CLA stuff

Question 1

Development pre-birth

Answer 1

Babies start to recognise mothers voice and native language from 6 months pre-birth

Question 2

Pre-verbal

Answer 2

ON AVERAGE:
-cooing starts at 2 months
-babbling starts at 6 months (small usage of vowels, you start to hear the babies native language)

Question 3

Holophrastic stage

Answer 3

ON AVERAGE:
-Starts at around 12 - 18 months old (1 - 1.5 years old)
-Child conveys a whole sentence with one word (holophrase)
-Majority of communication relies on non-verbal such as face and gestures to convey meaning

Question 4

Two-word stage (in-between holophrastic and telegraphic stage)

Answer 4

ON AVERAGE
-Starts when the child is 18 months old (1.5 years old)
-When they have acquired 50-100 words
-When a child starts to use two word utterances - ‘mummy sit’
-Cognitive change takes place, ‘naming explosion’/’vocabulary boom’, where the child can gain 2-3 new words per day
-‘Naming explosion’ only occurs if the child is exposed to new words

Question 5

Telegraphic stage

Answer 5

ON AVERAGE:
-Starts at 18 - 36 months (1.5 - 3 years old)
-Speech is laconic (brief, not accurate but efficient)

Question 6

Post-telegraphic stage

Answer 6

ON AVERAGE:
-Starts after 36 months (3 years old)
-Child is still acquiring new words
-Correct grammar and shifting phrase (able to form both active and passive voice)
-Starts conversation and turn-taking
-Combining clause structure by using coordinating (‘and’, ‘but’) and subordinating (‘because’, ‘although’) conjunctions

Question 7

Broca’s area

Answer 7

Responsible for language:
-Aphasia (form of dementia) come from deterioration/damage to Broca’s area
-Aphasia: reverse of langue development

Question 8

Halliday’s functions - Instrumental

Answer 8

Expresses needs (includes crying)

Question 9

Halliday’s functions - Regulatory

Answer 9

Tells others what to do; gives instructions

Question 10

Halliday’s functions - Interactional

Answer 10

Uses language to form bonds/build relationships

Question 11

Halliday’s functions - Personal

Answer 11

Expresses their own feelings, identity and opinion

Question 12

Halliday’s functions - Heuristic

Answer 12

Uses language to gain knowledge on the environment through ASKING QUESTIONS

Question 13

Halliday’s functions - Imaginative

Answer 13

Uses language to tell stories, make jokes and create imaginative environment

Question 14

Halliday’s functions - Representational

Answer 14

Using language to relay facts and figures

Question 15

Piaget’s stages - Sensorimotor

Answer 15

0-2 years:
-Egocentric - can’t understand others POV
-Object permeance starts appearing

Question 16

Piaget’s stages - Pre-operational

Answer 16

2-6/7 years:
-Imaginative function
-Remains egocentric - can’t understand others POV
-Has full access to object permeance

Question 17

Piaget’s stages - Concrete operational

Answer 17

6/7-11/12 years:
-Stops being egocentric - understands others POV
-Becomes capable of logical thought

Question 18

Piaget’s stages - Formal operational

Answer 18

11-16+ years:
-Logical thought
-Abstract thinking

Question 19

Skinner’s imitation theory (1957)

Answer 19

OPPOSITE TO CHOMSKY
-Children learn (language) through imitating others
-Negative reinforcement is stronger than positive reinforcement

Question 20

Bruner’s LASS

Answer 20

-Language Aqcuisition Support System
-Children need care-giver to support their language development

Question 21

Noam Chomsky

Answer 21

OPPOSITE TO SKINNER
-Introduced idea of Language Acquisition Device (LAD):
-Human brain is ‘programmed’ with the ability to learn language and an ability to learn grammar
-When children try to apply regular grammar rules to irregular verbs, he calls it ‘virtuous error’

Question 22

Lev Vgotsky

Answer 22

Focus’ on how children learn through ‘doing’ with a ‘more knowledgeable other’ (MKO)
-‘Zone of proximal development’ is what develops language:
-Reinforcing what is already known and adding more (e.g Kid: ‘there is a flower’, MKO: ‘yes, there is a big yellow flower’

Question 23

Sinclair and Coulthard (1973)

Answer 23

Initiation, response and feedback (IRF) structure:
-Games such as pika-boo help children to become familiar with adjacency pairs

Question 24

Reduplication

Answer 24

Repeated syllables within a word (e.g. baa baa = blanket)

Question 25

Diminutive

Answer 25

Reduction of an item through the way the word is created (e.g. doggie)

Question 26

Addition

Answer 26

Adding an additional suffix to change the way the word is pronounced and interpreted (e.g. mummy vs mum)

Question 27

Subsitiution

Answer 27

Swapping one sound for another which is easier to pronounce (e.g. fink instead of think)

Question 28

Assimilation

Answer 28

Constantan or vowel is swapped for another (e.g. borry or lorry)

Question 29

Deletion

Answer 29

Removing constantan or weak syllable (e.g. flying - flyin’)

Question 30

Constantan cluster reduction

Answer 30

Reduces phonologically complex units into simpler ones (e.g. dis for dish)

Question 31

Bellugi Pronoun Acquisition - stage 1

Answer 31

Uses names rather than pronouns

Question 32

Bellugi Pronoun Acquisition - stage 2

Answer 32

Child has awareness of subject + object pronouns but does not use correctly

Question 33

Bellugi Pronoun Acquisition - stage 3

Answer 33

Child correctly uses subject and object pronouns

Question 34

Bellugi Negative acquisition - stage 1

Answer 34

Child places a negative at the beginning of the utterance (e.g. No like book)

Question 35

Bellugi Negative acquisition - stage 2

Answer 35

Negative term moves into the middle of the utterance (e.g. me not going)

Question 36

Bellugi Negative acquisition - stage 3

Answer 36

Child masters the ability to attach negatives to auxiliary/copula verb (e.g. I’m not going)

Question 37

Bellugi Question formulation - stage 1

Answer 37

The use of rising intonation of single, then multiple words within an utterance to signify a question

Question 38

Bellugi Question formulation - stage 2

Answer 38

Inversion of auxiliary verbs to signify a question (e.g. are you coming?)

Question 39

Bellugi Question formulation - stage 3

Answer 39

Formulaic ‘wh-‘ questions (e.g. what, where, when)

Question 40

Bellugi Question formulation - stage 4

Answer 40

Use of tag questions - comes last as they are used to support conversation rather than actual question