CLA speech

Question 1

What is the pre-birth stage?

Answer 1

A baby may be able to hear their mother’s voice 6 months before they were born

Question 2

What is the pre-verbal stage?

Answer 2

Cooing and babbling happens here (6-9 months old). It is a little different to crying but not yet making recognisable vowels and consonants

Question 3

What is the holophrastic stage?

Answer 3

Usually 12-18 months old. First word at 12 months usually. They convey a whole sentence worth of meaning with one word. Caregiver is relied on to interpret meaning

Question 4

What is the two word stage?

Answer 4

Occurs around 18 months. More precise utterances than holophrastic. Less need for non-verbal communication. Learn 2-3 words daily- begin to understand grammar. By 2 years old, they’ll be able to say 300 words, but they’ll be able to understand 3x that

Question 5

What is the telegraphic stage?

Answer 5

2 years old, children can put 3+ words together. Mostly comprised of content and grammatical words e.g. use ‘me’ instead of ‘I’ and ‘runned’ instead of ‘ran’

Question 6

What is the post-telegraphic stage?

Answer 6

Around 3 years old. Speech more like that of an adult. Contractions, verb inflections and formation of nouns is more accurate

Question 7

What is Piaget’s sensori-motor stage (stage 1)?

Answer 7

• Birth- 2 years old
• differentiation of self from objects
• achieves objects permanence
• realises things exist even when they aren’t seen

Question 8

What is Piaget’s pre-operational stage?

Answer 8

2-7 years old
- learns to use language and represent objects by images and words
- egocentric thinking
- classifies objects by a single feature

Question 9

What is Piaget’s concrete operational stage?

Answer 9

7- 11 years old
- can think logically about objects/events
- achieves conversation of number, mass, weight
- classifies objects according to several features

Question 10

What is Piaget’s formal operational stage?

Answer 10

11+ years old
- can think logically about abstract propositions and test hypotheses systematically
- becomes concerned with the hypothetical/future

Question 11

What is Bruner’s first stage?

Answer 11

Enactive/Action based- cognitive development during 0-1 years old. Involves witnessing action based on information and storing it in our memory like in movement- children are learning how to move

Question 12

What is Bruner’s second stage?

Answer 12

Iconic/Image based- visual information is stored in the mind (1-6 years old) in the form of images. Helpful to have diagrams/illustrations to accompany verbal information when learning

Question 13

What is Bruner’s third stage?

Answer 13

Symbolic/Language based- where information is coded for or symbolised, such as language when kids exceed the age of 7. It allows learners to develop the ability to think in abstract terms

Question 14

What is Cognitive (key thinker too)?

Answer 14

Language acquisition is part of a wider development of understanding that develops. Key thinker= vygotsky and piaget- children want/need to describe their environment and emotions

Question 15

What is Nativist (key thinker too)?

Answer 15

Humans have an inbuilt capacity to acquire language (language is innate). Key thinker= Chomsky- theorised children were born with a LAD (Language Acquisition Device)- rejects the LASS theory. Berko- Wug test (pseudo words- pluralisation)

Question 16

What is Behaviourist (key thinker too)?

Answer 16

Language is acquired through imitation and reinforcement. Key thinker= Skinner. Reinforcement can be positive (IRF) and negative. Skinner said babies were ‘empty vessels’ which language can be put into, without reinforcement, imitation won’t result in learning

Question 17

What is Social interaction (key thinker too)?

Answer 17

Language is acquired through interaction with adults. Key thinker= Bruner and vygotsky. Bruner coined the term LASS (Language Acquisition Support System).

Question 18

What did Vygotsky say about social interaction?

Answer 18

It is critical in developing understanding- “a child’s greatest achievements are possible in play, achievements that tomorrow will become her basic level of real action”

Question 19

What did Katherine Nelson find?

Answer 19

Approximately 60% of the words children acquired first were nouns used to name people, animals or things (tangible concepts)

Question 20

What letters are in the early 8 and what age is it?

Answer 20

M, b, j, (y), n, w, d, p, h by age 3

Question 21

What letters are in the middle 8 and what age is it?

Answer 21

T, (ng), k, g, f, v, (ch), (j) by age 4-5

Question 22

What letters are in the late 8 and what age is it?

Answer 22

(sh), th (as in thigh), th (as in thy), s, z, l, r, (zh) by age 6

Question 23

What was the Fis phenomenon?

Answer 23

Berko and Brown looked at the idea that children cognitively understand the word but just can’t pronounce it correctly e.g. a child said ‘my fis’ to which an adult replied ‘your fis?’ and the child said ‘no my fis’ meaning they knew the pronunciation was incorrect

Question 24

What are features of CDS (Child Directed Speech)?

Answer 24

• Higher, melodic pitch.
• More frequent and longer pauses.
• Slower and clearer speech.
• Repetition.
• Grammatically simpler sentences.
• More questions (including tag and known answer questions. We also provide the answers).
• Use of diminutives.
• Use of nouns rather than pronouns (“Mummy’s going now”).
• More frequent use of plural pronouns rather then singular pronouns.

Question 25

What did Berko say about father’s language compared to mother’s language?

Answer 25

• Fathers used more commands and teased children more
• Mothers used less complex constructions and were more sensitive and responsive to their children
• (outdated- 1975)

Question 26

What did Vygotsky say about CLA?

Answer 26

Vygotsky proposed that social interaction with others was crucial in developing understanding.

Question 27

What did Leslie Rescorla say about overheard speech?

Answer 27

It is no substitute for real human interaction, and would not help a child’s language development

Question 28

What did Garvey find?

Answer 28

Garvey considered the importance of play to language development – focused particularly on the value of pretend play, which can help vocabulary growth.

Question 29

What did Tripp find?

Answer 29

Considered the importance of play to language development, since children can learn from each other and have to work collaboratively in a way that does not occur in adult-child interactions. She also argued that imaginative play is critical for children to experiment with language in unfamiliar and different ways.

Question 30

What did Berko say in the Wug test?

Answer 30

Test used pseudo words (made up) to ensure the child had never heard them before. Showed that children could work out the plural form. 76% of 4- & 5- year olds got it right. Suggests children can understand grammar rules and can transfer them to other examples.

Question 31

What are interactional and personal functions (Halliday)?

Answer 31

• Interactional- used to develop relationships with others (e.g. telling a sibling you love them)
• Personal- used to express views and preferences (e.g. I don’t like it)

Question 32

What are the heuristic, imaginative and representative functions (Halliday)?

Answer 32

• Heuristic- used to explore the world around them (e.g. what you doing?)
• Imaginative- used to explore something creatively or during play
• Representative- used to exchange information- to give or receive information

Question 33

What are the instrumental and regulatory functions (Halliday)

Answer 33

• Instrumental- where the child is trying to fulfil a need (e.g. asking for food or drink)
• Regulatory- used to control the behaviour of someone (e.g. telling a caregiver where to sit)

Question 34

What are Vygotsky’s 2 stages of cultural development found in children?

Answer 34

First stage is when child observes interaction’s between those around them e.g. parents and adults
Second stage is when the child will develop the ability to communicate themselves

Question 35

What is a consonant cluster reduction?

Answer 35

Consonant clusters can be difficult to articulate, so kids reduce them to smaller units (e.g. pider for spider)

Question 36

What is addition?

Answer 36

Adding an extra vowel sound to the ends of words (e.g. horsey for horse)

Question 37

What is a virtuous error?

Answer 37

Syntactic errors made by young children in which the non-standard utterance reveals some understanding though incomplete of standard syntax (e.g. ‘Daddy goed to the shop today’ instead of ‘Daddy went to the shop again’)

Question 38

What is assimilation?

Answer 38

Changing one letter for another (as in the early plosive sounds ‘d’ and ‘b’) for example ‘gog’ and ‘dog’

Question 39

What is deletion?

Answer 39

Omitting the final consonant in words e.g. do(g)

Question 40

What is substitution?

Answer 40

Substituting one sound for another (especially the harder sounds that develop later such as ‘sh’) e.g. wock instead of rock)

Question 41

What is meant by reduplication?

Answer 41

Repeating a whole syllable to form a proto-word e.g. ‘dada’ and ‘mama’

Question 42

What is an MKO?

Answer 42

More knowledgeable other (usually older participant in an interaction)

Question 43

What is a ZPD?

Answer 43

A Zone of Proximal Development- the difference between what the learner can do without help and what they can achieve with help

Question 44

What is overregularisation?

Answer 44

Application of a principle of regular change or a word that changes irregularly- e.g. “comed” and “came”

Question 45

What is negative reinforcement?

Answer 45

Saying if they’re wrong/ not correcting them

Question 46

What is deletion of unstressed syllables?

Answer 46

Omitting the opening syllable of unstressed words e.g. “nana” for “banana”

Question 47

What is overextension?

Answer 47

Where a child uses a single word to label multiple different things in a manner that’s inconsistent with adult usage- e.g. I saw a dad at the park when seeing a man

Question 48

What is underextension?

Answer 48

Occurs when a child acquires a word for a particular thing and fails to extend it to the other objects in the same category using the word in a highly restricted/ individualistic way- e.g. when a child uses ‘duck’ to describe a toy duck off a bathtub

Question 49

What is a hypernym?

Answer 49

A word that’s more generic/ general and can have more specific words under it- e.g. kitchen utensils

Question 50

What is a hyponym?

Answer 50

A more specific words within a category or under a hypernym- e.g. ‘knife’, ‘fork’ and ‘spoon’

Question 51

What are some points ‘for’ cognitive?

Answer 51

• can’t grasp aspects of language until they are ready; stages of development support this
• produce utterances which increase in complexity as they work towards mastering a rule

Question 52

What are some points ‘against’ cognitive?

Answer 52

• with cognitive difficulties can still manage to use language beyond their understanding
• acquire language without having an understanding of it- especially in early stage of development

Question 53

What are some points ‘for’ nativism?

Answer 53

• create forms of language that adults do not use (overgeneralisation- e.g. I runned)
• resist correction/ make their own rules for language use
• experience same stages of develeopment at the same pace
• produce correct language when surrounded by ‘impoverished’ faulty adult speech

Question 54

What are some points ‘against’ nativism?

Answer 54

• stop overgeneralising and use language correctly e.g. irregular verbs
• need input to give them more skills than grammar e.g. pragmatic understanding

Question 55

What are some points ‘for’ behaviourism?

Answer 55

• imitation of accent and dialect
• learn politeness and pragmatic aspects of language
• repeat language they have heard around them and incorporate it into theirs

Question 56

What are some points ‘against’ behaviourism?

Answer 56

• do more than just imitate language and can form sentences that the have never heard of before
• hear ungrammatical spoken language- still can learn the correct language
• don’t seem to respond to correction
• aren’t always correct
• fis phenomenon

Question 57

What are some points ‘for’ social interaction?

Question 58

What are some points ‘against’ social interaction?

Question 59

What is expansion?

Answer 59

Caregiver elaborates on the utterance given by the child to make it more grammatically complete.

Question 60

What are recasts?

Answer 60

Caregiver repeats a child’s utterance but provides a correct version of what the child has said.

Question 61

What are mitigated imperatives?

Answer 61

A command is given but disguised in
the form of a question e.g. Are you going to eat your dinner then?

Question 62

What did Berko say about language used by fathers and mothers?

Answer 62

Fathers used more commands and teased more
Mothers used less complex constructions and were more sensitive and responsive to their children

Question 63

How can Berko’s theory be evaluated?

Answer 63

This research dates back to 1975 and there have been many cultural changes since then; male and female roles within the home have changed greatly.