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Child Language Acquisition > Child Language Acquisition > Flashcards

Child Language Acquisition Flashcards

1
Q

Vegetative stage (Pre-verbal)

A
  • Using the vocal cords from birth
  • Crying, gurgling, burping
  • Used to indicate needs.
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2
Q

Cooing (Pre-verbal)

A
  • Start using a range of sounds, using their vowels
  • Getting used to their tongues
  • Experimenting with sounds - referred to as vocal play
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3
Q

Babbling (Pre-verbal)

A
  • Sounds become more defined
  • Consonant vowel combinations
  • ‘Mama’, ‘googoo’
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4
Q

Proto-words (Pre-verbal)

A
  • Just before words
  • Combination of sounds have meaning
  • Accompanied by gestures
  • ‘Mmmm’ + pointing
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5
Q

DeCasper and Spence (1986)

A

They found that babies sucked on their dummies more when they are read a story that was familiar to them from the last 6 months.

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6
Q

Fitzpatrick (2002)

A

He found that the heartrate of a baby often slows when it hears it’s mothers voice.

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7
Q

Mehler et al (1988)

A

French babies sucked their thumbs more wen listening to French as opposed to Italian and English.

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8
Q

Berko and Brown (1960s)

A

They conducted research into a child’s understanding and ability. They carried out what is known as the ‘fis’ phenomenom. A child can understand the phonemes before they can actually say it.

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9
Q

Nelson (1973)

A

He studied 18 children’s first 50 words.

  1. Nouns
  2. Actions
  3. Describing
  4. Personal/social words
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10
Q

Phonemic expansion

A

Practicing all sounds

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11
Q

Phonemic contaction

A

Using sounds in their language

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12
Q

Overextension

A

Naming something similar to the same.

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13
Q

Underextension

A

Only apply words to the content in which they understand it.

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14
Q

Deletion

A

Omitting the final consonant in words.

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15
Q

Substitution

A

Substituting one sound for another.

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16
Q

Addition

A

Adding an extra vowel sound to the ends of words, creating a CVCV pattern.

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17
Q

Assimilation

A

Changing one consonant or vowel for another.

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18
Q

Reduplication

A

Repeating a whole syllable.

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19
Q

Consonant cluster reduction

A

When there are more than one consonant in the world children will often miss out one.

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20
Q

Deletion of the unstressed syllable

A

Omitting the opening syllables in a polysyllable word.

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21
Q

Holophrastic stage

A
  • One word

- Phonology is important still

22
Q

Two-word stage

A
  • Successfully joining words and phrases involves understanding the meanings of words
  • Discourse skills are developed
23
Q

Telegraphic

A
  • Vocabulary starts developing rapidly
  • Grammatical ability enhances
  • Discourse and pragmatic awareness become more sophisticated
24
Q

Post-telegraphic

A
  • More complex utterances are created accurately
25
Q

Brown

A

Suggested 3 stages of children asking questions:

  1. 1-18 months. In the two-word stage, children use intonation to indicate a question
  2. 2-3 years. Begin to use the wh- words.
  3. Subject-verb inversion.
26
Q

Bellugi (Negation)

A

Stages of negation.

  • 18 months. No and not at the start of sentences.
  • 2-3 years. Starts to put no and not near verbs, also use contracted verbs like ‘can’t’.
  • 3+ years. Using proper terms, using contracted verbs in the correct place.
27
Q

Bellugi (1971) (Pronouns)

A

Stages of pronouns.

  1. Learn to use their names and proper nouns.
  2. Child starts to use ‘I/me’ but doesn’t always use it correctly.
  3. Able to use the pronouns in the correct positions.
28
Q

Plosives

A

Created when the airflow is blocked for a brief time. Voiced: b, d, g
Unvoiced: p, t, k

29
Q

Fricatives

A

Created when the airflow is only partially blocked and air moves through the mouth in a steady stream.
Voiced: v, z
Unvoiced: f, s, h

30
Q

Affricatives

A

Created by putting plosives and fricative together.

31
Q

Approximants

A

Similar sounds to vowels

Voiced: w, r, j

32
Q

Nasals

A

Produced by air moving through the nose

Voiced:m, n

33
Q

Laterals

A

Created by placing the tongues on the ridge of the teeth and then air moving down the sound of the mouth
Voiced: l

34
Q

Categorical overextension

A

The name for one member of a family is extended to all members of the category.

35
Q

Analogical overextension

A

a word for one object us extended to in in a different category; usually on the basis that it has some physical or functional connection.

36
Q

Mismatch statements

A

One-word sentences that appear quite abstract; child makes a statement about one object in relation to another.

37
Q

Aitchisons’s stages of children’s linguistic development

A
  1. Labelling – linking words to the objets to which they refer.
  2. Packaging – exploring the labels and to what they can apply. Over/underextension occurs
  3. Network building – making connections between words, understanding similarities and opposites in meanings.
38
Q

Halliday’s Functions

A
  • Instrumental – To get something done. E.g ‘go tolly’
  • Regulatory – To make requests or give orders. E.g ‘leave teddy’
  • Interactional – To relate to others. E.g ‘nice mummy’
  • Personal – To convey a sense of personal identity and express views and feelings. E.g ‘naughty doggy’
  • Heuristic – To find out about the immediate environment. E.g ‘what boy doing’
  • Imaginative – To be creative through language. E.g ‘one day we did…’
  • Representational – To convey information. E.g ‘I’m three’
39
Q

Features of child-directed speech

A
  • More pronounced intonation
  • Simplified vocabulary
  • Repeated grammatical ‘frames’
  • Reduplication
  • Expanding and recasting
  • Simplified grammar
  • Actions that accompany speech
  • Proper nouns instead of pronouns
  • Obvious lip and mouth movement
  • Repetition
40
Q

Holt and Willard (2000)

A

A social interactionist theory that states children need a ‘more knowlegedable other’ in order to acquire acquire language skills.

41
Q

What is nativism?

A

The belief that humans have an inbuilt capacity to acquire language.

42
Q

What is behaviourism?

A

The belief language is acquired through imitation and reinforcement.

43
Q

What is social interactionism?

A

Child language is developed through interaction with adults.

44
Q

What is cognitive development?

A

Language acquisition is part of a wider development of understanding that develops.

45
Q

Holt and Willard (2000)

A

A social interactionist theory that states children need a ‘more knowlegedable other’ in order to acquire acquire language skills.

46
Q

Berko-Gleason (The Wug Test)

A

Study involving children being given made up words and being asked to apply grammar rules to them and the children did it. This supports nativism.

47
Q

Chomsky

A

Chomsky believed that humans are born with the innate ability to acquire language. He believed that we are born with a Language Acquisition Device (LAD), that contains a universal grammar.

48
Q

Strengths of Chomsky’s Theory

A
  • The Wug Test.
  • All children across the world go through the same language stages.
  • They’re surrounded by impoverished language but still learn to use language correctly.
  • Children make their own rules.
49
Q

Weaknesses of Chomsky’s Theory

A
  • Feral child
  • Children stop making errors suggesting they do take influence off others
  • Children need to learn pragmatics from other people
50
Q

Lenneberg

A

He created this in response to the criticisms of Chomsky’s research. He suggested that that there needs to be interference within the first 5 years for a child to be able to acquire grammar.

51
Q

Skinner (Behaviourism)

A

Skinner’s psychological theory can be applied to child lanuage acquisition. Skinner tested that idea of learning though positive reinforcement nd imitation. Applying it is language acquisition, a child imitates their caregiver and is positively reinforced when they have done something correctly. This is how they acquire language.

Child Language Acquisition (1 decks)

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