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A Level English Language > Child Language Acquisition > Flashcards

Child Language Acquisition Flashcards

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Proverbs and Idioms flashcards
1
Q

What is the main idea in piagets theory of cognitive development

A

children think in concrete terms and need names of objects to understand the world more

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2
Q

What are the 6 language functions in piagets theory

A

naming objects, describing using adjectives, expressing feelings, asking questions, getting attention, explaining needs

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3
Q

What is Noam Chomsky

A

a nativist

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4
Q

What device did Chomsky suggest

A

the innate ‘language acquisition device’ (LAD)

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5
Q

What term did Chomsky use for words that all babies use

A

universal grammar

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6
Q

What do non nativists argue

A

that the LAD assists rather than creates

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7
Q

What type of studies support Chomsky’s idea

A

feral child studies, genie and the critical period

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8
Q

What ages did Chomsky suggest is the critical period

A

2-7

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9
Q

What type of words do babies find easiest to pronounce

A

plosives as they can see the lips

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10
Q

What type of words do babies find hardest to pronounce

A

fricatives as you can’t see them

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11
Q

What is the difference between vowels and consonants

A

consonants have a obstruction

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12
Q

What types of phonemes do children acquire last

A

at 48+ months they get fricatives last as they require teeth

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13
Q

What did Berko and Brown do and find

A

used a plastic fish to stimulate convo’s with children
a fis!
is this your fis
no

a fis!
is this your fish
yes

finds that children are able to comprehend and understand sounds before they produce them

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14
Q

When are children’s first words

A

12 months

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15
Q

What is a first word also known as

A

proto word

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16
Q

What are early words usually about

A

content eg nouns

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17
Q

What is overextending

A

to give the name of 1 thing to many things

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18
Q

What is underextending

A

giving a word a narrower meaning than it has

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19
Q

What did Eve Clark find that makes children overextend

A

physical factors

features such as taste and sound

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20
Q

What are the three types of overextending according to rescorla

A

categorical, analogical, mismatch statements

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21
Q

What is categorical overextension

A

name of one member of the category to all in that category

apple for all round fruit

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22
Q

What is analogical overextension

A

a word for one thing is extended to a different category based on similar features
apple for a ball

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23
Q

What is mismatch statements

A

using a word for something random

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24
Q

What percentage of overextensions are categorical

A

60%

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25
Q

What percentage of overextensions are analogical

A

15%

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26
Q

What percentage of overextensions are mismatch

A

25%

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27
Q

What are Aitchinson’s 3 stages of lexical and semantic development

A

labelling
packaging
network building

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28
Q

What did Piaget emphasis with children’s language learning

A

that they are active learners

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29
Q

Name Piaget’s 4 stages of lexical development

A

Sensorimotor
pre-operational
concrete operational
formal operational

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30
Q

What is the Sensorimotor stage

A

0-2 years old
child experiences world through their senses
lexical choices tend to be concrete rather than abstract

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31
Q

What is the pre-operational stage

A

2-7 years old
language and motor skills become more complete
language is ego-centric

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32
Q

What is the concrete operational stage

A

7-11 years old

children begin to think logically about concrete events

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33
Q

What is the formal operational stage

A

11+ years old

abstract reasoning skills develop

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34
Q

What is a hypernym

A

a word that is general and can have more specific words under it

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35
Q

What is a hyponym

A

a more specific word within a category or under a hypernym

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36
Q

Name 3 reasons why it is hard for children to learn grammar

A

irregular grammatical structures
limited vocab
poor grammar of parents

37
Q

What does syntax allow children to do

A

order words and phrases

allows sentences to have different functions

38
Q

What does morphological grammar allow children to do

A

add inflections to create tense

39
Q

What is the difference between a free and bound morpheme

A

free - makes sense on its own

bound - doesn’t make sense on its own

40
Q

Explain the wug test by Jean Berko Gleaston

A

one wug two ? (wugs)
children can attribute suitable suffix’s to pseudo words
can be done in any language therefore universal

41
Q

What is mean length utterance

A

total number of morphemes divided by number of utterances

used because complexity of utterance is better represented by number of morphemes

42
Q

What are Roger Brown’s (1970) two word utterances

A

different combinations of two words that children use (look at table in chat)

43
Q

What did Brown (1970) look at

A

the u shaped development in correct use of comparatives and superlatives
found that children learn a rule, then over generalise a rule then learn the exceptions

44
Q

How does Chomsky link to the u shape theory

A

they say things that they dont learn from adults such as feetsies so much have their own understanding of grammar

45
Q

How many words makes the child in a telegraphic stage

A

3 or more words

46
Q

What stages did Bellugi (1966) suggest children ask questions in

A

1 - rising intonation (bedtime?)
2 - inversion of auxillary verbs (are you coming)
3 - ‘w’ questions (where, who)
4 - tag questions

47
Q

What order do children learn the w words in

A

What (want to learn things around you)
Where
Why
When (concept of time yet to come)

48
Q

What stages did Bellugi (1966) suggest children learn negations in

A

1 - no or not at the start of sentence
2 - no inside sentence
3 - attaches negative to auxiliary

49
Q

What does Bellugi’s negation stages not account for

A

doesnt account for inconsistencies and dialect variation

50
Q

What stages did Bellugi (1966) suggest children acquire pronouns in

A

1 - uses name rather than pronoun
2 - recognise object and subject differences but don’t use them consistently
3 - use correct pronouns consistently

51
Q

What are the stages in Brown’s grammatical development

A

holophrastic /one word
two word
telegraphic/three or more word
post telegraphic (noticing irregularities)

52
Q

Name 8 features of child directed speech

A 
higher pitch
more pronounced intonation
simplified vocab
repetition
shorter utterances/simplified grammar
concrete nouns 
exaggerated pauses 
childs name instead of pronouns
53
Q

Name 3 physical characteristics that support CDS

A

actions that accompany speech
more obvious lip and mouth movement
exaggerated facial expressions

54
Q

What does echoing mean

A

repeating what a child has said

55
Q

What does recasting mean

A

phrasing sentences in different ways such as making it a question

56
Q

What social factor can have an effect on CDS

A

differetn cultures

57
Q

What culture did LeVine (1992) look into

A

Kenyan mothers
found that they believe their children do not undertsand speech so do not interact with them or make eye contact until they are older

58
Q

What study did Vihman do in 2019

A

individual acquisition paths

59
Q

What does this study aim to show

A

that no two children acquire sounds or language at the same time

60
Q

What did Vihman suggest were the three main factors affecting different development paths

A

individual differences
linguistic input
physiology of infant vocal tract

61
Q

Why is the child an active learner in this study

A

as they learn language from their unique enironment

62
Q

What is a word template

A

cause of regression in accuracy of words

63
Q

What is locution

A

the literal meaning in pragmatics

64
Q

What is ilocution

A

the implied meaning in pragmatics

65
Q

What is perlocution

A

the perceived in prgamatics

66
Q

What are Hallidays 7 functions of child language

A 
instrumental
regulatory
interactional
personal
representative 
imaginative
heuristic
67
Q

What is instrumental function

A

fulfil a purpose

68
Q

What is regulatory

A

influence behaviours of others

69
Q

What is interactional

A

develop and maintain social relationships

70
Q

What is personal

A

convey opinions and identity

71
Q

What is representative

A

convey facts and info

72
Q

What is imaginative

A

creating an imaginary world

73
Q

What is heuristic

A

learn about the environment

74
Q

What did Vygotsky (1978) say about play

A

that social interaction with others is crucial for development

75
Q

What did Gray (1977) say about pretend play

A

that it can lead to vocabulary growth

76
Q

Which role did Vygotsky emphasis

A

the caregiver as the more knowledgable other (MKO)

77
Q

What does the MKO do

A

support and scaffold the child into the zone of proximal development (ZPD)

78
Q

What theory did Bruner (1957) come up with

A

social interactionalist theory

79
Q

What did Bruner believe

A

that lanuage is used to mediate between emotional stimuli and a persons response
that children must learn language themselves through making sense of their environment

80
Q

Who does Bruner go against

A

Chomsky

as Bruner is about environment and Chomsky is a a nativist

81
Q

What are Bruners three models of representation

A

enactive, iconic, symbolic

82
Q

Explain the enactive model

A 
active based (0-1 years)
witnessing actions and storing them in memory
83
Q

Explain the iconic model

A

image based 1-6 years

stored in the mind visually

84
Q

Explain the symbolic model

A 
language based (7+ years)
stored in the mind in symbols such as language
85
Q

What is Bruner’s scaffolding theory

A

builds on Vygotsky

believes that children need an adult to help them build on what they are learning

86
Q

What does Tomasello believe with language

A

we dont need an innate ability

we need to comprehend intention to learn language

87
Q

What is Tomasello’s usage based theory

A

According to this theory language structure emerges from language use, and children build their language relying on their general cognitive skills

88
Q

What are types of supportive language in CDS

A

re-casting and expansion

A Level English Language (4 decks)

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