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English AS/Alevel > Child acquisition > Flashcards

Child acquisition Flashcards

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Proverbs and Idioms flashcards
1
Q

Plosives (stop consonants)

A

phoneme

Sounds created when airflow is blocked for a brief time

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2
Q

Plosives voiced examples

A

b d g

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3
Q

plosives unvoiced examples

A

p t k

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4
Q

Fricatives

A

phoneme

Sounds created when the airflow is only partially blocked and air moves through the mouth in a steady stream

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5
Q

fricatives voiced examples

A

v, /ð/ - thy z 3 -leisure

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6
Q

fricatives unvoiced examples

A

[θ̼] - thigh [ʃ] - ship h f s

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7
Q

Affricatives

A

phoneme

sounds created by putting plosives and fricatives together

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8
Q

Affricatives voiced examples

A

/ʤ/ - judge

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9
Q

Affricatives unvoiced examples

A

/ʧ/ - church

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10
Q

Nasals

A

phoneme

sounds produced by air moving through the nose

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11
Q

Nasals voiced examples

A

m n [ɳ]

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12
Q

Laterals

A

phoneme

sounds created by placing the tongue on the ridge of the teeth and then air moving down the side of the mouth

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13
Q

Laterals voiced example

A

L

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14
Q

Order of which sounds appear?

A

plosives first 24 months - mostly stop consonants and voiced, later unvoiced.
fricatives later - bc physical control of speech organs is needed, more delicate control of tongue and lips.
Often why children replace plosives with fricatives

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15
Q

Pre-verbal stages

A

Vegetative (0-4 months)

  • babies use their vocal chords
  • sounds made are instinctive and based on their feelings
  • gurgling/crying

Cooing ( 4-7months)

  • babies becoming used to lips and tongue
  • experiment with the sounds they can make
  • vocal play/comfort sounds
  • Phonemic expansion

Babbling (6-12 months)

  • reduplicate consonant sounds
  • experiment with sounds, practice intonation,pitch, volume
  • mama, gagga, goo-gi-goo

Proto-words (9-12 months)
-word like sounds

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16
Q
  1. Holophrastic/one-word (12-18mnths)
A

phonology- very important to convey meaning, express a full idea with one word (holophrase)
1st words usually depends on child’s cultural, social interaction, experience

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17
Q
  1. Two word stage (18-24mnths)
A

lexis/semantics- successfully joining words together and understand meaning

grammar- two words can be combined. syntactical, grammatical advances made- ordering words into phrases and clauses.
subject + verb (baby crying)

pragmatics/discourse- turn-taking skills develop as conversations practice, politeness strategies encouraged

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18
Q
  1. Telegraphic (24-36mnths)
A

lexis/semantics- more words combined, vocab develops rapidly

grammar- grammatical ability increases as words combine in correct order. functional words used e.g. auxiliary, prepositions.
inflections, suffixes to form tense, plurals conjunctions,negatives, auxiliary, determiner, interrogatives
Subject +verb +object complement (jodie want cup)

pragmatics/discourse- awareness becomes more sophisticated, children learn to interrupt other peoples speech and meanings

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19
Q
  1. Post- telegraphic (36mnths+)
A

Grammar- more complex utterances are created accurately.
skills refined and practiced
range of complex, grammatical combinations

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20
Q

Phonological errors

A

Deletion, Substitution, Addition, Assimilation, Constant cluster reductions, Deletion of unstressed syllables

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21
Q

Deletion

A

Phonological error
omitting the final consonant in words
do(g) cu(p)
Hard to end words with consonants

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22
Q

Substitution

A

Phonological error
substituting one sound for another
ship = pip
find unvoiced fricative harder than plausive

23
Q

Addition

A

Phonological error
adding an extra vowel sound to the ends of words, creating a pattern
dog= doggie
easier to end words with a vowel ‘ie’

24
Q

Assimilation

A

Phonological error
changing one consonant or vowel for another
dog = gog
confusion between sounds and ease

25
Q

Assimilation

A

Phonological error
Repeating a whole syllable
mamma
links to babbling

26
Q

Constant cluster reductions

A

Phonological error
When there are more than one consonant in a word, children will often miss out one of the consonant
spider = pider
two different sounds require more control

27
Q

Deletion of unstressed syllables

A

Phonological error
Omitting the opening syllables in a polysyllabic word
banana = nana
shortens the word. Likely to hear stressed sound than unstressed

28
Q

Overextension

A

Semantic error
This occurs when a word is given a broader, more general meaning that it should have
Calling another male ‘Dad’.

29
Q

Underextension

A

Semantic error
It occurs when a word is given a narrower meaning that it has in adult language.
‘dog’ for the family dog, not any other dogs.

30
Q

Categorical overextension

A

The name for one member of the a family is extended to all members of the category
apple- all round fruits

31
Q

Analogical overextension

A

Word for one object is extended to another of a different category. basis of physical or functional connection
ball- for a round fruit

32
Q

Mismatch statements (overextension)

A

one-word sentences that appear quite abstract

saying duck when looking at n empty pond

33
Q

1987 Aitchison - vocab 3 stages

A

labeling - child starts to label objects

Packaging - try apply labels to more than one object. overextension/underextension occurs

Network building- understands similarities/differences of things. caregiver supports them a this stage to point out the difference

34
Q

Hyponym

A

specific words

fruits- banana, strawberry etc

35
Q

Hypernym

A

basic general term

fruit

36
Q

Bellugi negative acquisition theory

A

stage 1 - uses no/not at beginning or end of sentence
=no wear shoes

stage 2- moves no/not inside sentence
= I no want it

stage 3- attaches negative auxiliary verb to the main verb securely
= no, i don’t want to go to nursery

37
Q

Bellugi 1971 acquiring pronouns theory

A

stage 1- child uses their own name
= tom play

stage 2- uses i/me pronouns but not always use correct. uses she/he/we/mine etc not always correctly

stage 3- use all pronouns correctly, places them correctly in sentence

38
Q

prefix

A

affix added to start of word

un’believable’

39
Q

suffix

A

affix added to end of word

improve’ment’

40
Q

Nelson 1973

A

sample- 18 children
procedure- studied their first 30 words and grouped them into categories of popularity in decreasing order
Findings - 1. Nouns - dog, shoe,ball, mum (they can touch)
2. Actions/events - give, stop, go, where
3. Describing/modifying things -dusty, nice
4. personal/social - hi, bye, yes, no

children learn concrete nouns first and abstract later. early vocab is content words rather function words

41
Q

Interrogatives stages

A

stage 1 (1-18mnths)

  • during two word stage, children use rising intonation to indicate a question
  • sit me?

stage 2 (2-3)

  • produce yes/no questions
  • ‘wh’ questions appear , may be incorrect
  • children learn what first, where, why and finally when

stage 3 (3+)

  • use subject - verb inversion
  • can i see it?
  • use of auxiliary verbs, tense, determiner
42
Q

Halliday 1975- 7 functions of language

A

Instrumental, regulatory, international, personal, heuristic, imaginative, representational

43
Q

Instrumental

A

Halliday 1975

  • to get something done
  • satisfy physical need
  • go toilet
44
Q

Regulatory

A

Halliday 1975

  • make requests or give orders
  • satisfy physical, emotional, social need
  • not your teddy
45
Q

International

A

Halliday 1975

  • to relate to others, develop relationship
  • satisfy social, emotional,physical need
  • nice ,mummy
46
Q

Personal

A

Halliday 1975

  • convey a sense of personal identity, express views and feelings
  • satisfy emotional, social, physical needs
  • naughty doggy
47
Q

Heuristic

A

Halliday 1975

  • to find something about immediate environment
  • to come to terms with environment
  • what boy doing?
48
Q

Imaginative

A

Halliday 1975

  • creative with language, imaginative play, storytelling, rhymes, humour
  • one day my daddy…
49
Q

Representational

A

Halliday 1975

  • to convey information
  • i’m three
50
Q

Cuttenden 1979 stages of inflections (20 mnths)

A

Stage 1 - inconsistent usage. They have learnt the word not the grammatical rule

Stage 2- consistent usage but sometimes misapplied. e.g. past tense inflection to irregular verbs = vitreous error. feel- becomes feeled- should be felt

Stage 3- consistent usage. children can cope with irregular forms successfully

51
Q

Vitreous errors

A

Inflections

  • past tense inflection to irregular verbs.
  • feel- becomes feeled- should be felt

Plurals

  • adding ‘s’ to form plurals
  • mouse- mouses- mice
  • foot

Children who have this have some knowledge of grammar and how language is formed.
LINK OT THEORY

52
Q

Aims of child directed speech

A
  • to attract and hold child’s attention
  • to help the process of breaking down language into understandable chunks
  • to introduce various langauage features to the child e.g. interrogatives
  • to develop child’s language by expansion
  • increase vocab
  • child to learn politeness strategies e.g. turn taking
  • correct mistakes and virtuous errors
  • learn Grice’s maxims, conversation principles and pragmatic understanding
53
Q

Features of child directed speech

A
  • expanding and recasting
  • reduplication
  • repeated grammatical frames to draw attention to new elements
  • simplified grammar and vocab
  • more pronounced intonation draws attention to morphemes, lexemes
  • paralinguistic features accompany speech, actions such as pointing, smiling
  • tag questions
  • expansion
54
Q

Grice’s maxims

A

Maxim of quantity (quantity of information)
Maxim of quality (quality of information)
Maxim of relation
Maxim of manner

English AS/Alevel (10 decks)

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