child language

Question 1

nativism factors

Answer 1

LAD

virtuous error

poverty of stimulus

Question 2

LAD

Answer 2

language acquisition device (born with it - innate ability to acquire language)

Question 3

CLA: 0-2 months

Answer 3

begin making sounds (sometimes in response to others)

internal stimulus leads to sounds - crying for food

Question 4

cognitive explanation

Answer 4

children only speak language when they understand it

Question 5

nativism explanation

Answer 5

hard wiring and innate ability to acquire language

Question 6

Cruttenden

Answer 6

football predictions - test a child’s ability to understand intonation and interpretation

found kids under 7 couldnt tell it

Question 7

Halliday - instrumental

Answer 7

when the child’s language expresses their needs

(e.g. Want milk)

Question 8

Halliday - heuristic

Answer 8

language used to help children find out more about the environment

(e.g. Where the boat go?)

Question 9

interactional theorist

Answer 9

bruner

Question 10

behaviourism theorist

Answer 10

B.F skinner

Question 11

cognitive factors

Answer 11

MKO

ZPD

Question 12

consonant clusters

Answer 12

groups of consonants that need more muscular control like ‘str’ or ‘gl’) more easily with the ‘b’ sound usually being learnt first

Question 13

cognitive theorists

Answer 13

Piaget and vygotsky

Question 14

behaviourism explanation

Answer 14

learn language through experiences

Question 15

Halliday - interactional

Answer 15

language use serving the purpose of relationship-forming and making contact and others

(e.g. Nana me love you)

Question 16

interactional explanation

Answer 16

both innate ability and experiences contribute to language acquisition

Question 17

deletion

Answer 17

Removing from a standard word

Unstressed syllables may be removed (e.g. banana becomes nana)

Consonant clusters may be reduced (e.g. nail instead of snail or seep instead of sheep)

Question 18

Halliday - imaginative

Answer 18

language that creates an imaginative world; constructs narrative for creative and/or comedic effect

Question 19

virtuous error

Answer 19

apply a common pattern to irregular example (eg. sheeps)

Question 20

features of CDS

Answer 20

Scaffolding

Framing

Recasting/extension

diminutives

expansion

mitigated imperatives

Question 21

MKO

Answer 21

others playing a role in helping children learn language

more knowledgeable other

Question 22

motherese

Answer 22

how mothers change their language to make it more understandable to the child

Question 23

CLA: 6-9 months

Answer 23

repeated patterns of sounds

phonemic expansion up to 9 months

phonemic contraction after 9 months

reduplicated monosyllable

Question 24

behaviourism factors

Answer 24

conditioning and reinforcement

Question 25

nativism theorist

Answer 25

Chomsky

Question 26

Addition

Answer 26

Adding to a standard word Replication of sounds also occurs commonly (e.g. moo moo)

Question 27

poverty of stimulus

Answer 27

people speak quickly and utterances overlap so learning language from adults modelling it is too hard (innate ability must exist)

Question 28

CLA: 4-7 months

Answer 28

cooing laughing changing pitch

Question 29

phonemic contraction

Answer 29

the sounds of language they hear around them begins to dominate leading to different babies learning different languages based off the dominating sounds they hear/are exposed to

Question 30

Halliday - regulatory

Answer 30

language that is used to tell others what to do (give commands)

Question 31

ZPD

Answer 31

zone of proximal development the stretch between help from parents and a child's individual struggle to acquire language

Question 32

Halliday - personal

Answer 32

language use to express opinions, feeling a and a sense of the child’s identity (e.g. I is a brave girl)

Question 33

Halliday - representational

Answer 33

when language is employed to convey information and facts about the environment they are in (e.g. That car red)

Question 34

LASS

Answer 34

language acquisition support system - parental encouragement to acquire language

Question 35

phonemic expansion

Answer 35

The capacity of the baby’s language becomes more wide-ranging and complex

Question 36

Berko and Brown

Answer 36

Fis phenomenon - test a child's ability to distinguish standard from no standard despite not being able to say it themselves

Question 37

reduplicated monosyllable

Answer 37

babbling sounds are grouped to create sounds resembling adult language however it starts with the repetition of one sound

Question 38

assimilation

Answer 38

A type of substitution whereby a child repeats a neighbouring sounds rather than using one harder one (e.g. doggie becomes goggie) because its easier

Question 39

paralinguistic features

Answer 39

non verbal actions to help their speech develop (eg. pointing and facial expressions)

Question 40

substitution

Answer 40

Also a method of simplification involving replacing harder sounds with easier ones (e.g. big for pig or wed for red or debra for zebra)

Question 41

CLA: 9-12 months

Answer 41

more control over sounds and speech proto-words developed paralinguistic features consonant clusters

Question 42

Jean Berko-Gleason

Answer 42

Wug test - test a child's ability to apply morphemes and pre/suffixs

Question 43

interactional factors

Answer 43

LASS motherese/CDS

Question 44

proto-words

Answer 44

Babbling sounds start to form similar words to that of standard English language – usually only understandable to the child’s main caregivers

Question 45

scaffolding

Answer 45

adults provide the child with conversational material and patterning

Question 46

diminutives

Answer 46

words that suggest a smaller version of what is being described, often with a suffix or suggest affection

Question 46

framing

Answer 46

controlling the agenda of a conversation’s direction and subject or making utterances that encourage a child to fill in the blanks

Question 47

rephrasing/extension

Answer 47

the rephrasing and extending of a child’s utterance

Question 48

expansion

Answer 48

where the caregiver might elaborate on the utterance by the child

Question 49

mitigated imperatives

Answer 49

where a command is given but disguised in the form of a question