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english language > Chil language -Spoken > Flashcards

Chil language -Spoken Flashcards

(72 cards)

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1
Q

The stages of speech development

A

Vegative
Cooing
Babbling
Proto-word
Holophrastic
Two-word stage

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2
Q

what is politeness?

A

Politeness is an aspect of pragmatics ,referring to cultural rules of a community and it regulates social relationships and negotiations.

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3
Q

vegative stage

A

0-4m
reflex crying noises

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4
Q

Cooing stage

A

3-6m
open mouth vowel sounds

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5
Q

Babbling stage

A

6-12m
repeated consonant vowel sounds
eg- gaga baba dada

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6
Q

Proto word stage

A

9-12m
Babbling sounds that match actual words ,but not necessarily meaningful

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7
Q

Holophrastic stage

A

Around 1yr
Using one word to sign post many things (more complicated and functional)

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8
Q

Two-word stage

A

Around 16m
Two word utterances make up mini senteneces, beginning of syntax

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9
Q

most recognisable words appear at age?

A

12 months

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10
Q

at 18 months

A

Productive vocabulary of around 50 words that they can say

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11
Q

By 2 years?

A

200 word productive vicab

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12
Q

3yrs?

A

2000

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13
Q

Babys 1st words Nelson(she)
4 categories

A

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

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14
Q

Bloom(2004)

A

Against Nelson
Argues noun bias of early vocab merely reflects freq
and says nouns outnumbered by verbs 5:1

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15
Q

Bloom and the environment

A

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

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16
Q

Saxton -Baby’s 1st wordTable of patterns

A

Food and drink
Family
Animals
Parts of body
Clothing
Vechicles
Games/routines
Toys
Familiar objects
Actions
Descriptions
Sound effects

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17
Q

Over-extened vocab

A

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

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18
Q

stretching words include

A

words are
over-extended vocab
under-extended vocab

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19
Q

Under-extened words

A

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

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20
Q

what does mislabelling words show

A

Shows how kids use quite specific meanings for objects and sheds light on how they link words and meanings to objects.

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21
Q

Over-extension theory- Rescorla(1980)

A

noted there are three forms
Catergorical overextension
analogical overextension
mismatch or predicate statements

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22
Q

Whats categorical overextension

A

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

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23
Q

analogical overextenstion

A

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

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24
Q

Mismatch or predicate statements

A

25% of cases
Convey some sort of abstract info
E.G: One child uses doll in reference to empty cot

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25
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
26
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)
27
Aitchison -whats labelling stage
Associating sounds with objects in the world Linking words to things understanding concept of labels
28
Aitchison - Packaging stage
Starting to explore extent of label - often stage where most over and under extensions occur most frequently
29
Aitchison - Network Building
Making connections between the labels they have developed understanding oppersites and similarities, relationships and contrasts
30
Sounds- Common phonological errors kids struggle with pronunciation-
Addition deletion reduplication substitution consonant cluster reduction Assimilation
31
whats Addition ?
Adding extra vowel sounds to create CVCV structure E.G: Dog becomes Doggy
32
Deletion?
Leaving out last consonant of a vowel E.G: mouse becomes mou(mow) and pig becomes pi
33
Reduplication
The repetition of the particular sounds and structures E.G: choochoo or weewee
34
substitution
One sound is swapped for another E.G: rabbit becomes wabbit
35
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
36
Deletion of unstressed syllables
the removal of an entire syllable (unstressed) E.G: nana instead of banana or jamas instead of pyjamas
37
assimilation
A process in which substitution occurs but the sound changes because of other words around it Doggy to goggy
38
Combining words
18-24months Children start piecing together long utterances (two-word phrases) “my cup” “shut door” “sit chair” “mummy push chair”
39
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”
40
Free morpheme
‘eat’- carries main meaning
41
bound morpheme
‘-ing’ - indicates progressive aspect(showing child can talk about their action in a continuous aspect)
42
Entering Telegraphic stages of development
Proto-word -9-12m Holophrastic -1yr Telegraphic-2-2yrs post-telegraphic -3yrs
43
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
44
Telegraphic stage- whats missing
Auxiliary (modals) Articles and prepositions Morphology
45
Auxiliary (modals)
Verbs depriving from ‘to be’(am,are is ,was) and modals (would,might,can could)
46
Articles and prepositions
Both indefinite- a/an and definite articles-the and prepositions(on,under)
47
Morphology
Suffixes may be nonstandard in verb conjunctions eg: i runned, i buyed
48
Two-word and telegraphic stage Questions and negatives:
-ask who,what,when,where,why -to say no to things
49
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?)
50
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
51
Two-word main features + Example
Utterances combining two words in range of patterns E.G: daddy go, where mummy
52
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
53
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
54
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
55
Whats pivot schema?
Children use certain key words as pivots to generate new utterances
56
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
57
Post-telegraphic stage - Passive voice
Children tend to understand this from a young age but the structure is often difficult
58
Virtuous errors and logical mistakes
Morphology Pluralisation conjugation virtuous erros
59
Morphology (virt errors)
The process of using morphemes(prefixes and suffixes)
60
Pluralisation (virt errors)
Most of time uses the morphology of applying ‘s’ morpheme but words like ‘sheep’ exist also
61
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
62
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
63
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)
64
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
65
The telegraphic stage whats missing?
Auxillary (modals) Articles and prepositions morpholgy
66
Whats an auxiliary modal
Verbs depriving from ‘to be’ -am are is was and modals-would might can could ’
67
Whats articles and prepositions
Indefinate- a/an definate-the prepositions
68
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
69
Whats morphology(in whats missing from their lang telegrpahic)
Suffixes may be non standard in verb conjunctions
70
Post-tele : Tense and aspect
Take ‘I found it’ and ‘ I have found it’—> The auxiliary verb marks this as a present-tense construction
71
Post-tele passive voice
Children understand passive voice from a young age but find it hard to construct the structure
72
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

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