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Child Language Development Flashcards

1
Q

What is the holophrastic stage also known as?

A

One word stage

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2
Q

Holophrastic stage

A

12-18 months
Speaking first words in one word utterances.
Groups of words may be learned as a single unit.

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3
Q

Holophrases

A

Children convey more complex messages in single words.

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4
Q

Productive vocabulary

A

Child knows a certain number of words but can understand more than they can say.

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5
Q

Nelson

A

Identified 4 categories: naming, action, social and descriptive

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6
Q

Bloom

A

Observed that two word utterances that can have much more complex meanings.
E.g. Mummy sock
These utterances are ambiguous as they don’t have inflectional affixes to show they’re possessive or plural.

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7
Q

Saxton

A

Identified common patterns of vocabulary

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8
Q

Aitchinson

A

Identified 3 stages in children’s acquisition of words and their meanings: labelling, packaging and network building.

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9
Q

What’s occurs during the pre birth stage of language development?

A

Baby can recognise mothers voice, their ear bones have formed.
Babies responded more positively to its native language than others

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10
Q

What did Mehler 1988 find

A

When 4 day old babies heard their native language, they sucked their dummies more strongly than when hearing foreign languages.

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11
Q

What do babies learn within the first two months of life?

A

Turn taking patterns, communication by crying, parents can identify different types of cry even in foreign languages.
Babies also learn how to control air flow in order to make a noise.

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12
Q

6-8 weeks of age

A

Cooing stage. Cooing, gurgling, velar sounds and vowel sounds. Research suggests sounds like “coo”, “goo” and “ga-ga” gives babies better control of their vocal chords.

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13
Q

Language development at 2-4 months.

A

Tones of voice, tounge moves horizontally and vertically, vocal chords and lips strengthening.

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14
Q

Language development 6-12 months?

A

Babbling stage. Involves re duplicated monosyllables, phonemic expansion, phonemic contraction, gliding and pragmatic development. This continues for a few months after they learn to speak. Consonant and vowel combinations are produced, language resembles adult conversation. Sounds have no reference to meaning.
Adults were able to identify baby babbles from their own country.

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15
Q

How does intonation change at the babbling stage?

A

Varies in order to reflect their patterns of speech.
Expression changes to reflect emotion.
Able to understand some words parents are speaking.

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16
Q

What occurs at 1 year of age?

A

Children begin speaking their first word.

Variegated babbling occurs after reduplicated babbling. Variation in consonants and vowel sounds produced.

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17
Q

Reduplicated babbling

A

Repetition of vowel and consonant sounds.

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18
Q

What are the phonological features of CDS.

A
  • Slower and clearer pronunciation
  • More pauses between sentences and phrases are used
  • Higher pitch
  • Exaggerated intonation and stress
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19
Q

What are the lexical features in CDS.

A
  • Simpler and more restricted vocabulary.
  • Use of the diminutive form
  • Language used referring to objects in immediate environment
  • Recasting
  • Use of supportive language
  • Adults expanding upon childrens utterance
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20
Q

Recasting

A

Using different ways to explain things or reinterpreting what the child said.

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21
Q

What are the grammatical features of CDS.

A
  • Simple constructions (tenses, verbs, sentence structure)
  • Lots of imperatives
  • High degree of repitition
  • Lots of questions and tag questions
  • Personal pronouns used instead of typical pronouns
  • Phillips found an average sentence length of 3.7 words compared to 8.4 in adults.
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22
Q

What were the 7 features Brown (1973) observed occurred regularly?

A

1) -ing
2) Plural - s
3) Possessive - ‘s
4) Definite articles - “the”, “a”
5) Past tense - ed
6) Third person singular verb ending - s
7 Auxiliary - “be”

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23
Q

What are resorcia’s 3 types of over expansion?

A

Categorical
Analogical
Mismatch or predictate statement

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24
Q

Categorical over expansion

A

Over expanding the meaning of a word to other objects within a category.
For example fruit
Calling every piece of fruit an apple

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25
Analogically over expansion
Expanding the meaning of a word to other objects with similar features For example Four legged creatures Calling every four legged creatures a dog
26
Mismatch or predicate statement
Expanding a word meaning to an object commonly associated with the word For example Only seeing snow on mountains So calling snow mountain
27
Under extension
Minimising the meaning of a word to less objects For example Only calling spaghetti pasta and nothing else
28
Overexpansion
Expanding the meaning of a word to multiple objects
29
Communicative competence
The ability to form accurate and understandable utterances, using the grammar system, and to understand social context for using them.
30
Proto words
'Made up' words that a child will use to represent a word they might not yet be able to pronounce, for example, 'ray rays' for 'raisins'.
31
Holophrastic stage
The point in a child's development when a child uses just individual words to communicate.
32
Babbling
Vocal play that involves form vowel and consonant sounds, which can be reduplicated or variegated.
33
Variegated babbling
Different sounds put together | E.g. Goo ga
34
Telegraphic stage
Period of time when child puts three or more words together in a utterance, includes key words.
35
Recast
The grammatically incorrect utterance of a child is spoken back to the child but in the corrected form.
36
Addition
Adding an additional suffix to the end of an word in order to change the way in which the word is pronounced and interpreted (e.g. Dolly, mummy)
37
Brown and Berko (1960)
Supports the theory that children can hear the correct pronunciation of words but are unable to articulate phonemes accurately or differentiate them, themselves.They found that a child rejected their parents articulation of the noun 'fish' as they continued to say 'fis' even after being corrected.
38
Two word stage
Children are being to understand grammar for the first time since they are demonstrating an understanding of the relationship between the two words used.
39
Post-telegraphic stage
Period when a child's language will include content and grammatical words and more closely resemble adult speech.
40
Chomsky (1928)
Introduced the concept of Language Acquisition Device, which went against the idea that the brain is a blank canvas. Chomsky suggested the brain is programmed with the ability to learn language and understand grammar and syntax.
41
Critical periods
The age at which a child will be most receptive to learn language. (Genie)
42
Mitigated imperative
A command is given disguised as a question. | E.g. Shall we get this homework done?
43
The wug test - Berko (1958)
Made up words like 'wug' were used to ensure the fairness of the test. Berko found that children are often able to deduce what the plural of a noun would be (76% of 4 and 5 year olds responded correctly. Suggests that children have an ability to understand grammar rules and transfer them to other examples.
44
Kroll's (1981) preparatory stage of writing development.
18 months Motor skills develop Basics of the spelling system learned
45
Kroll's (1981) consolidation stage for writing development
6-8 years Writing is similar to how children speak Use of colloquialisms Use short declarations and familiar conjunctions like "and" Finishing a sentence is difficult Ideas are expressed as sentences with little punctuation
46
Kroll's (1981) differentiation stage of writing development
Age 8-mid teens Awareness of different conventions of spoken/written language Understand different genres Work becomes more structured using guides and frameworks More complex grammar and sentence structures Punctuation becomes more accurate and consistent
47
Kroll's (1981) integration stage for writing development
Mid teens upwards Writing becomes more accurate, wider vocab and more accurate spelling. Understanding that style can change with audience and purpose Narrative and descriptive skills improve. Characters, plot and setting develop Develop a personal writing style which continues to develop through adulthood
48
Barclays (1996) 7 stages of writing development | Stage 1 scribbling
Random marks which aren't related to letters or words. Developing motor skills needed for writing. Often talk about what they're writing.
49
Barclays (1996) 7 stages of writing development | Stage 2 mock handwriting
``` Children practice drawing shapes on paper (illegible) Pseudo letters (letter-like) appear with drawings as the first sign of emergent writing. ```
50
Barclays (1996) 7 stages of writing development | Stage 3 mock letters
Children produce random letters with no awareness of spacing or link between sounds and symbols
51
Barclays (1996) 7 stages of writing development | Stage 4 conventional letters
Children start matching sounds with symbols - writing letters that match the sounds being heard or spoken. Words are rarely spaced. Initial consonants to represent words (e.g h for horse) are used.
52
Barclays (1996) 7 stages of writing development | Stage 5 invented spelling
Most words are spelled phonetically, though simple and familiar words are spelled correctly
53
Barclays (1996) 7 stages of writing development | Stage 6 appropriate spelling
Sentences become more complex as the child becomes more aware of standard spelling patterns. Writing becomes more legible
54
Barclays (1996) 7 stages of writing development | Stage 7 correct spelling
Most words are spelled correctly
55
Maria clay
Created term emergent writing. Identified key principles that children adopt in early writing Ideas remain relevant and influential today Researched in 1970s, so can only be applied to contemporary literary practices
56
Emergent literacy
Early children's scribbles (clay)
57
Clays 4 principles
Recurring Directional Generating Inventory
58
Clays recurring principle
When a child only knows a limited number of letters and use these repeatedly to create a message
59
Clays directional principle
Reading and writing from left to right and then using a return sweep to repeat process
60
Clays generating principle
When a child begins to realise the limit of letters to use, but that thee can be mixed and matched in different ways. Child recognises that there are patterns used to create a message
61
Clays inventory principle
A child begins to package knowledge together into lists of the letters and words that they know
62
Yetta goodman (1896)
Researched children's emergent print awareness and orders into 3 principles
63
Goodmans functional principle
The notion that writing can serve a purpose and has a function for the writer
64
Goodmans linguistic principle
The notion that writing is a system that is organised into words and letters and has directionality
65
Goodmans relational principle
Children start to connect what they write with spoken words - understanding the alphabet system carries meanings
66
Letter formation
Physical dexterity, hand eye coordination and fine motor control is need to make shapes recognisable. Packaging letters Using capital and lower case letters

A2 English (8 decks)

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