Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

English Language > CLA > Flashcards

CLA Flashcards

You may prefer our related Brainscape-certified flashcards:
Proverbs and Idioms flashcards
1
Q

Holophrastic stage

A

-12-18 months
- earliest recognisable language
- one word can convey a complete idea or a large amount of meaning
- non verbal contextual clues are very important

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Holophrastic stage - key research

A
  • Bloom (2004)
  • noun bias (60% of infant early words are nouns) in early children’s vocabulary merely reflects the relative frequency of nouns in the vocabulary
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Holophrastic stage - pre verbal development - key research

A
  • Jean Aitchson (1997)
  • At about 18 months, a child will realise that every object, person or place has a word/label attached to it and therefore will develop a ‘naming insight’ (awareness and children making grammatical connections)
  • followed by ‘naming explosion’ when children develop new vocabulary in order to fill the gaps in their lexical knowledge
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Two word stage (18-24 months)

A
  • vocab explosion
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Behaviourist approach

A
  • Developed by Skinner
  • “Behaviour is shaped and maintained by its consequences”
  • children acquire language by imitating the speech of others and being rewarded for it.
  • when a child produces the words correctly, they’re praised through rewards.
    -if we doing something and it has good consequences, then we will do it again
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Behaviourist approach support - operant conditioning

A
  • method of learning that uses rewards and punishments to modify behaviour.
  • children copy words they’ve heard a parent say
  • they adopt that similar pronunciation
  • they adopt pragmatic features like politeness and colloquialisms from parents.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Behaviourist approach criticisms - Brown, Caazden and Bellugi

A
  • caregivers don’t correct language but use truthfulness
  • even if a child says something grammatically wrong but truthful, the caregiver will still give praise.
  • if the child says something grammatically accurate but untrue, the caregiver will respond negatively.
  • truth is more important than langauge accuracy
  • skinner is unaware that language use isn’t often corrected
  • therefore the behaviourist approach isn’t the most effective approach for CLA
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Behaviourist approach criticism - Jean Berko

A

-children figured out the final sentence that read “there are two wugs” even though they’ve never heard “wugs” so there was no evidence on imitation
-wug Test suggests that children can accurately apply linguistic rules that they have not heard or used before - so they haven’t been able to copy anyone
- children can’t hear things frequently enough to copy it.
- they learn grammatical rules like adding “s” to form plurals or “ed” to form a past tense this can be know as development milestones.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Behaviourist approach support - things to look for in data

A
  • adults explicitly modelling or teaching language and children responding
  • children imitating/repeating adults speech
  • children learning or repairing mistakes after correction from adults
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Behaviourist approach refuting- things to look for in data

A
  • children using speech they haven’t copied
  • children using non-standard language when adults use it in its standard ways
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Behaviourist approach criticisms - Chomsky

A
  • language used by adults when specking to children is “impoverished”.
  • we speak to them in a deficient way, not in formal standard English.
  • children would never learn to be adult speakers if they could only copy what adults said to them.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Behaviourist approach criticisms- Berko and Browns Fis Phenomenon

A
  • adult: this is your fis. Child: no- my fis. adult : oh your fish . Child: yes my fis
  • child can’t produce the phoneme (sh) but knows it’s different from the phoneme (s)
  • therefore the child can’t copy it even though he knows it.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Nativism

A
  • developed by Chomsky
  • the idea that children have an inbuilt ability to understand grammar
  • due to our a language acquisition device (LAD) in our brain which activates their linguistic development .
  • LAD enables children to listen to language being used and extract the rules of grammar from it.
  • the LAD also proposes that linguistic development in children is a natural process
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Nativism - universal grammar theory

A
  • all languages share a deep structure (nouns and verbs)
  • children are born with this knowledge
  • this is why children are able to develop language proficiency so rapidly
    -due to the language the child hears in daily life
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Nativism - virtuous error

A
  • supports LAD
  • mistakes child makes because it has learned the grammatical rules of English rather than exceptions
  • shows child is attempting to apply rules they’ve figured out
  • e.g ‘I swimmed’ shows that child has learned the ’ed’ past tense rule but doesn’t know that ‘swim’ is a strong verb
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Nativism support - LAD

A
  • explains the rapid speed with which children acquire language
  • the fact that all children acquire language in the same stages
  • how children can use and understand new sentences
  • the LAD will often resist corrections to their mistakes as the LAD is instructing them that their way of using language is correct and that the caregiver is wrong
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Nativism support - Isaac Slobin

A
  • claims human autonomy is specifically adapted for speech
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Nativism criticisms - grammar

A
  • sentences can be grammatically correct but still semantically meaningless.
  • learning grammar isn’t the same as using language
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Nativism criticism - ignores the role of language as a social phenomenon

A
  • you have to interact in order to learn
20
Q

Nativism criticisms - Genie

A
  • was locked up and put in isolation from a very young age
  • age of 13 she was unable to speak
  • therefore being a result of lack of interaction
  • suggest she doesn’t have the LAD
21
Q

Nativism criticisms- Eric Lenneberg

A
  • proposed the “critical period”, the age before which you must be exposed to language and social interaction or you will be unable to learn it
  • he suggested up to 5
22
Q

Nativism criticisms- John Macnamara

A
  • rather than having an in built LAD, children have an innate capacity to read meaning into social situations
  • that makes the, capable of understanding and learning language- not the LAD
23
Q

Cognitivism

A
  • Piaget
  • language acquisition is a part of a child’s wider cognitive development
  • children pass through a series of predictable developmental stages
  • learning language is a part of their progress
24
Q

Cognitivism - what is it a reflection of

A
  • the development of their language is a reflection of this wider development, not separate from it.
  • children only acquire an aspect of language once they have the cognitive skills necessary to understand the concept involved
25
Q

Cognitivism criticism - ungeneralisable

A
  • many people with language difficulties do not have poor cognitive development
26
Q

Cognitivism criticism - neglects the social function

A
  • cognitive theory only considers the role of language in conveying thoughts
  • it neglects the social function of language; its use to establish and maintain relationships
27
Q

Cognitivism support - child’s play

A
  • when children talk to themselves whilst playing or working at a task, suggest they’re making sense of something
28
Q

Cognitivism support - conception

A
  • children failing to use or understand language because they haven’t yet grasped the concept expressed by the language
29
Q

Cognitivism- object permanence

A

-children learn that objects continue to exist whether or not they can see or feel them
- before this they think objects stop existing when out of sight
- happens at about 18 months ( vocabs increase)

30
Q

Social interactionist

A
  • Bruner
  • language used by parents when talking to children (CDL) specifically designed to help children to learn
31
Q

Social interactionist- what do adults use ?

A
  • lots of repetition, single clauses sentences, concrete nouns when talking to very young children
  • repeated sentence frames “what’s this, what’s this”
32
Q

Bruner quote

A
  • “children learn to use a language initially to get what they want, to play games, to stay connected to those whom they are depending on”
33
Q

Social interactionist- CDL

A
  • LASS ( language acquisition support system)
  • higher pitch and exaggerated stress and intonation to keep the attention of the child
  • more imperatives and interrogatives to encourage the child to engage in a conversation
  • pauses between phrases, clause and sentences to give child time to absorb the speech
34
Q

Interactionist (Bruner) support - Clarke Stewart

A
  • research suggest that mothers who talk more have children with larger vocabularies
35
Q

Interactionist (Bruner) support - Esparza

A
  • suggested that infants who heard more IDS in one to one interactions at age 1 had larger vocabularies by age 2.
  • ids therefore helps with speech segmentation thereby leading babies to increase their vocabulary size more quickly
36
Q

Interactionist (Bruner) support - Weiyi mai

A
  • study on the made up words “modi and blick”
  • infants saw pictures of new objects they had been learning about and were asked to look at the blick
  • results showed that the babies who had been taught the words in IDS were successful in learning the new object-label pairings
  • but babies who had been taught in adult- directed speech did not show recognition of the new words
37
Q

Limits to Weiyi maid’s study

A
  • the words were not typical words of a child’s real language experience
  • infants are rarely taught words by adults, instead they learn words following repeated exposure overtime
38
Q

Catherine Laings research - onomatopoeic words

A
  • children learn onomatopoeic words very early on in development
  • Laing believes this because mothers produce onomatopoeic words with more salient features of IDS which is easier for babies to learn.
  • they produce them with much higher pitch, wider pitch and longer duration
39
Q

The weird problem

A
  • laings research was retrieved from English speaking participants
  • knowledge generated through linguistic research is based on participants from white, educated, industrialised, rich and democratic parts of the world
40
Q

Vygotsky’s scaffolding

A
  • adults provide scaffolding to help children form an utterance
  • adults start a sentence and allow a child to finish it when an utterance is incomplete
41
Q

Vygotsky - MKO

A
  • more knowledgable other
  • the adult acts as a MKO by supporting the child
  • the MKO helps the child move within the zone of proximal development ( the area just beyond what they can already do
42
Q

Post telegraphic stage

A
  • 3 years
  • content and grammatical words appear and utterances closely resemble adult speech
  • such complex understanding about subject and object positions within an utterance are embedded
43
Q

Inflectional functions

A
  • the way that an affix show’s grammatical category such as a verb tense or plural noun
  • changing the form of a word to express a particular grammatical function or attribute
  • child gains confidence with inflectional functions and understands the ways in which particular words might have different endings according to quantity, scale or time
44
Q

Journal of Neuroscience research

A
  • Writing in the Journal of Neuroscience, researchers recorded numerous hours of language data finding that children with more highly educated mothers were exposed to greater amounts of adult speech, and themselves produced more vocalisations.
45
Q

Dr Krishnan - reader in cognitive neuroscience against social interactionist

A

Krishnan noted individual differences in language ability are linked to genetics.

“Children who are exposed to more language at home and have higher myelination will also have inherited genes from parents who are more linguistically able. We need to test for this potential genetic effect before we can attribute it to the linguistic environment,”

English Language (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions