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Language Acquisition + Language Change > Child Language Acquisition > Flashcards

Child Language Acquisition Flashcards

1
Q

Which language level is developed by children first?

A

Phonology (sounds)

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2
Q

How early do children start to hear and recognise words?

A

26 weeks in the womb

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3
Q

What and when is the first stage of phonology development?

A

Vegetative state

0-2 months

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4
Q

What are the key features of the first stage of phonological development?

A 
Crying
Coughing
Burping
Sucking
Sensitivity to reduplication
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5
Q

How is the first stage of phonological development beneficial to the baby?

A

Physically beneficial as adjusting to breathing in air rather than fluid

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6
Q

When is the second stage of phonological development? What is its key feature?

A

4-7 months

Cooing= sounds around 6-8 weeks as babies discover their vocal chords

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7
Q

What are two other features of the second stage of phonological development?

A

First laughter

Changes in pitch and loudness

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8
Q

When is the third stage of phonological development? What is its key feature?

A

6-9 months

Babbling= experimenting with articulate sounds but no recognisable words, meaningless

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9
Q

Define phonemic contraction. How does it fit into phonological development?

A

Up to nine months, all sounds international

Sounds of language around them then start to dominate, some emphasised, others discarded

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10
Q

What are two other features of the third stage of phonological development?

A

Extending sounds so like syllables

Repeated patterns- reduplicated monosyllables

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11
Q

Define phonemic expansion. How does it fit into phonological development?

A

Baby’s capacity to produce sound becomes more wide-ranging and complex
In the third stage

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12
Q

When is the fourth stage of phonological development? What is its key feature?

A

9-12 months

Protowords= clusters of sounds that represent baby’s attempt to articulate specific words

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13
Q

What does learning in the fourth stage of phonological development rely on?

A

Babies gain more control over sounds and respond to feedback mechanisms- children feel satisfaction when they speak so continue to speak

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14
Q

How does the development of vowels and consonants compare to each other?

A

By 30-40 months, 2/3s of consonants but a whole range of vowels
Vowels are easier than consonants
Combinations of the two

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15
Q

Why are consonant clusters more challenging for children to learn than consonant sounds?

A

Requires more muscular control

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16
Q

Give three ways children make words easier to say using deletion

A

Final consonants may be dropped
Unstressed syllables
Consonant clusters reduced

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17
Q

Give one way and two examples of how children make words easier to say using substitution

A

Reduplication of sounds= sounds in a word are pronounced in the same way
‘r’ becomes ‘w’
‘t’ becomes ‘d’

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18
Q

Describe Berko and Brown’s (1960s) theory

A

Children don’t have ability to pronounce certain phenomes but can perceive them accurately
Can hear and distinguish more than they can say

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19
Q

Describe the Cruttendens (1974) experiment and its conclusions

A

Adults and children listened to recording of football results
From intonation used, adults able to predict accurately whether result was home win, away win or draw
Children aged 7-11, had little success
Suggests although children are able to reproduce main patterns of intonation from an early age, understanding their meaning still developing up to early teens

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20
Q

What follows the development of phonology?

A

The development of grammar

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21
Q

Define holophrase

A

Single word representing a more complex thought

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22
Q

When is the holophrastic stage?

A

9-18 months

23
Q

What word class makes up most of an infants first 50 words?

A

Nouns

24
Q

Describe Nelson’s (1973) theory. What is some endorsement for this theory?

A

Babies vocab in first utterances falls into 4 categories:
Naming occurred most frequently
Action
Modifying
Social
Most concrete nouns fit into four categories (cohesion, continuity, solidity, contact_- children like clearly defined shaped objects, don’t disappear and solid

25
Q

What is the second stage of grammatical development? When is this?

A

Two-word stage

18-24 months

26
Q

What are three key features of the two-word stage?

A

Introduction of expressions means whole new range of expressions
Mostly subject + verb but others possible as begin to shape meaning
Ambiguity because inflectional affixes absent

27
Q

What are the three combinations of words at the two word stage that occur?

A

Subject + verb
Subject + complement
Verb + object

28
Q

What stage of grammatical development follows the two-word stage? When is it?

A

Telegraphic stage

2 years old

29
Q

What are the two main features of the telegraphic stage?

A

Focus on lexical essentials

Omission of auxiliary verbs, determiners and prepositions

30
Q

Give three grammatically complete sentences formed in the telegraphic stage

A

Subject + verb + object
Subject + verb + complement
Subject + verb + adverbial

31
Q

What follows the telegraphic stage? When is it?

A

Post-telegraphic stage

3 years old

32
Q

How has the post-telegraphic stage developed from the telegraphic stage?

A

Early reliance on lexical words gradually expands to include auxiliaries, prepositions and articles

33
Q

What are two features of the language used in the post-telegraphic stage?

A

Sentences with more than one clause, coordinating conjunctions
Inflexional affixes

34
Q

By what age are most language rules learnt? Give an example of one that hasn’t been

A

5 years old

Passive voice

35
Q

What are the three challenges for children to learn?

A

Pronoun challenge
Asking questions challenge
Negatives challenge

36
Q

How do children get confused with the pronoun challenge?

A

Pronouns ‘you’ and ‘i’- use ‘you’ for themselves and ‘i’ for others- imitation
Possessive determiners ‘my’ and ‘yours’

37
Q

How does children’s language develop to overcome the questions challenge?

A

18 months, two word stage- intonation with rising inflection
Two years- question word but telegraphic auxillary verb omitted
Three years- auxillary verbs and varied syntax

38
Q

How does children’s language develop to overcome the negatives challenge?

A

15-18 months- reliance on words ‘not’ and ‘no’
Age 3- modal verbs ‘don’t’ and ‘can’t’ and no in mid-sentence
Age 4- understand and use more subtle forms of negative construction including implied negatives

39
Q

Define plosive sounds. Give six examples and what age they develop.

A

Airflow blocked for a brief time
24 months b, d, p, t,
30 months k, g

40
Q

Define fricative sounds. Give nine examples and what age they develop.

A

Airflow only partially blocked and air moved through mouth in stead stream
30 months h
36 months f, s
42 months v, z
48+ months Θ (think), ʒ (leisure), ð (the)

41
Q

Define affricative sounds. Give two examples and what age they develop.

A

Outing plosives and fricatives together

42 months tʃ (church), dʒ (judge)

42
Q

Define approximants. sounds. Give three examples and what age they develop.

A

similar sounds to vowels 24 months w
36 months j
42 months r

43
Q

Define nasal sounds. sounds. Give three examples and what age they develop.

A

Air moving through the nose
24 months m, n
30 months ŋ (sing)

44
Q

Define lateral sounds. sounds. Give an example and what age it develops.

A

Placing tongue on the ridge of the teeth and then air moves down the side of the mouth
36 months l

45
Q

Define whole object assumption

A

Word refers to whole object

46
Q

Define type assumption

A

Word refers to type of thing, not one of them in particular

47
Q

Define basic level assumption

A

Word refers to objects alike in basic ways

48
Q

Describe the research of Brown 1973

A

Conducted research on children aged 20-36 months
Identified a sequence of learning morphemes that is typical
Over generalisation
Unconsciously recognise existence of inflections but correct usage of irregular verbs takes time

49
Q

What is the order of morphemes that Brown suggests children learn in?

A

-ing
-s (plural)
-‘s (possession)
‘a’ ‘the’
-ed
-s (third person singular verb ending)
‘be’ primary auxillary

50
Q

Describe the research of Berko 1958

A

Children between 2.5 and 5 years old able to create plurals showing awareness of grammatical rules in the errors they make
Children learn by listening

51
Q

Define productive vocab

A

Words a person is able to use in speech or writing

52
Q

Define receptive vocab. How does it compare to productive vocab?

A

Words a person recognises/understands, likely to be larger than productive

53
Q

Describe the types of overextension as described by Rescorla 1980

A 
Categorical= confusing hypernym with hyponym 
Analogical= associating objects unrelated but have one or more features in common
Predicate= relates to absence
54
Q

What are the three stages of semantic development according to Aitchison 1987?

A

Labelling= process of attaching words to objects as they learn more
Packaging= to ascertain boundaries of a label, confuses hypernyms and hyponyms giving rise to over and under extensions
Network building= having labelled objects children start to identify connections between, recognising similarities and differences

Language Acquisition + Language Change (2 decks)

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