Children's spoken language development Flashcards

1
Q

When does the vegetative state occur, and what are its features?

A

0-4 months, reflex crying noises

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2
Q

When does the cooing stage occur, and what are its features?

A

3-6 months, open-mouthed vowel sounds

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3
Q

When does the babbling stage occur, and what are its features?

A

6-12 months, repeated consonant vowel sounds and combinations of these eg. gagagagaga

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4
Q

When does the proto-word stage occur, and what are its features?

A

9-12 months, babbling seems to match actual words therefore is a grey area between pre-verbal and grammatical stages

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5
Q

When does the holophrastic stage occur, and what are its features?

A

1 year, Using one word to signpost things, includes more complex and functional aspects of language

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6
Q

When does the two-word stage occur, and what are its features?

A

Around 18 months, two word utterances that make up mini sentences, beginnings of syntax

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7
Q

When do a child’s first recognisable words usually appear?

A

12 months (holophrastic)

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8
Q

What happens once a child reaches 18 months old?

A

They have a productive vocabulary of around 50 words that they can say, but understand many more

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9
Q

What happens when a child reaches 24 months old?

A

Most children will have a 200 word productive vocabulary

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10
Q

What happens when a child reaches 36 months old?

A

Most children will have a 2000 word productive vocabulary

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11
Q

How did Nelson (1973) classify the early words of children?

A

Naming words, action words, social words and modifying words - largest category was naming words, with around 60% of a child’s first 50 words being nouns

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12
Q

What does Bloom (2004) argue about the noun bias in children’s early vocabulary?

A

The noun bias merely reflects the relative frequency of nouns in the language (nouns outnumber verbs by about 5:1 in most dictionaries

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13
Q

What is overextension?

A

Applying a label to more referents than it should, eg. saying ‘sea’ for any body of water - children have a limited productive vocabulary

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14
Q

What patterns did Saxton (2010) observe?

A

Food and drink, family, animals, body parts, clothing, vehicles, games and routines, toys, familiar objects, actions, descriptions, sound effects

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15
Q

What is underextension?

A

When a label only covers a narrow extent of a word’s meaning eg. can recognise a banana IRL but not in a book

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16
Q

What forms of overextension did Rescorla (1980) note?

A

Categorical overextension, analogical overextension, mismatch or predicate statements

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17
Q

What is an example of a categorical overextension?

A

‘Apple’ is used to refer to any round fruit

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18
Q

What is a hyponym?

A

A word whose meaning is included in the meaning of another eg. apple is a hyponym of fruit

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19
Q

What is a hypernym?

A

A word to name a broad category that includes other words eg. hypernym ‘fruit’ includes the hyponym ‘apple’

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20
Q

How often were Analogical overextensions found in Rescorla’s research?

A

15% of cases

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21
Q

What is an analogical overextension?

A

relates to the function or perception of an object eg. a scarf may be labelled a cat when a child strokes it

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22
Q

How often were mismatches / predicate statements found in Rescorla’s research?

A

25% of cases

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23
Q

What is a mismatch / predicate statement?

A

Statements that convey abstract information eg. pointing at a doorway and saying ‘cat’, because the cat normally sits there

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24
Q

What three stages did Aitchison (1987) identify in children’s acquisition of words?

A

Labelling, packaging, network building

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24
Q

What is labelling (Aitchison, 1987)?

A

Associating sounds with objects, linking words to things, understanding the concept of labels

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25
Q

What is packaging (Aitchison, 1987)?

A

Exploring the extent of the label (when over and under extensions occur most frequently)

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26
Q

What are the common phonological errors?

A

Addition, deletion, reduplication, substitution, consonant cluster reduction, deletion of unstressed syllables, assimilation

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26
Q

What is network building (Aitchison, 1987)?

A

Making connections between the labels they’ve developed, understanding similarities and opposites, relationships and contrasts

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27
Q

What is addition?

A

Adding an extra vowel sound to create a CVCV structure eg. doggy

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28
Q

What is deletion?

A

Leaving out the last consonant of a word eg. mouse - mou

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29
Q

What is reduplication?

A

Repetition of particular sounds and structures eg. choochoo

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30
Q

What is substitution?

A

One sound is swapped for another eg. wabbit

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31
Q

What is consonant cluster reduction?

A

Turning tricky consonant clusters into smaller units eg. dry - dy

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32
Q

What is deletion of unstressed syllables?

A

Removal of an entire syllable eg. pyjamas - jamas

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33
Q

What is assimilation?

A

When substitution occurs as a result of the words around it eg. great doggy - great goggy

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34
Q

What is MLU?

A

Mean length of utterance

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35
Q

What does MLU take into account?

A

Words, number of morphemes

36
Q

What and when is the telegraphic stage?

A

2-2.5 years, utterances contain three or more words, key content words are used whereas grammatical function words are omitted eg. where daddy gone?

37
Q

What’s missing in the telegraphic stage?

A

Auxiliaries and modals, articles and prepositions, morphology (eg. verb conjugating)

38
Q

What and when is the post-telegraphic stage?

A

Missing grammatical words from the telegraphic stage start to appear, clauses begin linking to make longer sentences

39
Q

Ursula Bellugi and David McNeill (1960s-70s) - rules applied to the creation of negatives and questions

A

Where to place the negative word / clitic morpheme, how to invert syntax of subject and verb

40
Q

What features start to appear in the post-telegraphic stage?

A

Prepositions, auxiliary verbs, articles / determiners, tenses, aspects, voice, phrases

41
Q

How does pragmatics govern our interactions?

A

Turn taking, paying attention to positive and negative face needs, politeness

41
Q

What are the virtuous errors?

A

Morphology, pluralisation, conjugation

42
Q

Who formulated the wug test?

A

Jean Berko Gleason (1958)

43
Q

What were the findings of the wug test, and what does it show?

A

76% of four to five year olds formed a regular pluralisation, 97% of seven year olds formed a regular pluralisation, illustrates unconscious systemisation of language

44
Q

What are two defining features of human language?

A

Displacement (referring to things beyond immediate surroundings) and Abstraction (terms become reference points for ideas beyond what they are)

45
Q

Alex + the Avian language experiment

A

Alex the African Grey Parrot communicated in a holophrastic sense, made up of loose combos of words, but didn’t master any particular sense of grammar

46
Q

Who outlined nativism?

A

Chomsky (1959)

47
Q

What does Chomsky argue in his nativism argument?

A

The language that babies hear is not a useful model (poverty of stimulus) and can produce utterances never heard before, therefore there must be some innate language faculty

48
Q

Who outlined behaviourism?

A

BF Skinner (1957)

49
Q

What does Skinner argue in his behaviourism model?

A

Children’s language is the same as any other conditioned behaviour in the animal world - children hear language and are either positively or negatively reinforced, and this selective reinforcement conditions words, phrases, and utterances towards full adult speech through repetition

50
Q

Arguments against behaviourism

A

Children would never hear virtuous errors but still produce them therefore base their language off of rules they’ve intuited, language learning is incredibly complicated during a period where cognitive faculties are underdeveloped, children appear to learn language in a systematised order around the world (universal grammar)

51
Q

What is Chomsky’s Language Acquisition Device (LAD)?

A

The in-built facility for grammar, which kicks in when a child is exposed to their native language - over-generalisations eg. plurals + past tense suffixes are evidence of this working

52
Q

Saxton (2010)’s perspective on language acquisition

A

Grammar may be one of the many mental achievements acquired by general-purpose cognitive learning mechanisms - these mechanisms may be the ability to spot patterns, follow logical orders etc. therefore not language-specific

53
Q

How did Aitchison (1983) argue against Chomsky’s views?

A

We have mental ‘puzzle-solving equipment’, rather than a language-specific mechanism

54
Q

How do contemporary linguists argue against Chomsky?

A

The language environment of a child provides much richer data than Chomsky acknowledged, parents and caregivers interact with children to provide context, in-built facility may be linked to understanding and development rather than purely language

55
Q

What did Gerome Bruner (1983) theorise?

A

Parental input and ‘scaffolding’ should be emphasised to help a child develop skills

56
Q

What did Bruner notice when formulating his LASS?

A

The activity of children is hugely social and communicative, and interaction between adults an infants (games, non-verbal communication) builds the structure of a language before they learn to communicate verbally

57
Q

What is Bruner’s Language Acquisition Support System?

A

Language is acquired through conversation and its various codes

58
Q

What does Bruner argue about the relationship between the LAD and LASS?

A

In principle, the LASS directly opposes the LAD, but the two co-operate and interact to ‘allow children to enter the linguistic community and the culture to which the language gives access.’

59
Q

What does the Interaction Model focus on?

A

Language directed by caregivers to children

60
Q

What roles did Vygotsky view language as having?

A

Communication + basis of thought

60
Q

What are the characteristics of the Interaction Model?

A

More pronounced intonation of key syllables and morphemes, simplified vocabulary, repeated grammatical frames, shorter utterances, tag questions to initiate turn-taking, ‘recasting’ errors to make them grammatically accurate

61
Q

Why was basis of thought seen as a useful role of language by Vygotsky?

A

it’s a helpful tool for understanding - language facilitates the understanding of difficult concepts and not the other way around

62
Q

What did Vygotsky say was important to co-constructing the world through knowledge and language?

A

A More Knowledgeable Other (MKO)

63
Q

What is the importance of ritualised scenarios to Interactionists?

A

Children ‘learn their lines’ and develop turn-taking skills, with parents then recasting to refine and expand vocab and utterances

64
Q

How can the interactionist model be criticised?

A

Some cultures eg. Samoa and Papua New Guinea don’t have child-directed speech

65
Q

Which theorists found a positive correlation between CDS at an early stage and subsequent educational / linguistic achievement?

A

Wells (1986), Hart and Risley (1995), Thiessen et. al (2005, Henrichs (2010)

66
Q

What is the construction-based approach?

A

The use of ready-made chunks of language that can be used productively to express many ideas

67
Q

How does Ibbotson (2012) contribute to the construction-based approach?

A

Young children learn very logical patterns eg. where’s X, more X, I want X - X is a slot in a broader frame, and children can use these to build more abstract constructions by analogising exemplars

68
Q

How does the construction-based approach differ from the nativist model?

A

The focus is on real language, as used between parents and children - the language environment is rich, and children pick up chunks of language and adapt them rather than picking up individual words and combining them

69
Q

What is Piaget (1964)’s and Vygotsky (1934)’s cognitive approach?

A

CLA is part of wider development of understanding the world around them - a child cannot linguistically articulate a content that he/she does not understand

70
Q

What study did Deb Roy (MIT) carry out?

A

Human speechnome project - surveilled his son 24/7 from birth to three years old to observe language development

71
Q

What did Deb Roy find in his human speechnome project?

A

He and his wife unconsciously simplified their language, then made it more complicated as their child’s speech developed

72
Q

Example of a change that Deb Roy observed during the human speechnome project

A

/gaga/ meant water before the child’s speech developed - Roy would use this until the child learnt otherwise

73
Q

What did Tecumseh Fitch (UVienna) highlight?

A

The larynx of a chimpanzee pulls down on the vocal cavity, allowing sound to exit from the mouth - if talking was wholly anatomical, animals could talk as their vocal tracts can reconfigure

74
Q

What did Cathy Price (UCL) study?

A

Left side of the brain for language, front for speech, right for understanding - speech issues could then be matched in stroke victims to brain activity and damage therefore she is responsible for mapping the language brain

75
Q

What did William Fifer (Columbia) study?

A

Measured newborn brain activity using a set of electrodes

76
Q

What did Fifer find?

A

babies respond to a mother’s voice differently to other linguistic stimuli, and learn in-utero, therefore we’re attuned to the sound of speech since birth

77
Q

What did Gary Morgan study?

A

He studied Christopher, who speaks 20 languages

78
Q

What were the findings of Morgan’s study of Christopher?

A

Christopher memorised newly taught words in a central Mexican language in 10 minutes, therefore innate ability?

79
Q

What did Ofer Tchernikovski study?

A

Zebra finches

80
Q

How did Tchernikovski carry out his study?

A

Isolated zebra finches during development to find out if they’d develop a sound

81
Q

What were the findings of Tchernikovski’s study?

A

The isolated finches did not develop sound. beyond a croak, and the sons of the isolated birds learnt the deficient song BUT each new generation improved the song until it became more and more species-like therefore innate?

82
Q

What did Faraneh Vargha-Khadem (UCL) study?

A

The linguistic abilities of family members both with and without speech problems

83
Q

what did Khadem find?

A

Part of chromosome number 7 was broken off and mutilated in family members - this was called FOXP2

83
Q

What did Simon Kirby (Edinburgh) find?

A

Language happens as a blind process of transmission

84
Q

What did Mark Pagel (Reading) find?

A

The birth of language coincided with proliferation of man-made objects 50,000 years ago, therefore language developed as a way to divide roles and tasks

85
Q

How did Simon Kirby carry out his study?

A

Used a made-up language to label alien fruit, and asked participants to recall these words and match them to the fruit - BUT the input by one group of participants dictated the labels of the fruit for the next participants

86
Q

What does Kirby’s study show?

A

Language gains structure and order over time, despite beginning randomly