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Bateman > CLA > Flashcards

CLA Flashcards

1
Q

Halliday 7 core functions that children use language for in the
order they acquire it:

A

Instrumental, Regulatory, Interactional, Personal, Heuristic, Imaginative, Representational

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2
Q

Instrumental

A
  1. the child needs something - for example, “want drink’ and
    ‘need toilet’. language that is used to fulfil a need, such as to obtain food, drink or comfort. This typically includes concrete nouns.
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3
Q

Regulatory

A
  1. the child wants something to happen - for example, ‘pass me
    juice’, ‘come here’. language that is used to influence the behaviour of others including persuading, commanding or requesting.
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4
Q

Interactional

A
  1. Interactional - the child interacts with others - for example,
    “doggy
    play?’, ‘love you mummy’. language that is used to develop relationships and ease interaction. This could include phrases like “I love you mummy” or “Thank you”.
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5
Q

Personal

A
  1. the child wants to express themselves - for example,
    “doggy good boy’, ‘me no like cheese’. language that expresses personal opinions, attitudes and feelings including a speaker’s identity.
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6
Q

Heuristic

A
  1. the child wants to learn about the world - for example,
    “what
    dog doing?’, ‘where dad going?’. language that is used to explore, learn and discover. This could include questions or a running commentary of a child’s actions.
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7
Q

Imaginative

A
  1. the child wants to be creative with language, including
    telling stories - for example,
    ‘me a doggy too! Woof woof!’, ‘one day
    when I was…’
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8
Q

Representational

A
    • the child wants to relay facts or request information - for example,
      ‘I am 2’ ‘dog is on sofa’
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9
Q

O’Grady

A

Children struggle to distinguish
between /r/ and /w/ up to the age of
7.

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10
Q

Berko and Brown 1960

A

demonstrates that perception of phonemes occurs earlier than the ability of the child to produce those phonemes. Children notice when caregivers make
mistakes but are unable to see that
they are making a mistake. A child
was saying ‘fis’ and when asked if
they meant ‘fis’, they said no, but
when asked if they meant ‘fish’, they
said yes. This also supports the nativist approach as it displays that a child’s brain articulates more than the child’s mechanics to pronounce the /h/ at the end of ‘fis’. They used the example of a caregiver asking the child ‘‘oh is this your fish’’ and the child responding saying ‘‘yes this is my fis’’ however the child never corrected themselves to say ‘fish’. This suggests that a child may know more in their brains than we think.

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11
Q

Rescorla

A

3 different types of

overextension: categorical, analogical and relational

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12
Q

Categorical overextension

A

the child applies a
label to everything in a
category. For example, ‘dog’ for
all animals

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13
Q

Analogical overextension

A

the child applies a
label to everything which is
physically or visually similar. For
example, ‘tomato’ for a ball.

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14
Q

Relational overextention

A

the child applies a
label which is in some form
related to the object. For
example, ‘pen’ for paper.

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15
Q

Belugi

A

The child fronts negatives, for
example, ‘no me go outside’ when
first learning to negate.

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16
Q

Lenneburg

A

Critical Theory Hypothesis 1967- There is a critical period for learning
language - after this point, it very
difficult to learn.

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17
Q

Behavourism

A

Children learn through positive and negative reinforcement. When a child says something right, their caregivers will praise them and when they say something wrong, they will tell them it’s wrong and correct them. Main theorist- Skinner

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18
Q

Interactionalism

A

Children are born with nothing (tabula rasa) and learn language from the social environment they are in - this includes caregivers providing support. Bruner

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19
Q

What did Bruner develop

A

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, we call this Child Directed Speech (CDS). argues that children do have an innate ability to learn and acquire language, but also require the interaction of other users of the same language to excel in their learning.

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20
Q

Child Directed Speech- Labelling

A

providing the label, for example, ‘that’s a ball’.

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21
Q

CDS- over-articulation

A

elongating vowel sounds, for example, ‘baby’s foooooooood’.

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22
Q

CDS- Echoing

A

repeating what the child says.

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23
Q

CDS- Expansion

A

repeating what the child said, but in a more linguistically
sophisticated way, for example, ‘doggy chew’ > ‘yes, that’s right, the
dog is chewing’. Word order is preserved. Result in syntactically more correct versions. Add meaning and provide evaluative feedback
-Perceived as cue to imitate
ex: C- Daddy eat.
A- Daddy is eating a cookie.

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24
Q

CDS-Expatiation

A

repeating what the child said but adding more information,
for example,
‘bottle cold’ >
‘yes, the bottle is cold, so I’ll warm it up for you’.

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25
Q

CDS- reformulation

A

repeating what the child says, but in a different way, for
example,
‘doggy tail wag’ > ‘is the dog wagging his tail?’. Adults reformulate ungrammatical utterances into what child means to say- errors identified and corrected. Word order changed but meaning preserved

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26
Q

Who supports Bruner- Snow

A 
Snow- Coined the term 'motherese' to describe the way mothers
talk to their children. This includes:
.
Higher pitch
Greater range of intonation
Frequent use of the interrogative and declarative
mood
Repetition of syllables and phrases.
Also fact that accents exist
27
Q

Support of Bruner- Bard and Sachs

A

Bard and Sachs - Case study of Jim - a boy with two deaf parents. They exposed him to TV and radio to hear language, but he didn’t learn how to speak. However, interactions with speech therapists allowed him to acquire language, thus
proving the importance of interaction.

28
Q

Challenges Bruner- Myszor

A

Myszor- CDS helps social development, but not linguistic development.

29
Q

What also challenges Bruner

A

Children produce utterances which abide to no grammatical structure. No caregiver would have said their
utterance, so there must be something external to
caregivers.

30
Q

Nativism

A

There is some form of in-built language learning device.

31
Q

Nativism Chomsky

A

he argues that children do not learn through imitation and that even
if they did, caregivers do not provide a good enough source of English - he calls this a poverty of stimulus. He argues that children have a Language
Acquisition Device (LAD) in their brains which helps them to acquire language and contains a set of rules about how to use grammar and that as children become more exposed to language, different parts of their LAD activate. He calls this Universal Grammar(some rules of
grammar are hard-wired into the brain, and manifest without being taught.) He furthers his theory by saying that children say things with mistakes that an adult would never have said, which means they
cannot be imitating. For example, “I threwed the ball’. He calls these virtuous
errors - errors where you can see why they have this wrong.

32
Q

In support of Nativism- Pinker

A

Pinker- When a child produces an utterance, almost every single
utterance is new - they cannot be imitating.

33
Q

In support of nativism- Pye

A

Pye- Cultures around the world raise children differently including some which don’t use CDS - yet they all learn to speak. This suggests there is something innate at play.

34
Q

Support of Nativism- Berko-Gleason

A

Berko-Gleason The Wug Test- There is one WUG. There are two…
The majority (75%) of child aged 4-5 were able to choose the
right ending.
This means therefore, that children do not learn through
imitation

35
Q

Support of nativism- Genie

A

Genie was a child who was abused until the age of 13 - shut
away and deprived of human contact. Linguists worked with
her, but since she had passed the critical period, she
couldn’t learn language. This suggests that there must be
some form of internal structure as caregivers were unable to
help Genie to acquire language.

36
Q

Nativism limits

A

there is no scientific proof that this exists. Chomsky based his theory
on his observations only.

37
Q

How can I spot nativism in data?

A

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

38
Q

Cognitivism-

What do they argue?

A

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

39
Q

Cognitivism- Piaget

A

he argues that until children learn the rule of object permanence
(things still exist when you can’t see them), they struggle to name things;
hence why children’s language starts to be acquired properly at around a year.

40
Q

In supprt of Cognitivism- Vygotsky

A 
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). He argues that the role of the
caregiver (or, as he describes, a More
Knowledgeable Other (MKO) is to fill
the cognitive gap.
41
Q

Limits of cognitivsm

A

However, children who have learning difficulties still manage to acquire lang

42
Q

Social constructivism-

What do they argue?

A

Children learn the rules of language and learn to construct it.

43
Q

Tomasello- social constructivism

A

children listen to language and find patterns and develop plans on
how language is used (schemas).

44
Q

Support of social constructivism- Braine

A

children learn to use slots and frames. As Tomasello says, these
schemas are developed from listening to adults. These could look like this:
When I want to talk about myself having completed an action:
1 + (SLOT)ed’

45
Q 
Katherine Nelson (1973) studied 18 children's first
words and found that they could be categorised
according to their function.
A

Approximately 60 per
cent of the words that children acquired first were
nouns. The other three categories were (verbs), modifiers (adjectives and adverbs) and personal and social words (words like
bye-bye, please and sorry).

46
Q

Under-extension examples

A

when a
child uses a more general word but will only apply
it to a very specific situation or thing. For example,
apple might be used but only applied to green
apples, not red ones. Another example might be the
word ‘car’ only being used to describe the car owned
by Mummy.

47
Q

What does over and under-extension show

A

Over- and underextension are factors that might
be considered when trying to explain language
acquisition. It could be argued that the ability to seek
connections and find similarities between words is a
sign of some kind of innate capacity to make sense
of language.

48
Q

What links to over and under-extension

A

Hypernym (fruit)

Hyponyms (bananas, grapes, pears, apples, blackberries, blueberries, strawberries.)

49
Q

Aitchinson

A

Once children expand their vocabulary they use network building to sort the words. An aspect of this stage is understanding hyponymy which occurs at around 18 months. Labelling, packaging, network-building

50
Q

Aitchinson, labelling

A

Linking words to the objects to which they refer Understanding that objects can be labelled

51
Q

Aitchinson Packaging

A

Exploring what labels can apply to. Over/under extension occurs in order to understand the range of a word’s meaning

52
Q

Aitchinson network-building

A

Making connections between words – understanding similarities and opposites in meanings. Synonyms, atonyms

53
Q

Communicative competence Dell Hymes, 1966!

A

Effective language acquisition means using the right language in the right context, and learning to interpret subliminal messages! Linguistic competence: knowing linguistic methods!
Sociolinguistic competence: understanding which register is appropriate for which
context!
Discourse competence: (ability to control all aspects of language for different modes and genres). Strategic competence: being able to recognise and repair communication breakdowns ! • A child must be “able to accomplish a repertoire of speech acts, to take part in speech
! events, and to evaluate their accomplishment by others.” (Hymes 1972, 277)!

54
Q

The Wug Test Berko-Gleason?

A

suggests children naturally knwo how to apply grammatical rules so supports nativism. Jean Berko’s wug study (1958)
This supports the nativist approach and discredits positive reinforcement.
She created made up words that children had never heard before, but they understood the plurals of them without having heard them first. It displays that children naturally understand this concept of plurals.

55
Q

Semantically contingent utterance

A

Retains focus or topic of previous utterance

56
Q

Pragmatically contingent utterance

A

Concurs with intent of previous utterance

57
Q

“it is not certain if children in cases of extreme deprivation have trouble learning language because they have missed their so-called “critical period” or if it is because of the extreme trauma they have experienced.”

A

Sampson (1997) that argues against critical period

58
Q

Braine

A
  1. Pivot schema, two word patterns
    Noted that at the two word stage, children seem to use patterns that revolve around certain key words
    Pivot scheme - ‘allgone’ acts as a pivot, and can be combined with a range of other words to create 2-word expression ‘allgone dinner’ ‘allgone milk’
59
Q

Ibbotson 2012

A

Constructions
Against innateness, against poverty fo the stimulus as thousands of words a day are spoken to a child
Learn mini-sentences ‘I want x’ ‘where’s x’ and then use pattern swapping equipment to substitute other words in. They look for similarities

60
Q

Tomasello 2003

A

Argues against language as a special ‘instinct’
Language acquisition is primarily social, co-operative and collaborative - pattern forming ability, look for children using language caregiver has used
Language relies on the same cognitive processes as other forms of learning e.g walking, drawing

61
Q

In support of Chomsky- Bickerton 1983

A

Conducted study of Hawaiien pidgin speakers - the pidgin grammar was fairly basic. When the next generation of the speakers were born, the grammar became more rich, corresponding to underlying grammatical principles of all global languages
Therefore this supports Chomsky’s universal grammar

62
Q

Aitchison 1983 (Puzzle-solving)

A

Puzzle-solving equipment’
Challenges Chomsky’s universal grammar
Refers to the mechanism humans have as a general purpose cognitive learning mechanism that spots patterns and makes contrasts

63
Q

Tomasello

A

PATTERNS, COGNITIVE PROCESS, TEMPLATES
Tomasello also rejected Chomsky’s theory of a L.A.D, rather he introduced a usage-based model.

He argued against language being a special ability, and said the ability to learn language is primarily social and relies on the same sort of cognitive processes as other types of learning e.g. walking.

By 1 year, a child can make use of a pattern forming ability, that allows them to learn about the different forms and uses of different word, and understand the intentional aspect of language.

Child uses a ‘bottom up’ approach. They build and use templates for grammatical structures based on sensory input and interaction with caregiver.

Bateman (16 decks)

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