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A- Child Language Aquisition > Child Directed Speech (CDS) > Flashcards

Child Directed Speech (CDS) Flashcards

1
Q

Features of CDS
1. Grammatical (3)

A

a. Repeat grammatical ‘frames’.
b. Recasting a sentence
c. Simplified grammar

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2
Q

Features of CDS
1. Grammatical (3)
a. Repeat grammatical ‘frames’.

A

i. (we can’t go over it, we can’t go under it…)
ii. Very repetitive grammatical frames/ formats.
iii. Hungry Caterpillar.

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3
Q

Features of CDS
1. Grammatical (3)
b. Recasting a sentence

A

i. You repeat something but by saying it in a slightly different way.
ii. Simpler/ explained better/ less confusing/ etc.

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4
Q

Features of CDS
2. Phonological (3)

A

a. Higher pitched.
b. Intonation to draw attention to a particular morpheme or lexeme.
c. Exaggerated mouth movement (overarticulation)

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5
Q

Features of CDS
3. Lexical (3)

A

a. Use of hypernyms (dog, not Labrador)
b. Repetition to reinforce vocabulary.
c. Expanding on the child’s words/sentence.
i. Repeating and adding more?

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6
Q

Features of CDS
4. Pragmatics (3)

A

a. Paralinguistic features such as pointing, smiling, clapping.
b. Tag questions to initiate turn taking, “is that a doggie, do you think?”
c. Modelling politeness

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7
Q

BRUNER – SOCIAL INTERACTIONIST THEORY (3)

A
  1. Social interaction and support from adults is key to language development.
  2. LASS (Language Acquisition Support System)
  3. His view on the LAD
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8
Q

BRUNER – SOCIAL INTERACTIONIST THEORY (3)
1. Social interaction and support from adults is key to language development. (4)

A

a. CDS is therefore crucial.
b. Roleplay and the such is important.
c. Not just mimicking it has to be interaction.
d. We also (in some cultures) talk to babies even when they cant talk back- very good. :)

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9
Q

BRUNER – SOCIAL INTERACTIONIST THEORY (3)
2. LASS (Language Acquisition Support System) (4)

A

a. The support system is the adults and parents and whoever else around the child who is talking to the child and helping them learn.
b. More Knowledgeable Other
i. Vygotsky’s term but Bruner believed in it)
c. The LASS is Bruner’s term to describe the range of interactive precursors, such as joint picture book reading, that help support language development in children.
d. These social interactions provide a scaffolding environment to structure the child’s early language utterances.

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10
Q

BRUNER – SOCIAL INTERACTIONIST THEORY(3)
3. His view on the LAD (2/3)

A

a. He agrees with it but thinks that it could be given too big an emphasis.
b. You need a LASS to get things working and stimulate the LAD.
c. This is one of the only genuine times when every LAD needs a LASS.

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11
Q

Research at Cambridge University by Professor Usha Goswami. (3)

A
  1. Showed that baby brain pay more attention to CDS
  2. She looked more engaged when saying the CDS.
  3. The baby might be trained to pay attention when it’s being used because it’s unlikely that the parents are using that for many other people in most cases.
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12
Q

Who did this research:
1. Showed that baby brain pay more attention to CDS
2. She looked more engaged when saying the CDS.
3. The baby might be trained to pay attention when it’s being used because it’s unlikely that the parents are using that for many other people in most cases.

A

Professor Usha Goswami

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13
Q

Who came up with Initiation, Response, Feedback (IRF pattern)

A

SINCLAIR AND COULTHARD

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14
Q

Initiation, Response, Feedback (IRF pattern) (3)

A
  1. INITIATION – adult asks questions.
  2. RESPONSE – learners respond
  3. FEEDBACK – adult gives praise, corrects, adds more detail,
    Quite easy to look for in data!
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15
Q

How many hearing kids did Schiff and Ventry study?

A

52

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16
Q

What percentage of Schiff and Ventry’s kids had speech and/or language problems?

A

21%

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17
Q

Who studied 52 hearing children who had deaf parents who used sign language?

A

Schiff and Ventry

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18
Q

Schiff and Ventry (3)

A
  1. Schiff and Ventry studied 52 hearing children who had deaf parents who used sign language.
  2. 21% of the 52 children of deaf parents in the study had speech and/or language problems.
  3. If your parents cant model speech then that could hinder development in earlier years (provided that they aren’t massively interacting with other peeps I would presume).
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19
Q

Who compared the Gusii mothers of Kenya with mothers in Boston, US?

A

Richman, Miller, and LeVine

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20
Q

What specific stats did Richman, Miller, & LeVine find about differences in frequency of speech (~2)

A
  1. Guisii mothers talk only half as frequently as Bostonian mothers.
    a. During 1st 9-10 months
21
Q

Richman, Miller, & LeVine (6)

A
  1. Compared the Gusii mothers of Kenya with mothers in Boston, US.
  2. Guisii mothers talk only half as frequently as American mothers.
    a. During 1st 9-10 months
  3. G are less verbally responsive to infant vocalization.
  4. G very rarely attempt to prompt vocal response or to carry on a “conversation” with a baby or even a toddler.
  5. G mums calling their child a talker is closer to criticism than praise.
  6. The learning curve of language acquisition does not differ, cross culturally, in significant ways.
22
Q

Richman, Miller, & LeVine (6)
6. The learning curve of language acquisition does not differ, cross culturally, in significant ways.

A

a. Lots of different factors in terms of environment but they went through the same stages of language development.
b. As long as you do it a bit it’ll probably be fine?

23
Q

Ochs & Schieffelin (4)

A
  1. Compared the Kaluli mothers of Papua New Guinea
  2. Though Kaluli “mothers do not address their infants directly, they frequently speak ‘for’ the infant in a high-pitched voice,”
  3. They do not engage in the simplification synonymous with child-directed speech.
  4. Despite this, “Kaluli and Samoan children become fluent speakers within the range of normal developmental variation”.
24
Q

Socio-Economic Status (SES)
1. Wild

A

a. Being born into poverty can impact on brain development due to health issues.

25
Q

Socio-Economic Status (SES)
Hoff (4)

A

a. Low SES children less likely to engage in activities that will help nurture language development. Receive lower quality parenting.
b. High-SES mothers use longer utterances and more different words when they talk to their children than low-SES mothers and, in turn, their children have larger vocabularies. (Hoff, E, 2003)

26
Q

Socio-Economic Status (SES)
3. Stein

A

a. Higher maternal depression in low SES families.

27
Q

Socio-Economic Status (SES)
4. Huttenlocher

A

a. Low-SES mothers are found to talk less and use less varied vocabulary during interaction with their children than high-SES mothers.

28
Q

Socio-Economic Status (SES)
5. Hart and Risley

A

a. It is estimated that children from the high-SES families they observed heard approximately 11,000 utterances in a day, compared to 700 utterances for the children from low-SES families.

29
Q

a. Being born into poverty can impact on brain development due to health issues.

A

Socio-Economic Status (SES)
1. Wild

30
Q

a. Low SES children less likely to engage in activities that will help nurture language development. Receive lower quality parenting.
b. High-SES mothers use longer utterances and more different words when they talk to their children than low-SES mothers and, in turn, their children have larger vocabularies. (Hoff, E, 2003)

A

Socio-Economic Status (SES)
Hoff

31
Q

a. Higher maternal depression in low SES families.

A

Socio-Economic Status (SES)
3. Stein

32
Q

a. Low-SES mothers are found to talk less and use less varied vocabulary during interaction with their children than high-SES mothers.

A

Socio-Economic Status (SES)
4. Huttenlocher

33
Q

a. It is estimated that children from the high-SES families they observed heard approximately 11,000 utterances in a day, compared to 700 utterances for the children from low-SES families.

A

Socio-Economic Status (SES)
5. Hart and Risley

34
Q

A couple of reasons as to why people have issues with the SES studies. (3)

A
  1. One of the big issues people take with this is the generalization of these families.
  2. Kinda blames the parents for some of these not outside factors or the government?
  3. Some of this research is also contested because there are lots of different reasons that this could be the case.
35
Q

The Word Gap: (~5)

A

Hart and Risley said in 4 years, a high ses child would hear around 45 million words (not different ones) and a low ses child would hear 13 million. This is a 30 million word gap.

36
Q

However, many linguists are highly critical of this concept of a ‘30 million word gap’. (5/7)

A
  1. Based on 42 families
  2. Racially biased – most of the poorer families were black, most of the richer families white.
    a. Perhaps some assumptions about ethnolect going on.
  3. The difference is estimated to be more like 4 million.
  4. The concept of a ‘gap’ itself can be seen as biased – we are assuming the children are deficient because they don’t have certain words in their vocabulary.
    a. Who gets to decide which words that they need to know?
  5. Other study has been done since then that did replicate the results.
    a. By “Sperry”
37
Q

Vygotsky (3/4)

A
  1. Ideas based on theory that language development is linked to social interaction – we learn language when it is modelled by someone at a more advanced level.
    a. More interested in social interaction than brain.
  2. The ‘Zone of Proximal Development’ (ZPD) is where you should be to expand your knowledge/understanding.
  3. Need for a ‘more knowledgeable other’ (MKO)
38
Q

Vygotsky (3)
2. The ‘Zone of Proximal Development’ (ZPD) is where you should be to expand your knowledge/understanding.

A

a. This is probably where you should put virtuous errors.
b. This is not what you can/can’t do but rather what you can do if given help.

39
Q

Vygotsky believes that the relationship between speech and thought is…

A

You learn to think these things by saying them/ having them said to you.

40
Q

who does Vygotsky believe that children will have to work with to develop their language?

A

others (more knowledgeable others- MKOs)

41
Q

Hart and Risley say that in a day Low SES kids hear how many utterances?

A

700

42
Q

Hart and Risley say that in a day High SES kids hear how many utterances?

A

11,000

43
Q

Hart and Risley say that in 4 years Low SES kids hear how many words?

A

13 million

44
Q

Hart and Risley say that in 4 years High SES kids hear how many words?

A

45 million

45
Q

Roughly how big do Hart and Risley say that the word gap is?

A

30 million words

46
Q

roughly how big is the word gap estimated to actually be?

A

4 million

47
Q

Who conducted the experiment that couldn’t find the same results as the word gap?

A

Sperry

48
Q

Hart and Risley conducted thier experiment on how many families?

A

42

A- Child Language Aquisition (18 decks)

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