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English Language > Child Langauge Acquisition > Flashcards

Child Langauge Acquisition Flashcards

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Proverbs and Idioms flashcards
1
Q

Pre verbal stage

A

0-7 months
Vegetive-discomfort sounds
Crying
Non vocal interactions

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2
Q

Cooing

A

4-6 months
Cooing
Laughing

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3
Q

Babbling

A

6-12 months
Babbling
Consonat-vowel-consonant
Reduplicated babbling
Variegated babbling
Proto words

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4
Q

Holophrastic stage

A

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

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5
Q

Two word stage

A

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

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6
Q

Telegraphic stage

A

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

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7
Q

Post telegraphic stage

A

36+ months
Grammatically more complex
Normal non fluency features

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8
Q

What did Chomsky believe

A

Nativism
That language is innate
LAD - language acquisition device
Universal grammar
Virtuous errors show a innate understanding of language

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9
Q

What did skinner believe

A

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

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10
Q

What did Piaget believe

A

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

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11
Q

What did Bruner believe

A

Social interactionist theory
social interaction
LASS language acquisition support system (recasting, rephrasing, scaffolding, protoconversation and framing)
MKO, reinforcement, CDS and scaffolding

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12
Q

What did Vygotsky believe

A

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

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13
Q

What did Berko- Gleason do

A

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.

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14
Q

What did Aitchison suggest

A

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.

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15
Q

The organs of articulation

A

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

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16
Q

In utero

A

Speculated that foetus’ starting learning language in utero, listening to their mothers as soon as their ears develop. ‘mother tongue’, rhythm and intonation

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17
Q

Context

A

At home children are more comfortable and likely to make mistakes or try phonemic and lexical expansion
Paralinguistic features

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18
Q

The three primary auxiliary verbs

A

Most omitted
Have, be, do

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19
Q

MLU

A

Mean Length Utterance

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20
Q

What is Fis phenomenon (Jean Berko and Rodger Brown)

A

a child’s perception of phonemes occurs earlier than the ability to pronounce phonemes

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21
Q

Katherine Nelson (1973)

A

Nouns represent 60% of a child’s first 50 words
Naming
Action
Modifying
Social

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22
Q

Two word stage syntactic structure

A

Subject- verb
Or
Verb- object

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23
Q

Bellugi (1966)

A

Negation understanding negatives
1. No at start or end
2. No in middle
3. Contractions “don’t”
4. Negative are accurate

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24
Q

What is Lennenburg’s critical age hypothesis

A

Age 8-9
after this age grammar can no longer develop due-to neurones being severed

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25
Q

Vygotsky’s zone of proximal development

A

Too hard- no learning
Too easy - no learning
With assistance- challenging steps given by MKO until steps not needed so learning occurs

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26
Q

Hallidays functions (1975)

A

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

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27
Q

Virtuous errors

A

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

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28
Q

Rescola’s overextensions

A

Categorical- hyponym becomes a hypernym
Analogical- unrelated objects associated to similar features
Predicate- form of abstract meaning

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29
Q

What are adjacency pairs

A

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.

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30
Q

What is phatic talk

A

Expressions to maintain relationships and social interaction

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31
Q

What is first vocalised

A

Vowel sounds- not using the lips, tongue, teeth or throat

32
Q

David crystal

A

Babies respond to different sounds and intonation, they learn in amorphous stages through trial and error

33
Q

Aitchison’s semantic development

A

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)

34
Q

ABC’s of Skinner

A

Antecedent - something positive happens
Behaviour- so a behaviour develops
Consequence- so a consequence occurs

35
Q

Features of CDS

A

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

36
Q

Dore’s language functions

A

Labelling - naming
Awnsering
Requesting action
Calling
Greeting
Protesting
Practising

37
Q

Object permanence

A

understanding that objects exist even when not in environment

38
Q

Kroll stages (written)

A

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

39
Q

Written pre phonemic stages

A

Random scribbling
Controlled scribbling
Circular scribbling
Drawing
Mock letters
Letter strings
Separated words

40
Q

Spelling stages (gentry)

A

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

41
Q

General stages of written language

A

Drawing (representational)
Letter like forms
Copied letters
Childs name
Words
Sentences
Text

42
Q

Emergent writing

A

Early scribbles

43
Q

Ascender

A

Letter that goes above the line

44
Q

Descender

A

Letter goes below the line

45
Q

Cursive handwriting

A

Characters joined together

46
Q

Linearity

A

Writing in a straight line

47
Q

Directionality

A

Correct direction

48
Q

Letter formation

A

Correct size and capitals

49
Q

The language trinity

A

Speaking reading and writing
Writing is the final step

50
Q

Trawl (1993)

A

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)

51
Q

Piagets egocentricity

A

Children write about them or their experiences or environment

52
Q

Katharine Perera (1985)

A

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

53
Q

Christine and Derewianka (2008)

A

Early childhood 6-8
Adolescence 9-12
Mid adolescence 13-15
Late adolescence 16-18

54
Q

Transposition

A

Letters are swapped around in one another

55
Q

Segment

A

Breaking up a word into individual phonemes

56
Q

Split digraph

A

A digraph spilt by a constant

57
Q

Omission

A

Key letters are missed typically in double constants

58
Q

Substution

A

Letter is replaced with another that could have been feasible

59
Q

Phonetic spelling

A

A word is spelt as it sounds

60
Q

Undergeneralisation

A

Rule of spelling not applied

61
Q

Rothery’s functions of language

A

Taught specifically how to write for these functions in school
Recount
Report
Observation- comment
Narrative

62
Q

Britton (1975) modes of writing

A

Expressive: like speech, 1st person perspective

Transactional: academic essays 3rd person detached tone formal

Poetic: rhyme and rhythm and alliteration

63
Q

Barclays stages of writing (1996)

A

Scribbling
Mock handwriting
Mock letters
Conventional letters
Invented spelling
Phonetic spelling
Conventional spelling

64
Q

Bellugi’s pronoun stages (1967)

A
  1. Own name
  2. I/me pronouns
  3. Subject or object pronoun use
65
Q

Snow (1970’s)

A

How mothers talk to children in connection to age (CDS)

66
Q

Criticism to CDS

A

Papua new guinea
Adults speak the same to children as they do adults and children acquire language at the same pace

67
Q

Sociodratic play

A

Whilst playing children adopt roles and identities acting out stories or inventing objects and settings reflecting real world behaviour

68
Q

Pinker (1994)

A

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

69
Q

Normal non-fluency features

A

Hesitation whilst mental processing occurs whilst attempting complex constructions such as and-and- and the …

70
Q

Content word

A

Conveys meaning

71
Q

Syntactic inversion

A

Reversal of normal order of words, learnt to ask questions

72
Q

Vocabulary splurt

A

Sudden growth in vocabulary between 24-36 months

73
Q

Vocabulary splurt

A

Sudden growth in vocabulary between 24-36 months

74
Q

Naming insight

A

Everything has a name

75
Q

Cvc constuction

A

Consonant vowel consonant

76
Q

Proto words

A

Made up words to represent a word they cannot pronounce

77
Q

Noun bias

A

Vocab consists mainly of nouns

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