Cla Flashcards
Piaget
Stages of congnitive development 1936
• sensorimotor (age 0-2): child egocentric, begins to interact with world and use sense/movement
• pre-operational (age 2-7): still egocentric, learning to speak and develop imagination, begin to think symbolically and question often
Halliday
Functions of child language 1975
• instrumental - fulfil a need e.g. drink
• interactional - builds relationships
• heuristic - question world around
• regulatory - control care givers behaviour
• personal - express own feelings
• imaginative - explore creativity during play
• representational - exchange information
Brown
MLU (mean length utterance) 1973
• 15-30 months - 1.75
• 28-36 months - 2.25
• 36-42 months - 2.75
Examples of CDS not being important
Kalui tribe 1984 in Papa New Guinea
Catherine Garvey
Play 1977
• play is important
• allows babies to develop heuristic and imaginative language (Halliday)
• allows babies to work collaboratively
Dr Casper Addyman
Babies prefer motherese (high energy, sing song tone)
However there is no evidence to suggest it develops babies language better
Eve Clark
Over and under extension
• over extension: more specific term used for a more general noun e.g. all men “daddy”
• under extension: think “car” only refers to mummy’s car
• proves that precise understanding comes after initial acquisition of a word
Clarke-Stewart
Study in 1973
• found that children whose mothers talked more had larger vocabularies
• shows that children are influenced by those around them
Katherine Nelson
Corrections 1973
• found that children at the holophrastic stage whose mothers corrected them on word choice and pronunciation actually advanced more slowly than those with mothers who were generally accepting
Berko and Brown
“Fis” test 1960
• spoke to a child who said fish as “fis”. Brown replied also with “fis”. Child said “no, fis” to which brown responded with “fish”. Child said yes “fis”
• study shows that babies do not hear themselves like they hear others and no amount of correcting will change this
Pinker
Supports Nativism 1994
• need to develop language is unique to humans
• instinctive like a spider’s ability to create a web
• innate ability in our brain
Bancroft
Turn taking 1996
• traditional games such as peekabo imitate turn taking
Bloom
Mummy sock study 1973
• proved that during the telegraphic stage, inflectional suffixs such as plural “s” and past tense “ed” are often absent
Mehler
Language recognition test 1988
• a study that proved a 4 day old french baby was able to distinguish French from other languages
Fitzpatrick
Heart rate of unborn baby 2002
• heart rate of a bay in the womb slows when it hears it’s mother’s voice
• suggests a calming, soothing influence
Skinner
Behaviorism 1957
• came up with operant conditioning
• positive and negative feedback
• supports Aristotle’s concept of “Tabula Rasa” (blank slate)
Bruner
LASS • Language Acquisition Support System • response to Chomsky's LAD • scaffolding • came up with CDS
Vygotsky
Interactionalism (ideas popularised in the 70’s)
• stressed the importance of doing and the usefulness of caregivers
• more knowledgeable other
• zone of proximal development
Chomsky
Nativism 60’s
• universal grammar
• LAD
• virtuous errors prove universal grammar
Tomasello
Usage based model 2003
• ability to develop language is socially driven (human pre-disposition to cooperate and collaborate)
• relies on the same cognitive processes and learning to walk and ride a bike
• identified that by age 9-12 months, children gain the ability to form patterns, language can only be learnt by being used
Sinclair and Coulthard
IRF 1975
• Initiation Response Feedback
Features of CDS
- higher or melodic pitch
- more frequent and longer pauses
- slower and clearer speech
- repetition
- grammatically simpler sentences
- more questions
- use of diminutives
- use of nouns rather than pronouns
- expansion - where the caregiver elaborates on the utterance given by the child
- recasts - where the caregiver may repeat a child’s utterance but provide a correct version e.g. “I runned” - “you ran?”
- mitigated imperatives
Jean Berko Gleason
Wug test 1958
• over 75% of children able to identify that the plural of one wug are “wugs”
• argued as proof of universal grammar as no child would have seen this example before
Investigation of male vs female caregivers 1975
• concluded that fathers tended to tease chldren more and use more commands
• the child was referred to the mother should any domestic arise
• study was over 40 years ago, often criticised as outdated
Stages of child language development
- pre-verbal: before speech
- non-verbal: non speech actions e.g. pointing (accessed at any stage)
- holophrastic: sounds that express meaning (often monosyllabic
- two word: two different sounds
- telegraphic: connective grammar introduced e.g. “apple I have”, knowledge of determiners, pronouns, plurality and tense is still limited
- post telegraphic: complete language
