Child Langauge Acquisition Flashcards
Pre verbal stage
0-7 months
Vegetive-discomfort sounds
Crying
Non vocal interactions
Cooing
4-6 months
Cooing
Laughing
Babbling
6-12 months
Babbling
Consonat-vowel-consonant
Reduplicated babbling
Variegated babbling
Proto words
Holophrastic stage
12-18 months, one word
Holophrase- a single word expressing whole idea declarative,exclamative, interrogative or imperative
Nouns bias
Overextension
Underextensions
Hypernym
Hyponym
Gestalt expression -compressing words
Segment - perceive boundaries between words
Comprehension
Production
Two word stage
18-24 months
Two-word combinations
Understand grammar
More verbs, adjectives, adverbs and pronouns
Productive vocabulary
Naming insight - understanding that everything has a name
Vocabulary spurt
Mean length utterance
Telegraphic stage
24-36 months
Utterances become longer
Grammatical word- structural accuracy, often omitted as not needed for meaning
Content word - convey meaning
Virtuous error - morphological error made with underlying knowledge
Syntactic inversion - important for forming questions
Post telegraphic stage
36+ months
Grammatically more complex
Normal non fluency features
What did Chomsky believe
Nativism
That language is innate
LAD - language acquisition device
Universal grammar
Virtuous errors show a innate understanding of language
What did skinner believe
Behaviourism
environmental influence- learn through imitation
Positive reinforcement (rewarding correct use of language)
Children are conditioned to learn language - and wont learn unless a parent shapes their behaviour
Counter theory : Berko-Gleason Wug test
What did Piaget believe
Cognitive theory
Aquire lang from social interaction
Cannot be taught before they are at the correct developmental stage
Every child goes through the same stages in the same order
What did Bruner believe
Social interactionist theory
social interaction
LASS language acquisition support system (recasting, rephrasing, scaffolding, protoconversation and framing)
MKO, reinforcement, CDS and scaffolding
What did Vygotsky believe
Social interaction theory
scaffolding and the support of an MKO you could bridge the gap between what a child can do and can’t do
What did Berko- Gleason do
The WUG test
Test a child’s grammatical rules
From a young age children grasped these rules implying children have internalised grammatical understanding. However, younger children could only apply it to words they already knew.
What did Aitchison suggest
Development of vocabulary stages
Labelling, packaging and network building
both innate abilities and environment but believed that baby talk could hinder the child’s language acquisition later on.
The organs of articulation
Bilabial constant (both lips) /b/,/m/,/p/
Labio dental (upper teeth lower lip) /f/,/v/
Dental (tip of tongue and upper teeth)th (like this and thing)
Alveolar (tongue and alveolar ridge) /n/,/t/,/d/,/s/,/l/,/Z/
Palatal (tongue and hard palate) y,sh, ch, r, j
Velar (tongue and soft palate) k,g, ng
Glottal (glottis) g, h and glottal stop like uh-oh
In utero
Speculated that foetus’ starting learning language in utero, listening to their mothers as soon as their ears develop. ‘mother tongue’, rhythm and intonation
Context
At home children are more comfortable and likely to make mistakes or try phonemic and lexical expansion
Paralinguistic features
The three primary auxiliary verbs
Most omitted
Have, be, do
MLU
Mean Length Utterance
What is Fis phenomenon (Jean Berko and Rodger Brown)
a child’s perception of phonemes occurs earlier than the ability to pronounce phonemes
Katherine Nelson (1973)
Nouns represent 60% of a child’s first 50 words
Naming
Action
Modifying
Social
Two word stage syntactic structure
Subject- verb
Or
Verb- object
Bellugi (1966)
Negation understanding negatives
1. No at start or end
2. No in middle
3. Contractions “don’t”
4. Negative are accurate
What is Lennenburg’s critical age hypothesis
Age 8-9
after this age grammar can no longer develop due-to neurones being severed
Vygotsky’s zone of proximal development
Too hard- no learning
Too easy - no learning
With assistance- challenging steps given by MKO until steps not needed so learning occurs
Hallidays functions (1975)
Instrumental - fulfill a need
Regulatory- influence behaviour of others
Interactional- develop relationships
Personal- express personal opinions, altitudes and feelings
Representational- request information
Heuristic- explore, learn and discover
Imaginative- tell stories and imagination
Virtuous errors
Addition - reduplication
Deletion- omitting unstressed syllables and constant clusters
Substitution- harder to easier and assimilation- repeating easier or similar sounds
Over extension- widening a meaning
Under extension- narrowing a meaning
Rescola’s overextensions
Categorical- hyponym becomes a hypernym
Analogical- unrelated objects associated to similar features
Predicate- form of abstract meaning
What are adjacency pairs
Conversational turn taking
Greeting-Greeting
Question-Answer
Request-Acceptance/Refusal
Blam- Admission/Denial
Assesment-Agreement/Disagreement
Command- Compliance/Incompliance
Suggestion-Acceptance/Refusal
Assertion- Agreement/Disagreement, Announcement-Acknowledgement.
What is phatic talk
Expressions to maintain relationships and social interaction
What is first vocalised
Vowel sounds- not using the lips, tongue, teeth or throat
David crystal
Babies respond to different sounds and intonation, they learn in amorphous stages through trial and error
Aitchison’s semantic development
Labelling - naming objects
Packaging - exploring labels where it can be applied and the range of a words meaning (over/under extension is common)
Network building- making connections (hyponyms and hypernyms)
ABC’s of Skinner
Antecedent - something positive happens
Behaviour- so a behaviour develops
Consequence- so a consequence occurs
Features of CDS
Child directed speech
Simplification
Emphasis
Prosodics- higher pitch
Tag questions
Frequent questions
Using childs name instead of pronouns ( can limit understanding)
Paralinguistic features - pointing
Recasting- rephrase
Echoing - repeating
Expansion- restating more developed
Explanation- explaining
Labelling - naming objects
Over articulating - sounding out
Dore’s language functions
Labelling - naming
Awnsering
Requesting action
Calling
Greeting
Protesting
Practising
Object permanence
understanding that objects exist even when not in environment
Kroll stages (written)
Preparation -(6 yrs)basic and fine motor skills and basic spelling
Consolidation- (7/8 yrs) written similar to spoken
Differentiation - (9/10 yrs) separated, more likely to make errors aware of styles of writing
Integration - (mid teens) own personal style and voice
Written pre phonemic stages
Random scribbling
Controlled scribbling
Circular scribbling
Drawing
Mock letters
Letter strings
Separated words
Spelling stages (gentry)
Pre phonetic - emergent writing
Semi phonemic- linking graphemes with phonemes
Phonetic- words represented by graphemes
Transitional - awareness of digraphs and letters/ magic e rule
Conventional - spelling of most words is accurate
General stages of written language
Drawing (representational)
Letter like forms
Copied letters
Childs name
Words
Sentences
Text
Emergent writing
Early scribbles
Ascender
Letter that goes above the line
Descender
Letter goes below the line
Cursive handwriting
Characters joined together
Linearity
Writing in a straight line
Directionality
Correct direction
Letter formation
Correct size and capitals
The language trinity
Speaking reading and writing
Writing is the final step
Trawl (1993)
Suggest that as children are exposed to a rich range of oral language they become fluent speakers so writing develops more rapidly when exposed to written texts (evidenced by a child starting formal education)
Piagets egocentricity
Children write about them or their experiences or environment
Katharine Perera (1985)
Criticism of krolls model
Its a broad structure but cant impose a linear age model on language development its oversimplified and ignores a child’s individuality
Christine and Derewianka (2008)
Early childhood 6-8
Adolescence 9-12
Mid adolescence 13-15
Late adolescence 16-18
Transposition
Letters are swapped around in one another
Segment
Breaking up a word into individual phonemes
Split digraph
A digraph spilt by a constant
Omission
Key letters are missed typically in double constants
Substution
Letter is replaced with another that could have been feasible
Phonetic spelling
A word is spelt as it sounds
Undergeneralisation
Rule of spelling not applied
Rothery’s functions of language
Taught specifically how to write for these functions in school
Recount
Report
Observation- comment
Narrative
Britton (1975) modes of writing
Expressive: like speech, 1st person perspective
Transactional: academic essays 3rd person detached tone formal
Poetic: rhyme and rhythm and alliteration
Barclays stages of writing (1996)
Scribbling
Mock handwriting
Mock letters
Conventional letters
Invented spelling
Phonetic spelling
Conventional spelling
Bellugi’s pronoun stages (1967)
- Own name
- I/me pronouns
- Subject or object pronoun use
Snow (1970’s)
How mothers talk to children in connection to age (CDS)
Criticism to CDS
Papua new guinea
Adults speak the same to children as they do adults and children acquire language at the same pace
Sociodratic play
Whilst playing children adopt roles and identities acting out stories or inventing objects and settings reflecting real world behaviour
Pinker (1994)
Nativism - language is instinctive
Deaf babies babble with their hands and spontaneously invent sign language with true grammar rules
Children develop grammar without active correction from parents
Normal non-fluency features
Hesitation whilst mental processing occurs whilst attempting complex constructions such as and-and- and the …
Content word
Conveys meaning
Syntactic inversion
Reversal of normal order of words, learnt to ask questions
Vocabulary splurt
Sudden growth in vocabulary between 24-36 months
Vocabulary splurt
Sudden growth in vocabulary between 24-36 months
Naming insight
Everything has a name
Cvc constuction
Consonant vowel consonant
Proto words
Made up words to represent a word they cannot pronounce
Noun bias
Vocab consists mainly of nouns
