child language development a02

Question 1

what are the five stages of spoken language development

Answer 1

pre-verbal
holophrastic 
two word stage 
telegraphic stage
post telegraphic stage

Question 2

] Pre-verbal stage: cooing

Answer 2

Cooing begins from about 2 months old. The baby experiments with the noises that can be made

Question 3

Pre-verbal stage:babbling

Answer 3

Variegated babbling emerges slightly later and involves variation in the consonant and vowel sound being produced. E.g. daba, manamoo.

Question 4

Holophrastic stage

Answer 4

The holophrastic stage is when the child produces their first word that they used to convey meaning.

Question 5

What consonants develop first

Answer 5

Plosives generally like /b/ /p/ /d/ while they develop fricatives later. Becauseof ease of articulation.​

Question 6

What is meant by communicative competence?​

Answer 6

When a child reaches a stage when they can fully comprehend and uselanguage, including an awareness of context.​
​

Question 7

Diminutives

Answer 7

Blankie for blanket
Or
Doggie for dog

Reason for use: ease of articulation

Question 8

Phonological Features in CLD:

Substitution

Answer 8

The process of swapping onesound for another (that is easierto pronounce)
fink

Question 9

Phonological Features in CLD: assimilation

Answer 9

Saying the same sound in place of twodifferent sounds in the same word –assimilation.
goggie

Question 10

Deletion (final consonant or weak syllable)

Answer 10

Omitting a phoneme in word

flyin

Question 11

Consonant cluster reductions

Answer 11

Reducing phonologically more complex unitsinto simple ones – from two or moreconsonants down to one.
Spoon –>poon

Question 12

The Two-word stage

Answer 12

At around 18months a child will start to put two words together to articulate something to their caregivers
At this stage they begin to understand the rules of grammar as they use 2 words and begin to see the relationship between them.
This stage is also described as the vocabulary spurt or naming explosion phase. After a child has learnt about 50 and 100 words

Question 13

Telegraphic stage

Answer 13

At around 2, a child will move from just producing two words together to producing longer and ‘more complete’ utterances.

As a result of this, children at this stage will include content words and omit grammatical words. They may say things like this:

‘me going on trip’ as opposed to ‘I am going on a trip

Question 14

‘me going on trip’?​

Answer 14

Demonstrates awareness of syntax – word order is accurate (SVO)

However, the child hasused the object pronoun‘me’ as thesubject asopposed to‘I’​ which is the subject pronoun.

Grammatical function words omitted:
the auxiliary verb ‘am’ and indefinitearticle ‘a’

Question 15

] Post telegraphic stage

Answer 15

By the age of 3, a child’s speech will become more like adult speech.
Grammatical words will begin to emerge; longer sentences with both content words and grammatical words.

Question 16

Behaviourism: Skinner

Answer 16

Children learn through positive and negative reinforcement.

Question 17

positive reinforcement

Answer 17

When a caregiver reinforces language either by encouraging the child through praise when they say something ‘correct’

Question 18

negative reinforcements

Answer 18

Discouraging a child to use ‘incorrect’ version by gesturing no, repeating what they say but correcting it or simply telling them that it is incorrect.

Question 19

Behaviourism: limitations

Answer 19

A huge part of learning language is the learning the rule of grammar.
In this process children apply or over apply rules and create unsuccessful utterances
These cannot have been acquired through negative or positive reinforcement.
Children are often unable to repeat what an adult says.
Parents are more concerned about the truth value of their child’s speech as opposed to the grammar –
skinner tested on rats
Roger brown u bend theory virteous errors are needed to learn that their are exceptions

Question 20

Behaviourism: how to apply to data

Answer 20

Look for where the caregiver positively or negatively reinforces language
Parent corrects or praises the child
‘Well done’
Affirmative response ‘yes that’s right’
Negation ‘no that is not the right thing to do’
Child imitates (repeats what the parent is saying) without understanding

Question 21

Nativism: Chomsky Nativism: Chomsky

Answer 21

Belief that there is an innate, in-built language learning device that have from birth that enables us to learn how to speak and use language.

Question 22

poverty of stimulus

Answer 22

Caregivers do not provide a good source of English and therefore this lead to a poverty of stimulus.

Question 23

Language Acquisition Device (LAD)

Answer 23

His main theory is that children have a Language Acquisition Device (LAD) in their brains which enables them to develop and acquire language. It contains a set of rules about to use grammar. When children become more expose to language, this activates parts of their LAD.

Question 24

Universal Grammar.

Answer 24

The rules of grammar coded in the LAD, he calls Universal Grammar.

Question 25

virtuous errors

Answer 25

He explains that children make mistakes with language that they will never have hear from their parents i.e. ‘I threwed the ball’ therefore they could have picked this up learnt this through imitation.
He calls these virtuous errors – as it is understandable why they have been used. Grammatical rules have been extended and used on irregular verbs.

Question 26

Nativism: Pinker

Answer 26

Proposed that when a child produces an utterance, almost every single time the utterance is new.
Therefore, it could not have been acquired through imitation.

Question 27

Nativism: Pye

Answer 27

Cultures around the world vary and raise children differently.
Some don’t use CDS (Child directed speech) yet they all learn to speak.
This shows that there must be something innate about process of acquiring language.

Question 28

Nativism: Berko-Gleason and The Wug Test

Answer 28

The experiment was used to test whether children memorise words and their endings or whether they extract the rules they know about word endings (inflections) to other words.

75% of children aged 4-5 were able to choose the right ending.
This supported the view that children did not learn through imitation as the word was made up. But rather they had an innate system of grammatical rules.

Question 29

Nativism: The Genie case study

Answer 29

Genie was a child who was severely neglected and abused until the age of 13
She had no exposure or contact with humans. She had been deprived of this.
Linguists worked with her to help her learn language.
But because she passed the critical period, she couldn’t learn language like children normally do – particularly in terms of grammar.
This supported the nativist view that language cannot be acquired through imitation and that their must be an internal structure.

Question 30

Nativism: Limitations

Answer 30

There is no scientic proof for Chomsky’s theory
He based his theory solely on his observations.
Hedid not study real children. The theory relies on children being exposed to language but takes no account of the interaction between children and their carers. Nor does it recognise the reasons why a child might want to speak, the functions of language.

However, Pinkerhas developedChomsky’s original theory and it isreceivedwell in the academic world.

Question 31

Nativism: How to apply to data

Answer 31

Children resisting being corrected OR children which accept correction and then revert back again.
Mistakes with inflections.
Children making virtuous errors.
Correct application of syntax.

Question 32

Social Interactionism Theory: Bruner

Answer 32

Language exists for the purpose of communication and can only be learned in the context of interaction with people who want to communicate with you.
Children are born with nothing and learn language from the social environment they are in – this includes caregivers providing support.

Question 33

Language Acquisition Support System (LASS)

Answer 33

Bruner developed the concept of the Language Acquisition Support System (LASS) which is designed for caregivers to scaffold and support a child’s language to help them get it correct. When using language to talk to a child, this is called ‘Child Directed Speech (CDS)’

Question 34

CDS includes

Answer 34

CDS includes: labelling, over-articulation, echoing, expansion , expiation, and reformulation.

Question 35

Interactionalism: Bruner

labelling

Answer 35

Labelling – caregivers providing a label ‘this is a ball’ that is a net’

Question 36

Over-articulation bruner

Echoing

Answer 36

Over-articulation – elongation vowel sounds – baby’s fooood

– repeating what the child is saying

Question 37

expansion bruner

Answer 37

Expansion – repeating what a child is saying but in a more linguistically specialised way. Taking basic utterances and making them more specialised: child: doggy chew -> caregiver: yes, that’s right, the dog is chewing.

Question 38

Expatiation bruner

Answer 38

repeating what the child said but adding more information for example – child: bottle cold -> caregiver: yes, the bottle is cold so I will warm it up.

Question 39

Reformulation bruner

Answer 39

repeating what the child says, but in a different way, for example: child: doggy tail wag -> caregiver: is the dog wagging his tail

Question 40

Snow interactionalists

Answer 40

Coined the term ‘motherese’ to describe how mothers talk to their children. This includes:
Higher pitch, greater range of intonation, frequent use of interrogative and declarative sentences, repetition of syllables and phrases

Question 41

Bard and Sachs

inter

Answer 41

Case study of Jim a boy with 2 deaf parents. They exposed him to TV and radio to hear language but he didn’t learn how to speak. With interactions with speech therapist he was able to acquire language.

Question 42

Trevarthen

Answer 42

studied the interaction between parents and
babies who were too young to speak. He concluded that the turn-taking structure of conversation is
developed through games and non-verbal communication long before actual words are uttered.

Question 43

Cognitivism: Piaget

Answer 43

Children need to be cognitively adept to talk about things; they cannot express what they do not understand.

Question 44

object permanence

Answer 44

Piaget argues that until children learn the role of object permanence (things still exist when you can’t see them) – they struggle to name things; hence why children properly acquire language at around 1 year.

Question 45

Cognitivism: Vygotsky

Answer 45

Children have a cognitive deficiency – they need to understand things and have a gap of knowledge. He calls this the Zone of Proximal Development (ZPD).

Question 46

ZPD

Answer 46

describes the area between what a child can already do and that which is beyond their reach. It is the area into which a caregiver might enable the child to progress by offering the necessary support or scaffolding to facilitate learning.

Question 47

More Knowledgeable Other (MKO)

Answer 47

He argues that the role of the caregiver (or, as he describes, a More Knowledgeable Other (MKO) is to fill the cognitive gap.

Question 48

Cognitivism: limitations

Answer 48

Children who have learning difficulties still manage to acquire language

Question 49

Cognitivism and what to look for in data

Answer 49

Children who are struggling to say something they are unlikely to understand
Caregivers explaining something to children