Child acquisition Flashcards
Plosives (stop consonants)
phoneme
Sounds created when airflow is blocked for a brief time
Plosives voiced examples
b d g
plosives unvoiced examples
p t k
Fricatives
phoneme
Sounds created when the airflow is only partially blocked and air moves through the mouth in a steady stream
fricatives voiced examples
v, /ð/ - thy z 3 -leisure
fricatives unvoiced examples
[θ̼] - thigh [ʃ] - ship h f s
Affricatives
phoneme
sounds created by putting plosives and fricatives together
Affricatives voiced examples
/ʤ/ - judge
Affricatives unvoiced examples
/ʧ/ - church
Nasals
phoneme
sounds produced by air moving through the nose
Nasals voiced examples
m n [ɳ]
Laterals
phoneme
sounds created by placing the tongue on the ridge of the teeth and then air moving down the side of the mouth
Laterals voiced example
L
Order of which sounds appear?
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
Pre-verbal stages
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
- Holophrastic/one-word (12-18mnths)
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
- Two word stage (18-24mnths)
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
- Telegraphic (24-36mnths)
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
- Post- telegraphic (36mnths+)
Grammar- more complex utterances are created accurately.
skills refined and practiced
range of complex, grammatical combinations
Phonological errors
Deletion, Substitution, Addition, Assimilation, Constant cluster reductions, Deletion of unstressed syllables
Deletion
Phonological error
omitting the final consonant in words
do(g) cu(p)
Hard to end words with consonants
Substitution
Phonological error
substituting one sound for another
ship = pip
find unvoiced fricative harder than plausive
Addition
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’
Assimilation
Phonological error
changing one consonant or vowel for another
dog = gog
confusion between sounds and ease
Assimilation
Phonological error
Repeating a whole syllable
mamma
links to babbling
Constant cluster reductions
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
Deletion of unstressed syllables
Phonological error
Omitting the opening syllables in a polysyllabic word
banana = nana
shortens the word. Likely to hear stressed sound than unstressed
Overextension
Semantic error
This occurs when a word is given a broader, more general meaning that it should have
Calling another male ‘Dad’.
Underextension
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.
Categorical overextension
The name for one member of the a family is extended to all members of the category
apple- all round fruits
Analogical overextension
Word for one object is extended to another of a different category. basis of physical or functional connection
ball- for a round fruit
Mismatch statements (overextension)
one-word sentences that appear quite abstract
saying duck when looking at n empty pond
1987 Aitchison - vocab 3 stages
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
Hyponym
specific words
fruits- banana, strawberry etc
Hypernym
basic general term
fruit
Bellugi negative acquisition theory
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
Bellugi 1971 acquiring pronouns theory
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
prefix
affix added to start of word
un’believable’
suffix
affix added to end of word
improve’ment’
Nelson 1973
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
Interrogatives stages
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
Halliday 1975- 7 functions of language
Instrumental, regulatory, international, personal, heuristic, imaginative, representational
Instrumental
Halliday 1975
- to get something done
- satisfy physical need
- go toilet
Regulatory
Halliday 1975
- make requests or give orders
- satisfy physical, emotional, social need
- not your teddy
International
Halliday 1975
- to relate to others, develop relationship
- satisfy social, emotional,physical need
- nice ,mummy
Personal
Halliday 1975
- convey a sense of personal identity, express views and feelings
- satisfy emotional, social, physical needs
- naughty doggy
Heuristic
Halliday 1975
- to find something about immediate environment
- to come to terms with environment
- what boy doing?
Imaginative
Halliday 1975
- creative with language, imaginative play, storytelling, rhymes, humour
- one day my daddy…
Representational
Halliday 1975
- to convey information
- i’m three
Cuttenden 1979 stages of inflections (20 mnths)
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
Vitreous errors
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
Aims of child directed speech
- 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
Features of child directed speech
- 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
Grice’s maxims
Maxim of quantity (quantity of information)
Maxim of quality (quality of information)
Maxim of relation
Maxim of manner
