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A Level English > Child Lang > Flashcards

Child Lang Flashcards

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Proverbs and Idioms flashcards
1
Q

Imitation theory

A 
Skinner 
Born knowing nothing and learn through copying 
Trial and error 
Get rewarded for correct sounds 
Phonological development
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2
Q

Examples for and against imitation theory

A

Explains accents
Melodic utterances
‘Fis’ phenomenon

Doesn’t explain babbling, virtuous errors or grammar acquisition

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3
Q

Innateness theory

A

Chomksy
Ability to learn is innate
Born with Language Acquisition device (LAD)
We’re born knowing basic language structures
Universal grammar

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4
Q

Examples for and against innateness theory

A

Virtuous errors
Babbling
Regression model
Wug test

Doesn’t explain accents and requires an input to the LAD, need for interaction

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5
Q

Input theory

A

Bruner
Focus on language used by parents
Language acquisition support system (LASS) and child directed speech
Interactions for turn taking and convo development

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6
Q

Examples for and against input theory

A

Pragmatics and CDS
Changing in intonations, repetition, questions
Genie had no language (no interaction)

Doesn’t explain that some cultures don’t use CDS but kids still develop languages

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7
Q

Cognitive theory

A

Piaget
Learn object permanence to expand vocabulary
Develop concepts before language

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8
Q

Examples for and against cognitive theory

A

Majority of first 50 words are physical objects
Semantics
Over extensions
Learning ‘ing’ before any other inflection (here and now)

Doesn’t explain sentence or grammar acquisition or delayed mental development

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9
Q

Usage-based approach

A

Ibbotson and Tomasello
Against Chomsky
Children learn chunks of language
Put chunks together to form sentences

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10
Q

Examples for and against useage-based

A

Pragmatics
Predicting what people might say
Missing out less used auxiliaries and determiners

Doesn’t explain virtuous errors and generalisations

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11
Q

Phonological development

A 
Sounds and pronunciations
1st year 
Pre-verbal stages 
Realisation rules 
Olmsted’s research  
Browns ‘fis’ phenomenon
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12
Q

Pre-verbal stages

A 
Biological noises (0-8 weeks - vomiting burping crying etc universal)
Cooing and laughing (6-8 weeks - settled state, short vowel or consonant sounds, more melodic and vocal muscle control develops)
Vocal play (single controlled vowel or consonant like sounds)
Babbling (7-8 months - combinations of vowels and consonants similar to native language, phonemic contraction, deaf babies babble) 
Melodic utterances (end of 1st year, melody intonation rhythm develop, sounds like native language, has different functions)
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13
Q

Realisation rules (8)

A

Reduplication (repeating a syllable e.g. dog = dodo)
Reduction /deletion of monosyllables (getting rid of last consonant sounds e.g. noise = noi)
Consonant cluster deletion (removing clustered consonants to keep CV rule e.g. plastic = patic)
Substitution (replacing end consonants for vowels e.g. button = butu)
Addition ( adding vowels to make it easier to say e.g. pig = pige)
Assimilation (making consonant sounds similar e.g. yellow = lellow)
Voiced / Voiceless consonants (voiced at beginning voiceless at the end e.g. dog = dok)
Weak syllable deletion (unstressed syllables are missed out e.g. behind = hind)

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14
Q

Olmsted’s research

A

Age 2 = plosives produced /p/ /b/ /d/ /m/
Age 2.5 = /k/ /g/
Age 3 = start fricritives /f/ /s/ /I/
Age 3.5 = /S/ /tS/
Age 4.5 = /d3/ /v/ /z/ /r/
Age 6 = /0/ /3/
Learn easier to say sounds first at the front of the mouth then learn sounds at back of mouth which are harder to say
See people saying sounds at front of mouth - copy mouth movements

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15
Q

Browns ‘fis’ phenomenon

A

Brown said ‘fish’ kid said ‘fis’
Brown said ‘fis’ kid said no ‘fis’
Kids know the correct pronunciation but can’t always produce the correct sounds

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16
Q

Lexical development

A

Word development
Learn first word around 12 months on average
First words tend to include objects they interact with every day e.g. daddy allgone shoe ball no
Katherine nelsons research

17
Q

Katherine nelsons research (1973)

A 
She classified a child’s first 50 words into 4 categories 
Naming things
Actions /events 
Describing /modifying 
Personal /social
18
Q

Semantic development

A

Development of meanings of words
Overextension & under extensions
Rescorlas research (1980)

19
Q

Overextension & under extensions

A

Over extensions - when a child uses a word more broadly than an adult would (mainly categorical, rarely analogical)

Under extensions - when a child uses a word more narrowly than an adult would

20
Q

Rescorlas research

A

Divided over extensions into 3 categories
Categorical - when a member of a category is extended to other members e.g. apple for all fruits
Analogical - when a word is extended to other things that are similar e.g. cat for a soft scarf
Statements - not labelling objects but extending one word in relation to other objects e.g. saying mum when seeing mums coat

21
Q

Grammatical development

A

Acquisition of structure and rules of language
Syntax and morphology
Holophrastic stage
Two word stage
Telegraphic stage
Roger browns semantic roles
Bellugi and McNeil questions and negatives

22
Q

Holophrastic stage

A

12-18 months
60% nouns 20% verbs
Single word utterances (holophrases) are produced and function as sentences
Sometimes use longer utterances but use as one word e.g. allgone
They change intonation for different functions

23
Q

Two word stage

A

18-24 months
Inflections begin to be used especially ‘ing’ (Piaget)
Questions begin to appear e.g. where what
Near the end negatives begin to occur e.g. no not
Each two word combination has a function

24
Q

Roger Brown’s Semantic roles (10)

A 
Function of each 2 word combination
Agent + Action (daddy kick)
Action + Affected (throw stick)
Agent + Affected (me ball)
Action + Location (sit chair)
Entity + Location (spoon table)
Entity + Attribute (daddy tall)
Possessor + Possession (mummy coat)
Nomination (that cake)
Recurrence (more ball)
Negation (no ball)
25
Q

Telegraphic stage

A

2-3 years
Begin to use multiple word utterances
Follow adult word order - subject + verb + object but miss out function words
Use of inflections, auxiliaries, determiners towards age 3 starting with ‘ing’ ‘s’ then ‘to be’ lastly

26
Q

Regression Model

A 
Kids copy words
Learn the grammar rule
Over generalise rule to irregulars
Then learn the irregulars as exceptions to the rules
E.g. went goed went
27
Q

Bellugi and McNeil questions and negatives

A

Questions - begin by using rising intonation. Develop to saying questions words where dad? Then use word order manipulation and auxiliary verbs where is dad?

Negatives - begin by saying single words no. Then use negatives with another word no ball. Then have negative in middle of a sentence. Then contractions isn’t and increased accuracy of negatives

28
Q

Pragmatic development

A

Using language in different social functions
Halliday’s 7 functions of speech
Child directed speech CDS
Protoconversations

29
Q

Halliday’s 7 functions of speech (1975)

A
  1. Instrumental (to express needs or obtain things e.g. I want)
  2. Regulatory (to control others behaviours e.g. let’s go)
  3. Interactional (to relate to others/ interact e.g. me and you)
  4. Personal (to express themselves e.g. here or emotions)
  5. Informative (convey facts or info e.g. I have to say something)
  6. Heuristic (gain knowledge about things e.g. questions)
  7. Imaginative (for imagination e.g. stories and jokes)
30
Q

Child directed speech CDS

A

Phonology - slower clearer pronunciation, pauses, higher intonation (prosodic features)
Lexis - simple restricted vocab, diminutive forms (doggie) concrete nouns
Grammar - simple sentences, imperatives, repetition, questions, less auxiliaries

31
Q

Kaye 1980

A

Says prosodic, lexical, complexity, redundancy and content features are all part of CDS

32
Q

Protoconversations

A

Interactional patterns between mothers and babies
Parents speaks when baby stops babbling
Lots of questions to engage the child in convo
Baby responds through imitations laughs smiles body movements etc

33
Q

Protoconversations in ages

A

Age 2 - parents do most of the conversational work and convos are usually disjointed
Age 3 - learned aspects of convos such as turn taking and social factors like politeness, clarification and indirect requests
Age 4 - fully participate in conversations and they flow easier as both people talk

34
Q

Types of babbling

A

Variegated - rhythm of babbled sounds and consonants and vowels changes into sequences not patterns e.g. gabama

Reduplicated - repeated sound and consonant is the same each time e.g. baba

35
Q

Overgeneralisations vs virtuous errors

A

Over generalisations - applying rules to irregulars

Virtuous error - errors aren’t random. Don’t know the exceptions to rules yet

A Level English (6 decks)

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