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English language > Child Language Acquisition > Flashcards

Child Language Acquisition Flashcards

1
Q

Skinner

A

Behaviourist theory:
- positive and negative reinforcement
- when children use correct utterances, which are reinforced by an adult, they are more likely to repeat the utterance

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2
Q

Chomsky

A

LAD:
- children must have an innate device (language acquisition device), to learn language as they receive impoverished language input from adults

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3
Q

Bruner

A

Interactionist theory:
- language is learnt through interaction with other people (they are the child’s LASS - language acquisition support system).

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4
Q

Halliday

A

7 functions of language

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5
Q

Heuristic function

A

Helps children find out more about their environment

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6
Q

Imaginative function

A

Imaginary world children use in play

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7
Q

Interactional function

A

Formation of relationships with others

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8
Q

Instrumental

A

used to express needs

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9
Q

Personal

A

Opinions, feelings, identity

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10
Q

Regulatory

A

Used to tell others what to do

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11
Q

Representational

A

Used to convey facts/info

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12
Q

Roscorla

A

types of over extension

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13
Q

Overextension

A

Giving an object a wider meaning than it actually has

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14
Q

Categorical overextension

A

The name for one member of a category is used for all members of the category
e.g. apple is used for all fruits

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15
Q

Analogical overextension

A

A word for one object is extended to one in a different category
e.g. ball for an orange

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16
Q

Predicate overextension

A

A word used for something despite an absence of the object
e.g. pointing at a pond and saying duck

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17
Q

Underextension

A

Giving an object a narrower meaning than it actually has

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18
Q

Brown

A

Typical order of morphological acquisitions
1. -ing
2. -s (plural)
3. -‘s (possessive)
4. a, the
5. -ed
6. -s (third person singular verb ending)#
7. be (primary auxiliary)

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19
Q

Jean Aitchson

A

Labelling, packaging, network building

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20
Q
  1. labelling
A

Linking words to objects to which they refer

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21
Q
  1. packaging
A

Exploring labels and what they can be applied to - where over/under extensions occur

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22
Q
  1. network building
A

Making connections between words, understanding similarities and opposites

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23
Q

Garvey

A

Pretend play:
- studied pairs of children to find that children adopt roles and identities, and invent settings and objects during pretend play

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24
Q

Berko and Brown

A

Fis phenomonon:
- children understand the words meaning, but have a wider receptive vocab than productive vocab so can’t voice the word

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25
Q

Bellugi

A

Stages of negative formation:
1. no or not, start of sentence
2. no or not inside sentence
3. attaches negative to auxiliary verbs and copula ‘be’

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26
Q

Preverbal stage:
1. vegetative

A

0-4 months, sounds of comfort and reflexes

27
Q

Preverbal stage:
2. cooing

A

4-7 months, vocal play using open mouth vowel sounds

28
Q

Preverbal stage:
3. babbling

A

6-12 months, repeated patterns of (both consonant and vowel) sounds

29
Q

Preverbal stage:
4. proto words

A

9-12 months, word like vocalisations not matching actual words but used for the same meaning each time

30
Q

Phonemic expansion and contraction

A

When babies start to babble, the number of different phonemes they can produce increases – phonemic expansion
Later in the babbling stage they reduce the number of phonemes they use to just the relevant ones (phonemic contraction)

31
Q

Manner of articulation:
plosives

A

Airflow briefly blocked

32
Q

Manner of articulation:
fricatives

A

Airflow partially blocked

33
Q

Manner of articulation:
affricatives

A

Plosives and fricatives together

34
Q

Manner of articulation:
nasals

A

Air moving through nose

35
Q

Manner of articulation:
laterals

A

Tongue placed on ridge of teeth and air moves down the side of the mouth

36
Q

Manner of articulation:
approximants

A

Minimal blockage

37
Q

Place of articulation:
labial consonants

A

P,F,B,V

38
Q

Place of articulation:
alveolar consonants

A

D,T,S,Z

39
Q

Place of articulation:
velar consonants

A

G,K

40
Q

Holophrastic stage

A

12-18 months
Single words

41
Q

Two word stage

A

18-24 months
Two word utterances:
S+V
V+O

42
Q

what age is the telegraphic stage?

A

24-36 months

43
Q

Telegraphic stage:
Aitchison

A

labelling, packaging, network building

44
Q

Telegraphic stage:
syntactical development

A

ordering of words into sentences and clauses becomes more accurate

45
Q

Telegraphic stage:
morphological advances

A

add inflections to words to alter tense, possession and plurals
prefixes and suffixes to alter word classes

46
Q

Telegraphic stage:
increasingly complex structure e.g…

A

S+V+O
S+V+C
S+V+A

47
Q

Telegraphic stage:
forming yes/no interrogations

A

first stage when yes/no interrogations are constructed with auxiliary verbs and changing word order

48
Q

Telegraphic stage:
Bellugi (negative formation)

A

stages of negative formation:
1. no or not at start of sentence
2. no or not inside sentence
3. attaches no or not to auxiliary verbs and copula be

49
Q

Telegraphic stage:
Bellugi (pronoun use)

A
  1. child uses own name
  2. child uses pronouns in incorrect position
  3. uses them correctly
50
Q

More content words than?

A

More content words than function words

51
Q

What, where, when, why occur correctly but subject and verb dont occur yet

A
52
Q

What age is the post telegraphic stage?

A

36+ months

53
Q

Post-telegraphic stage:
conjunction use

A

child can form compound and complex utterances using conjunctions

54
Q

Telegraphic stage:
Roger Brown

A

typical order of acquisition of inflections

55
Q

assimilation

A

changing one consonant sound for another near it

56
Q

addition

A

adding a vowel to the end of words to create a CVCV pattern

57
Q

substitution

A

substituting one sound for another

58
Q

deletion

A

omitting final consonant in words

59
Q

reduplication

A

repeating a whole syllable

60
Q

consonant cluster reductions

A

reducing clusters of consonants to single units

61
Q

deletion of unstressed syllables

A

e.g. nana for banana

62
Q

virtuous errors

A

mistakes children make as they develop grammatically

63
Q

Features of CDS

A

scaffolding
framing
repetition
high pitch/raised intonation
child’s name rather than pronouns
short sentences
downward convergence

English language (3 decks)

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