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A2 English > Child Language Development > Flashcards

Child Language Development Flashcards

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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
Q

Analogically over expansion

A

Expanding the meaning of a word to other objects with similar features
For example
Four legged creatures
Calling every four legged creatures a dog

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26
Q

Mismatch or predicate statement

A

Expanding a word meaning to an object commonly associated with the word
For example
Only seeing snow on mountains
So calling snow mountain

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27
Q

Under extension

A

Minimising the meaning of a word to less objects
For example
Only calling spaghetti pasta and nothing else

28
Q

Overexpansion

A

Expanding the meaning of a word to multiple objects

29
Q

Communicative competence

A

The ability to form accurate and understandable utterances, using the grammar system, and to understand social context for using them.

30
Q

Proto words

A

‘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
Q

Holophrastic stage

A

The point in a child’s development when a child uses just individual words to communicate.

32
Q

Babbling

A

Vocal play that involves form vowel and consonant sounds, which can be reduplicated or variegated.

33
Q

Variegated babbling

A

Different sounds put together

E.g. Goo ga

34
Q

Telegraphic stage

A

Period of time when child puts three or more words together in a utterance, includes key words.

35
Q

Recast

A

The grammatically incorrect utterance of a child is spoken back to the child but in the corrected form.

36
Q

Addition

A

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
Q

Brown and Berko (1960)

A

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
Q

Two word stage

A

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
Q

Post-telegraphic stage

A

Period when a child’s language will include content and grammatical words and more closely resemble adult speech.

40
Q

Chomsky (1928)

A

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
Q

Critical periods

A

The age at which a child will be most receptive to learn language. (Genie)

42
Q

Mitigated imperative

A

A command is given disguised as a question.

E.g. Shall we get this homework done?

43
Q

The wug test - Berko (1958)

A

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
Q

Kroll’s (1981) preparatory stage of writing development.

A

18 months
Motor skills develop
Basics of the spelling system learned

45
Q

Kroll’s (1981) consolidation stage for writing development

A

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
Q

Kroll’s (1981) differentiation stage of writing development

A

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
Q

Kroll’s (1981) integration stage for writing development

A

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
Q

Barclays (1996) 7 stages of writing development

Stage 1 scribbling

A

Random marks which aren’t related to letters or words.
Developing motor skills needed for writing.
Often talk about what they’re writing.

49
Q

Barclays (1996) 7 stages of writing development

Stage 2 mock handwriting

A 
Children practice drawing shapes on paper (illegible)
Pseudo letters (letter-like) appear with drawings as the first sign of emergent writing.
50
Q

Barclays (1996) 7 stages of writing development

Stage 3 mock letters

A

Children produce random letters with no awareness of spacing or link between sounds and symbols

51
Q

Barclays (1996) 7 stages of writing development

Stage 4 conventional letters

A

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
Q

Barclays (1996) 7 stages of writing development

Stage 5 invented spelling

A

Most words are spelled phonetically, though simple and familiar words are spelled correctly

53
Q

Barclays (1996) 7 stages of writing development

Stage 6 appropriate spelling

A

Sentences become more complex as the child becomes more aware of standard spelling patterns.
Writing becomes more legible

54
Q

Barclays (1996) 7 stages of writing development

Stage 7 correct spelling

A

Most words are spelled correctly

55
Q

Maria clay

A

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
Q

Emergent literacy

A

Early children’s scribbles (clay)

57
Q

Clays 4 principles

A

Recurring
Directional
Generating
Inventory

58
Q

Clays recurring principle

A

When a child only knows a limited number of letters and use these repeatedly to create a message

59
Q

Clays directional principle

A

Reading and writing from left to right and then using a return sweep to repeat process

60
Q

Clays generating principle

A

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
Q

Clays inventory principle

A

A child begins to package knowledge together into lists of the letters and words that they know

62
Q

Yetta goodman (1896)

A

Researched children’s emergent print awareness and orders into 3 principles

63
Q

Goodmans functional principle

A

The notion that writing can serve a purpose and has a function for the writer

64
Q

Goodmans linguistic principle

A

The notion that writing is a system that is organised into words and letters and has directionality

65
Q

Goodmans relational principle

A

Children start to connect what they write with spoken words - understanding the alphabet system carries meanings

66
Q

Letter formation

A

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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