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English Language > Child Language Acquisition > Flashcards

Child Language Acquisition Flashcards

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Proverbs and Idioms flashcards
1
Q

Judith Butler

A

Gender performativity - the way we present ourselves linguistically and socially is often dependent on gender

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2
Q

High economic status - words learned per day

A

11,000

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3
Q

Low economic status - words learned per day

A

700

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4
Q

Zone of proximal development - Vygotsky

A

Children of low and high economic status learn a different number of new words per day - this gap remains for life

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5
Q

Impacts of high economic status on a child

A
  • Parents can typically engage in more enriching activities with their child
  • Families of this status may hire nannies that are stereotypically young or ESL (English as Second Language) - this can hinder a child’s progress
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6
Q

Reasons for usage of prosodic features

A

“Cootchy-coo” voices or voices with high pitch and intonation help a baby or young child understand a voice easier than if it were deeper

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7
Q

Reasons for speech coming before reading and writing

A
  • Pronunciation
  • Letter sounds
  • Confidence in spoken language is higher than other forms
  • More natural
  • Writing requires physical dexterity
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8
Q

Lev Vygotsky - Social interactionist theory

A

An explanation of language development emphasising the role of social interaction between children and adults

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9
Q

BF Skinner - Operant conditioning

A

When good or desired behaviour is learned through repetition, positive reinforcement and reward

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10
Q

June and Jennifer Gibbons

A
  • 1963
  • Twins that spoke English but also had a private lingo
  • Often bullied by their peers and therefore resigned to exclusively speaking their private language
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11
Q

Grace and Virginia Kennedy

A
  • 1970s
  • Twins that had a lingo with very few invented words
  • Language consisted of badly-pronounced English and German words
  • There were supposedly 16 ways that the twins pronounced “potato salad”
  • The girls eventually underwent speech therapy and found employment, though it is unskilled and their language continues to lag
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12
Q

Cryptophrasia

A

“Secret twin-speak”, often blamed for hampering children’s linguistic development

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13
Q

Jerome Bruner - LASS

A
  • “Language acquisition support system” - putting methods in place to guide a child’s learning
  • A child learns with life experience
  • Rich experiences are better for language learning
  • Reacts against Chomsky’s nativist theory, instead focusing on the interactions between children and caregivers
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14
Q

Jerome Bruner - Scaffolding

A

A child is presented with numerous opportunities for conversation or speech:

  • Questions
  • Encouragement
  • Support of a child’s utterances
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15
Q

Nurture vs Nature

A

Nature - innate

Nurture - surrounding context

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16
Q

Chomsky - LAD and nativism

A
  • “Language acquisition device” - all humans are born with an innate language learning capacity
  • Children have the innate ability to learn language, though it requires social context and support
  • Children will always need a way to communicate
  • All children make the same virtuous errors
17
Q

Virtuous errors

A

Grammatical errors that are understandable and logical through an incorrect assumption made about grammar rules

18
Q

Disadvantages of Skinner

A
  • Fails to consider nurture and social interaction
  • Theory based on animal behaviour
  • Laboratory-based
  • Dated theories (1930-31)
19
Q

Disadvantages of Bruner

A
  • Observational study (lacks rigour)

- Questions can arise over the quality of videotaped evidence

20
Q

Disadvantages of Chomsky

A
  • No scientific justification
  • The LAD cannot be biologically identified
  • Undermined by Bruner’s theory
21
Q

Gender performativity - the way we present ourselves linguistically and socially is often dependent on gender

A

Judith Butler

22
Q

11,000

A

High economic status - words learned per day

23
Q

700

A

Low economic status - words learned per day

24
Q

Children of low and high economic status learn a different number of new words per day - this gap remains for life

A

Zone of proximal development - Vygotsky

25
Q

An explanation of language development emphasising the role of social interaction between children and adults

A

Lev Vygotsky - Social interactionist theory

26
Q

When good or desired behaviour is learned through repetition, positive reinforcement and reward

A

BF Skinner - Operant conditioning

27
Q

“Secret twin-speak”, often blamed for hampering children’s linguistic development

A

Cryptophrasia

28
Q
  • “Language acquisition support system” - putting methods in place to guide a child’s learning
  • A child learns with life experience
  • Rich experiences are better for language learning
  • Reacts against Chomsky’s nativist theory, instead focusing on the interactions between children and caregivers
A

Jerome Bruner - LASS

29
Q

A child is presented with numerous opportunities for conversation or speech:

  • Questions
  • Encouragement
  • Support of a child’s utterances
A

Jerome Bruner - Scaffolding

30
Q
  • “Language acquisition device” - all humans are born with an innate language learning capacity
  • Children have the innate ability to learn language, though it requires social context and support
  • Children will always need a way to communicate
  • All children make the same virtuous errors
A

Chomsky - LAD and nativism

31
Q

Grammatical errors that are understandable and logical through an incorrect assumption made about grammar rules

A

Virtuous errors

32
Q
  • Fails to consider nurture and social interaction
  • Theory based on animal behaviour
  • Laboratory-based
  • Dated theories (1930-31)
A

Disadvantages of Skinner

33
Q
  • Observational study (lacks rigour)

- Questions can arise over the quality of videotaped evidence

A

Disadvantages of Bruner

34
Q
  • No scientific justification
  • The LAD cannot be biologically identified
  • Undermined by Bruner’s theory
A

Disadvantages of Chomsky

35
Q

Clarke-Stewart - 1973

A

Chilren whose mothers talk more have larger vocabularies

36
Q

Hart and Risley - 1995

A

By the time children from high socio-economic backgrounds turn four, they have heard 30 million more utterances than those of a poor socio-economic background

37
Q

Chilren whose mothers talk more have larger vocabularies

A

Clarke-Stewart - 1973

38
Q

By the time children from high socio-economic backgrounds turn four, they have heard 30 million more utterances than those of a poor socio-economic background

A

Hart and Risley - 1995

English Language (16 decks)

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