluralisation (virt errors)
Most of time uses the morphology of applying ‘s’ morpheme
but words like ‘sheep’ exist also
Virtuous errors
A child applies logic to the morphology of a new construction. The mistake is understandable because of the nature of language- these errors tell us about the child’s comprehension
Pragmatics and interaction
A child with great grasp of tense and voice may still lack comprehension that adults don’t like your cooking lacks diplomacy. Of all language levels its pragmatics that concern manners , implication and other social conventions
Pragmatics and interaction As adults most of our conversations have unwritten rules and structures such as …
Turn taking , staying on topic, paying attention to others’ positive and negative face needs
Two-way conversations-trained through peekaboo
Politeness -acquired through interaction,but also through explicit teaching (say please)
The WUG test -Jean Berko Gleason
Experiment use of the -s plural
Found- when faced with an imaginary animal children would apply grammatical rules
4-5yrs - 76% formed regular pluralisations
7yrs - 97% did same
The telegraphic stage whats missing?
Auxillary (modals)
Articles and prepositions
morpholgy
Whats an auxiliary modal
Verbs depriving from ‘to be’
-am are is was and modals-would might can could
’
Whats articles and prepositions
Indefinate- a/an
definate-the
prepositions
What features start to appear in post-telegraphic stage
Prepositions-in on to by near
Auxiliary verbs- is are were could
Articles/determiners- A and the that
Tenses,aspect,voice and phrases- Past /future tenses continuous and perfect and passive voice more aspects and complex noun phrases
Whats morphology(in whats missing from their lang telegrpahic)
Suffixes may be non standard in verb conjunctions
Post-tele : Tense and aspect
Take ‘I found it’ and ‘ I have found it’—> The auxiliary verb marks this as a present-tense construction
Post-tele passive voice
Children understand passive voice from a young age but find it hard to construct the structure
post-tele examples of tense
‘I couldn’t found it’
Past tense is a negated form of modal auxiliary
But main verb (find) is conjugated incorrectly
