CLA stuff Flashcards
Development pre-birth
Babies start to recognise mothers voice and native language from 6 months pre-birth
Pre-verbal
ON AVERAGE:
-cooing starts at 2 months
-babbling starts at 6 months (small usage of vowels, you start to hear the babies native language)
Holophrastic stage
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
Two-word stage (in-between holophrastic and telegraphic stage)
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
Telegraphic stage
ON AVERAGE:
-Starts at 18 - 36 months (1.5 - 3 years old)
-Speech is laconic (brief, not accurate but efficient)
Post-telegraphic stage
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
Broca’s area
Responsible for language:
-Aphasia (form of dementia) come from deterioration/damage to Broca’s area
-Aphasia: reverse of langue development
Halliday’s functions - Instrumental
Expresses needs (includes crying)
Halliday’s functions - Regulatory
Tells others what to do; gives instructions
Halliday’s functions - Interactional
Uses language to form bonds/build relationships
Halliday’s functions - Personal
Expresses their own feelings, identity and opinion
Halliday’s functions - Heuristic
Uses language to gain knowledge on the environment through ASKING QUESTIONS
Halliday’s functions - Imaginative
Uses language to tell stories, make jokes and create imaginative environment
Halliday’s functions - Representational
Using language to relay facts and figures
Piaget’s stages - Sensorimotor
0-2 years:
-Egocentric - can’t understand others POV
-Object permeance starts appearing
Piaget’s stages - Pre-operational
2-6/7 years:
-Imaginative function
-Remains egocentric - can’t understand others POV
-Has full access to object permeance
Piaget’s stages - Concrete operational
6/7-11/12 years:
-Stops being egocentric - understands others POV
-Becomes capable of logical thought
Piaget’s stages - Formal operational
11-16+ years:
-Logical thought
-Abstract thinking
Skinner’s imitation theory (1957)
OPPOSITE TO CHOMSKY
-Children learn (language) through imitating others
-Negative reinforcement is stronger than positive reinforcement
Bruner’s LASS
-Language Aqcuisition Support System
-Children need care-giver to support their language development
Noam Chomsky
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’
Lev Vgotsky
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’
Sinclair and Coulthard (1973)
Initiation, response and feedback (IRF) structure:
-Games such as pika-boo help children to become familiar with adjacency pairs
Reduplication
Repeated syllables within a word (e.g. baa baa = blanket)
Diminutive
Reduction of an item through the way the word is created (e.g. doggie)
Addition
Adding an additional suffix to change the way the word is pronounced and interpreted (e.g. mummy vs mum)
Subsitiution
Swapping one sound for another which is easier to pronounce (e.g. fink instead of think)
Assimilation
Constantan or vowel is swapped for another (e.g. borry or lorry)
Deletion
Removing constantan or weak syllable (e.g. flying - flyin’)
Constantan cluster reduction
Reduces phonologically complex units into simpler ones (e.g. dis for dish)
Bellugi Pronoun Acquisition - stage 1
Uses names rather than pronouns
Bellugi Pronoun Acquisition - stage 2
Child has awareness of subject + object pronouns but does not use correctly
Bellugi Pronoun Acquisition - stage 3
Child correctly uses subject and object pronouns
Bellugi Negative acquisition - stage 1
Child places a negative at the beginning of the utterance (e.g. No like book)
Bellugi Negative acquisition - stage 2
Negative term moves into the middle of the utterance (e.g. me not going)
Bellugi Negative acquisition - stage 3
Child masters the ability to attach negatives to auxiliary/copula verb (e.g. I’m not going)
Bellugi Question formulation - stage 1
The use of rising intonation of single, then multiple words within an utterance to signify a question
Bellugi Question formulation - stage 2
Inversion of auxiliary verbs to signify a question (e.g. are you coming?)
Bellugi Question formulation - stage 3
Formulaic ‘wh-‘ questions (e.g. what, where, when)
Bellugi Question formulation - stage 4
Use of tag questions - comes last as they are used to support conversation rather than actual question
