child spoken lang - ages and stages Flashcards
4 phases of the pre-verbal stage
- vegetative
- cooing
- babbling
- protoword
1st phase of the pre-verbal stage
0-4 months
vegetative
relfex sounds that the baby cannot control
e.g. crying
2nd phase of the pre-verbal stage
4-7 months
cooing
random patterns of open-mouthed vowel sounds
e.g. ooooooo aaaaa
3rd phase of the pre-verbal stage
6-12 months
babbling
random patters of vowels and consonants
e.g. baba mama dada
babies learn that some of these sounds (mama) get a positive reaction so reproduce them
4th phase of the pre-verbal stage
9-12months
proto-word
words/sounds made by the baby that only the care-giver understands
e.g. boo to mean balloon
6 features of phonetic development
- deletion
- subsitution
- addition
- reduplication
- consonant cluster reduction
- deletion of unstressed syllables
what is the deletion feature in the development of phonetics
babies miss out consonants at the end of words
e.g. ca not cat
what is the subsitution feature in the development of phonetics
babies subsitute one sound for another
e.g. tip not ship
what is the addition feature in the development of phonetics
babies adding extra vowel sounds onto the ends of words
e.g. doggie not dog
what is the reduplication feature in the development of phonetics
babies repeating whole syllables
e.g. mama
what is the consonant cluster reduction feature in the development of phonetics
babies missing out consonants when they are grouped together in a word
e.g. pider not spider
what is the deletion of unstressed syllables feature in the development of phonetics
babies miss out any unstressed syllables
e.g. nana not banana
what is the holophrastic stage
when a child is around the age of 12-18 months they start to learn their first proper words
katherine nelson
looked at the first 50 words babies say and put them into 4 categories
1. naming things - nouns (60%) - ball, dog, juice
2. words requesting action/event- verbs - up, down, give
3. modifiers - adjectives - allgone, nice, more
4. phatic - personal/social words - hi, bye, yes, no
what is rich interpritation
a parent/care-giver using rich interpretation to try and understand a babies holophrase and what it means, and respond accordingly.
what is semantic development
when a child learns their first few words, they learn that some noises are special or produce a reaction. children learn that some things get grouped together, but children make up their own groupings and do not follow adult ones. the child will apply a word to a child category and then refine the word until it matches with an adult category.
- overextension
- underextension
what is overextension
when a child uses a word to a bigger category than an adult would e.g. calling all men ‘daddy’
when is underextension
when a child uses a word to refer to a smaller category than an adult would e.g. ‘mummy’ is only their mum and no one else has a mummy
what is the two-word stage
around 18 months of age
children learn that you can put together a two word utterance that signals a link/relationship between the words
pivot word = can be modified by many open-words and you can attach it to lots of open words
open = you attach to a pivot word
(you cannot tell which is the open/pivot word until it has been repeatedly used in a text)
5 types of two-word utterances
- conjunction - putting two words together e.g. cup glass (cup and a glass)
- description - one describes another e.g. teddy yellow (the teddy is yellow)
- locating - showing where something is e.g. daddy garden (daddy is in the garden)
- possession - one thing belongs to another e.g. daddy hat (daddy’s hat)
- subject/object - one thing acts upon another e.g. mummy book (mummy is reading a book)
4 key features of the telegraphic stage
- questions
- negative sentences
- tenses
- determiners
when does the telegraphic stage occur
typically around the ages of 2-3, and lasts one year
explain questions development in the telegraphic stage
- before the TS, children ask questions through the rule of increasing their inotonation (pitch) at the end of a word e.g. ‘TedDY?’
- at the start of the TS, children learn the interrogative pronouns e.g. who, what, where, when, why. but they do not pair these pronouns with a copular/auxillary verbs
- children then learn to pair the pronouns and verbs e.g. where IS daddy?
- children then learn the rule of inversion for questions: in a statement, it goes subject then verb, in a question it goes verb then subject
explain negative sentences development in the telegraphic stage
- before the telegraphic stage, children put the negators at the start/end of utterances e.g. no want dinner
- children then learn to put these negators into the middle of utterances e.g. i want no dinner
- children then learn to pair these negators with an auxillary verb, but can get it wrong e.g. he don’t want dinner
- children learn the auxillary consistently e.g. he doesn’t want dinner
explain tenses development in the telegraphic stage
- children speak in the simple present tense before the TS e.g. i go
- children then learn the present progressive by adding an inflection of the auxillary verb to be e.g. i am going
- children then learn the past tense through coppying adults and applying the +ed inflections onto verbs, but create mistakes by over-applying this rule onto strong verbs e.g. i goed.
- children then learns the exceptions to the past tenses inflections for strong verbs e.g. i went
explain determiners development in the telegraphic stage
children learn to use determiners accurately and consistently in the TS, these include
1. articles e.g. definite/indefinite
2. demonstrative determiners e.g. this that these those
3. enumerative adjs e.g. more some one two
4. possessive determiners e.g. his hers
when does the post-telegraphic stage occur
around the age of 3
children speech begins to sound more like adult speech as they start to use grammatical words that where previously omitted from their speech.
features of the PTS
virtuous errors
overgeneralisation
what is a virtuous error
a good error in speech a child makes that would be a mistake in adult speech, but shows that the child is learning a rule sensibly and following a logical order.
e.g. children learn the rule of bound morphemes before they learn the rule of exeptions e.g. past tense +ed inflection doesnt apply to strong verbs
what are bound/free morphemes in the PTS
morpheme = smallest parts of words, all words are made up of morphemes
free morpheme = a part of a word that can stand alone and makes sense without a bound morpheme
bound = attach to a free morpheme to add meaning to it
what is overgeneralistion
an example of a virtuous error
when a child learns a rule and applies that rule to all words, which would be considered a mistake in adult speech
e.g. adding the +ed past tense inflection to strong verbs
