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English > Child Language > Flashcards

Child Language Flashcards

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Proverbs and Idioms flashcards
1
Q

David Crystal (1996) - Children’s stages (First three)

A

Cries, burps and burbles (0-2 months) - experimenting with noises and sounds from pain, hunger and discomfort. Parents learn to respond.
Cooing (4 months) - not yet forming recognisable vowels and consonants
Babbling (6-9 months) - vocal play which involves vowel and consonant sounds which can be reduplicated (repeated sounds like ‘mama’) or variegated (different sounds put together). Also, extended repetitions of some basic phoneme combinations (‘bababa’)

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2
Q

David Crystal (1996) - Children’s stages (Last 4)

A

1 Word / Holophrastic stage (12-18 months) - when a child uses only individual words to communicate (single word utterances). Over usage of nouns + NVC (non-verbal communication) is significant (gestures).
Two-word stage (18-24 months) - a child begins to put two words together.
Telegraphic stage (23-36 months) - a child’s utterances will be three words and more, usually omission of determiners/articles, auxiliary verbs + propositions.
Post-telegraphic stage (36+ months) - A child’s language will include both content and grammatical words and more closely resemble adult speech.

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3
Q

Michael Halliday’s 7 functions of language (pragmatic development)

A

Instrumental - Used to fulfil needs (‘I want’)
Regulatory - Influences the behaviour of others (persuade, request, command)
Interactional - Develop social relationships
Personal - Conveys attitudes/expresses feelings
Informative - Relaying/requesting information
Heuristic - Learn and explore the environment around them (Q&As)
Imaginative - Being creative and can be accompanied by play

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4
Q

Phonological Development

A

Children learn vowels before consonants.
Intonation and pitch are crucial at the one/two-word stages.
Children simplify their pronunciation in many ways… Such as:

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5
Q

How do children simplify their pronunciation?

A

Deletion
Substitution
Addition
Assimilation
Reduplication
Voicing
De-voicing

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6
Q

Deletion

A

Final consonants - cat -> ca
Unstressed syllables - banana -> nana
Consonant clusters are reduced -> splash

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7
Q

Substitution

A

R becomes W - rock -> rock
Th becomes D, N or F - there -> here
T becomes D
P becomes B

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8
Q

Addition

A

A vowel is added to the end of a word - dog -> dogu

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9
Q

Assimilation

A

One consonant in a word is changed because of the influence of another in the same word
(For example, toddlers commonly produce “doggie” either as “goggie” or “doddie.” Instead of using both a d and a g sound, they use the same consonant twice. )

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10
Q

Reduplication

A

Repetition of a phoneme (‘babababa’)

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11
Q

Berko and Brown (1960)

A

‘Fis’ phenomenon
- Children know what they mean before they can actually say and pronounce it.
- A child referred to a plastic fish as his ‘fis’. When asked by an adult if it was his ‘fis’, he denied and said ‘no, my fis’. When he was then asked ‘is this your fish’, he replied ‘yes, my fis’.
- This proves that understanding may develop faster than the ability to pronounce things.

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12
Q

Lexical and semantic development

A

Aged 5-7 children can say abstract nouns but determiners and prepositions are omitted.

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13
Q

Katherine Nelson (1973)

A

Categories for early acquisition
1) Naming
2) Actions/events
3) Describing/modifying
4) Personal/social

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14
Q

Jean Aitchison

A

3 stages of lexical development
1) Labelling - linking words to objects
2) Packaging - over / under extension
3) Network building - make connections between words

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15
Q

Piaget

A

Children are active learners and cognitive development influences language. So… Children can’t say words until they understand them, suggesting it can’t be taught until they’re ready.

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16
Q

Leslie Rescorla (1980)

A

3 categories of overextension
1) Categorical - 1 member of a category is extended to all members (apple -> all fruit)
2) Analogical - word for 1 object for a different category based on similar physical properties (cat + scarf)
3) Mismatch statements - 1 word utterances that are abstract (about one object in relation to others)

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17
Q

Grammatical development
What difficulties does English have?

A

Irregular grammatical structures
So…
A child can be affected by poor grammar of caregivers and can overgeneralise rules

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18
Q

Types of determiners

A

Articles - a, the
Numerals
Possessive
Quantifiers - more, some
Demonstratives - this

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19
Q

David Crystal grammatical development at two-word, telegraphic and post-telegraphic stages

A

Two-word - subject + verb / verb + object
Telegraphic - subject + verb + object / complement / adverbial
Post-telegraphic - overgeneralisation occurs, longer noun phrases, virtuous errors.

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20
Q

Berko (1958)

A

The wug test
- Proof that grammar rules are innate
- Children were shown one ‘wug’ and when they were shown two they said two ‘wugs’
- This shows that they knew to add a plural, despite not knowing what it was

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21
Q

Bellugi

A

Children’s stages of learning the following:
Pronouns –
1) Use their name first – egocentric.
2) Recognise the difference between names, I and Me
3) Correctly apply pronouns – I, me, they
Questions –
1) Intonation for questions
2) Acquire question forms.
3) Use auxiliary verbs.
Negation –
1) ‘no’ used at the start of sentences.
2) ‘no’/’not’ used/moved to the middle of a sentence.
3) More correct form

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22
Q

Child Directed Speech (CDS) features

A
  • One-word utterances
  • Use of concrete nouns + dynamic verbs
  • Echoing (repeat what the child has said)
  • Exaggerated prosodic cues – ‘uh-oh’.
  • Expatiation – adding extra information.
  • Higher pitch, exaggerated intonation and stress
  • Over articulating – use of precise sound
  • Frequent use of the child’s name + omit pronouns.
  • Simple syntax and lexical choices
  • Use of expansions – adult fills out a child’s utterance.
  • Questions and commands (imperatives)
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23
Q

Debate – is CDS essential or detrimental (harmful) to a child’s development?

A

…

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24
Q

CDS is essential:
- Babytalk helps mental development, which helps their language.
- The verbal interaction shows children the bidirectional nature of speech and the importance of verbal feedback.

A

Clarke-Steward (1973)
- Children whose mothers’ talk more have larger vocabularies.
Snow (1972)
- Disagreed with Chomsky.
- Said that the speech directed at children was found to provide a clear, simplified and well-formed entry point into the complexities of language learning.
Cambridge university (2018)
- Children prefer to be spoken to in CDS as the brain synchronises with the rhythmic nature of utterances.

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25
Q

CDS hinders development

A

Chomsky (1965)
- CDS is damaging.
- It leads to a stuttering mass of false starts, hesitations and flawed models of grammar.
Pinker
- CDS is only experienced by higher class western families. So, because it’s not universally available, it can’t be necessary.
- Pinker’s studies found that higher social class mothers use longer utterances and more difficult lexis, so their children have larger vocabularies. Culture can also have an effect.

26
Q

Nature vs Nurture

A

Nature:
- Chomsky (nativist)
- Piaget (cognitivist)
- Eric Lenneberg (critical period hypothesis)
- Genie case study (can be used for both)
Nurture:
- Skinner (behaviourist)
- Bruner (social interactionist theory)
- Vygotsky (social interactionist theory)

27
Q

Chomsky (1950s)

A

Nativist theory
- All children have the natural, mental capacity to acquire language when they’re born.
- Suggested that we’re born with a Language Acquisition Device (LAD) – a metaphorical microchip that allows the child to assemble a set of rules about the language as they hear it being used around them.
- Believed in the notion of ‘universal grammar’ – Baby already knows about linguistic universals, and after hearing language being used every day, the baby works out grammar rules and eventually talks like an adult.
Chomsky criticisms:
- Didn’t focus on how children develop, only on how they’re hardwired for language.
- He conducted no practical experiments and just hypothesised his theory.

28
Q

Piaget

A

Cognitivist theory
- Looked at cognitive development and intelligence. Children do not develop until the stages of cognitive development had been reached:

Sensorimotor stage (0-2 years) –
- Ego-centric and understand object permanence.
Pre-operational stage (2-6/7 years) –
- Develop their imaginative focus.
Concrete operational stage (6/7-11/12 years) –
- Stops being ego-centric and understands other’s POV.
Formal operational stage (11/12-16 years) –
- More abstract thinking

29
Q

Eric Lenneberg

A

Critical period hypothesis
- Acquisition of normal language is guaranteed up to the age of 6.
- ‘Appropriate stimuli’ -> interaction with others, if that’s not available the individual will never achieve a full command of language.

30
Q

CASE STUDY: GENIE

A

Complete lack of LASS)
- Up until the age of 13, she had no social interaction. The only communication she had was being barked and growled at.
- After she was rescued, researchers and therapists worked with genie extensively, and she did learn a limited vocabulary but was never able to learn grammar fully.

31
Q

Skinner (1950s)

A

Behaviourist theory
- Believed language was just another form of learned behaviour. Children start of as a ‘blank slate’ and language learning is a process of getting linguistic habits.
- Suggested that children learn through positive and negative reinforcement.
Example – babbling
Skinner criticisms:
- Largely discredited by other theorists
- It has been suggested that over-correcting children’s speech can have a bad effect, as there are some stages where children start to apply grammar that they go through and learn naturally.

32
Q

Bruner (1976)

A

Social interactionist theory
- Came up with the idea of a Language Acquisition Support System (LASS) – refers to the caregivers and other important participants in the child’s life.
- Children need the input of adults to aid their development.
- Scaffolding (providing support) enables children to gradually develop their speech due to the quality input from caregivers to facilitate learning.

33
Q

Vygotsky

A

Social interactionist theory
- Focused on the importance of the caregiver to act as a More Knowledgeable Other (MKO). Through supporting the child from a position of having more knowledge and understanding, the adult can direct the child to move within the Zone of Proximal Development (ZPD). This is the area just beyond what a child can do already, the caregiver might provide the support for the child to venture beyond their current abilities.

34
Q

Learning to read
Literacy techniques:

A
  • Alliteration, pre-modification, rhyme/rhythm, repetition, dialogue, sign-song intonation, illustrations, plot, direct address, triplets, adjectives, simple nouns, simple verbs, typography, familiar narrative structures.
35
Q

Strategies for learning to read

A
  • Use picture clues to establish context.
  • Look for familiar letters.
  • Decoding
  • Use context to predict.
  • Semantic understanding
  • Sounds
  • Phonemes
  • Blending
36
Q

Chall (1983)

A

6 stages of learning to read:
1) Pre-reading and pseudo reading (0-5 years) – pretend to read, turn pages, write own names.
2) Initial reading and decoding (5-7 years) – can read simple texts.
3) Confirmation and fluency (7-8 years) – increased reading skills and vocab
4) Reading for learning (9-14 years) – read wider texts for personal and educational gain.
5) Multiplicity and complexity (14-17 years)
6) Construction and reconstruction (18+) = fully fluent and logical thinking

37
Q

Learning to write
Writing and the literacy debate

A
  • Writing begins as soon as a child makes a mark – dot, line or squiggle.
  • Writing is taught.
  • Children will use crayons and pencils as they do not have the motor skills to hold a pen.
  • These items help with the development of a child’s muscles for them to be able to use a pen later.
38
Q

Approaches for learning to write

A

The traditional approach – linear model Functional approach
Creative approach
Rule-based approach

39
Q

Directionality

A

writing left to right.

40
Q

Linearity

A

writing on straight lines

41
Q

Tripod grip

A

Pen license in primary

42
Q

Gross motor skills

A

Standing / walking

43
Q

Fine motor skills

A

Hands and fingers (writing)

44
Q

Ascender

A

Extend above baseline (‘b’)

45
Q

Descender

A

Extend below the baseline (‘p’)

46
Q

Briton – types of writing

A

1) Transactional – communication of ideas and information between individuals (essay, business letter, speech)
2) Expressive – personal and mirrors speech in 1st person and context based (diary, letter, list)
3) Poetic – creative writing

47
Q

Barclay – stages of writing

A

1) Scribbling – random marks
2) Mock handwriting – lines of wavy scribble
3) Mock letters – make letter-like shapes.
4) Conventional letters – write their name.
5) Invented spelling – cluster letters to make words.
6) Approximate or phonetic spelling
7) Conventional spelling

48
Q

Kroll – stages of writing

A

1) Preparatory stage (4-7 years) – basic motor skills and principles of spelling system acquired.
2) Consolidation stage (7-9 years) – write to express what they can say (colloquial, connected clauses and unfinished syntax.
3) Differentiation stage (9+ years) – diverge from speech and develop own patterns (common errors and begin to draft/rewrite)
4) Integration stage (14+ years) – vary stylistic choices and develop a personal voice.

49
Q

Rothery – genres of writing

A

1) Recount – chronological series of events.
2) Report – factual, objective, descriptive and non-chronological.
3) Observation-comment – point followed by an evaluation.
4) Narrative – reading skills are usually ahead of writing acquisition so this cannot be achieved early on.

50
Q

Insertion

A

adding extra letters

51
Q

Omission

A

leaving out letters

52
Q

Substitution

A

substitute one letter for another

53
Q

Transposition

A

reversing the correct order of letters in words

54
Q

Phonetic spelling

A

using sound awareness to guess letters and combination of letters

55
Q

Salient sounds

A

writing only the key sounds

56
Q

Strategies to help children when learning

A
  • Mnemonic – a rhyme to remember how to spell a word.
  • Look, cover, write, say, check.
57
Q

Problems with the English spelling system

A
  • Alphabetic system where a symbol represents a sound.
  • 26 letters represent 44 phonemes.
  • Sounds of letters very in relation to the position in the word
  • Phonetic strategies are insufficient to ensure accurate spelling.
58
Q

Gentry’s spelling stages

A

1) Pre-communicative – imitate writing, pretend writing, some letter shapes are decipherable.
2) Semi-phonetic – link letter shapes and sounds
3) Phonetic – understand that all phonemes can be represented by graphemes.
4) Transitional – combine phonetic knowledge with visual memory, awareness of combinations of letters and letters patterns.
5) Conventional – spell most words correctly.

59
Q

Phoneme

A

smallest unit of sound, example ‘k’

60
Q

Grapheme

A

the way in which we write a phoneme, example, ’k’ can be written as ‘c’ ‘k’ ‘ck’ ‘qu’ ‘ch’

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