Child Language - Theory Flashcards
(33 cards)
Michael Halliday’s Function of Language 1975 (Functional)
-The seven sections used to categorise child language.
Halliday’s Function of Language - Instrumental
-Where the child is aiming to fulfil a need.
Halliday’s Function of Language - Regulatory
-Child language used to control the behaviour of others.
Halliday’s Function of Language - Interactional
-Child language used to develop relationships with others.
Halliday’s Function of Language - Personal
-Used to express views and preferences.
Halliday’s Function of Language - Heuristic
-Used to explore the world around them by asking questions.
Halliday’s Function of Language - Imaginative
-Used to explore something creatively or during play.
Halliday’s Function of Language - Representational
-Used to exchange information.
Overextention - Rescorla 1980
-Occurs frequently when a child associates a word with many more things than it applies to.
-Can be grouped into three categories: Categorical Overextention, Analogical Overextention and Mismatched Statements.
Underextention - Rescorla 1980
-When a child uses a term to refer yo only one thing, but not to all of its meanings.
Categorical Overextention
-The name of one thing is extended to all members of the category.
-Makes up 60% of overextention.
Analogical Overextention
-When a word from one category is used for a similar thing in a different category.
-Makes up 15% of overextention.
Mismatched Statements
-Obscure ideas, where one word statements are used in relation to familiar contexts. (‘Ducks’ when looking at an empty pond).
-Makes up 25% of all overextention.
Nativism - Noam Chomsky 1959
-Believed the ability to use language is an innate ability for humans.
-Language Acquisition Device to refer to how the brain is wired.
-Objected to behaviourism.
-Cannot be proved or disproved.
-Shown in virtuous errors, over/under extension, resisting correction.
Interactional Theory
-States language is acquired through repeated interactions with other language users in social settings.
-To support this, Vygotsky created the Zone of Proximal Development (ZPD).
Zone of Proximal Development.
-Refers to what a child cannot do on their own but can do with the aid of an adult. This is shown in the second zone (Aided Ability).
Language Acquisition Support System - Bruner 1915
-Interested in the role that a child’s environment plays on their language development.
-Suggests certain features of caregiver language are vital for language development: Simplified grammar and meaning, shorter sentences, restricted sentence pattern, slower speech, use of proto words and sounds, high pitch, large number of questions, and high rising intonation.
-Attracting attention, asking a question. labelling it, responding to baby.
Lenneburg’s Critical Period Theory
-Believed the period from early infancy to puberty was essential to language development.
-If exposure to language is limited in early years then language may be very limited in later years.
Cognition - Jean Piaget 1980
-Believed children learn language by construction their own understanding of the environment via interaction.
-For example, before a child can describe whether something is bigger or smaller, they must first understand the concept of relative size: Seriation.
-Object Permeance, where a child is aware that an object exists even if they cant see it.
Piaget’s Stages of Concrete Development.
-The stages at which children learn and develop the ability to convey language.
The Sensorimotor Stage.
-Ages 0 to 2.
-can differentiate between themselves and objects.
-Begin to interact with their environment.
-Child remains egocentric.
-Begins to understand object permeance.
The Preoperational Stage.
-Ages 2 to 7.
-Can classify objects as a single feature.
-Learning to speak.
-Develop imaginative functions, language becomes symbolic.
-Remains egocentric.
-Struggles to understand other POVs.
The Concrete Operational Stage.
-Ages 7 to 11.
-Can think logically.
-Children can perform mental operations on concrete objects and situations, however they struggle with abstract concepts.
-Stop being egocentric.
-Understand other POVs.
-Halliday’s Functional Language.
The Formal Operational Stage.
-Ages 11 to Adulthood.
-Can think logically and abstractly. Can test hypothesise.
