CLA - written data Flashcards
what is babbling
6 - 8 months
= sounds produced are universal
= lacks all features of langauge other than phonology
= can recognise speech but are unable to form sentences
what is the holophrastic phase
= 9 - 18 months
= produce a small number of isolated single words
= overgeneralise to maximise effectiveness of communication
= assoicate one word with multiple meanings
= different word rules begin to be understood
what is the two word stage
= 18 - 24 months
= two word utterances which are usually in the form ‘noun - noun’ or ‘noun-verb’
= lexicon develops to about 50 words
what is the telegraphic stage
= 24 - 30 months
= develop at a much faster rate - grasped essentials of language
= ask lots of W questions
= unlikely to make word errors - sentences follow ‘subject - verb - object’
= rarely uses auxillary verbs
PROTO WORDS
= clusters of sounds that represent babys attempt to articulate specific words when motor coordination is still in the early stages of development
- vowel sounds are easier to produce therefore are often produced before consonants
JEAN BURKO AND ROGER BROWN
FIS PHENOMENON
- children can distinguish and hear more than they can say
- child can’t make the right sound but intend to hear the correct form from an adult
virtuous errors
= mistakes made by young children in which a nonstandard utterance reveals some understanding though incomplete, of standard syntax
e.g. substitution - child swaps more difficult consonant sound for an easier sounds
mutually exclusive assumptions
belief that an object cannot be two things at once
- children believe that objects can only really fit into one category
basic level assumptions - overextending
= once a child has recognised whar the noun refers to, they seem to understand that it also refers to objects with similar properties
- mistakes made shed light onto their thought processes to distinguish the differences
WUG TEST - JEAN BURKO
‘this is a wug’
‘wow there is another one. There are two of them. there are two___’
= harder to add -es ending such as in words like glasses or houses
- U shaped development
- starts high and then drops off as they start to apply the rule, then improve as they learn the exception
NETWORK BUILDING - JEAN AITCHISON
= cognitive abilities develop, will make a series of realisations that objects do not exist in isolation
3 stages:
> labelling - attaching words to objects
> packaging - trying to ascertain boundaries of label - likely to over or under extend
> network building = identifying connections between objects
SKINNER
= considered free will an illusion and human action dependent on consequences of previous actions
- SKINNER BOX = analyse behaviour of animals
- 1967 theory of behaviourism suggests that children are conditioned to learn language
- positive = receiving praise and negative reinforcement = removal of something in order to strengthen a behaviour
SKINNER - BEHAVIOURISM
- children learn language through their environment and consequences of their actions
- positive reinforcement = attention would increase the frequency of vocalisation
- suggested child wouldnt progress after babbling unless parent conditioned behaviour
- imitation of their caregivers speech sounds
CHOMSKY
- nativism = ability to learn language is innate within a child’s brain
- argued that children do not acquire language through imitation
- children do make grammatical mistakes when learning to speak
- will only hear narrow range of langauge from parents yet are able to understand and produce correct utterances quickly = POVERTY OF STIMULUS
CHOMSKY - L.A.D
= language acquisition device
- hypothetical tool in the human brain that lets children learn and understand quickly
EXPLAINS
- the speed at which children learn
- children from different cultures pass through the same stages of development
- existence of grammatical features are common to most/all languages
CHOMSKY - CRITICISMS
- theory only applied to European languages, and didn’t take into account the western world, such as japanese
- BARD AND SACHS - studied son of deaf parents - although he watched and listened to tv/radio, his development was delayed until he attended speech therapy
= shows you need a form of INTERACTION
JEAN PIAGET
= placed great importance on the value of education of children
= focused on how humans make meaning in relation to the interaction between experiences and ideas
- considers intellectual development, mental abilities and skills = childs thought process changes and develops as they get older
BLANKET AND BALL STUDY - PIAGET
= examined object permanence - ability to recognise that an object exists even if you cannot actually see it
- capacity to form a mental representation of object
= theorised that a child can only learn the names of objects once they reallise they permanently exist
zone of proximal development
VYGOTSKY = believed that collaborative play is essential to childrens learning - stages consist of 1 - cant do 2 - can do with help 3 - can do MKO = more knowledgeable other = helps the child move throughout the stages
theory of sociocultural influences
= believed that childrens sociocultural environment plays an important role in cognitive development
= depends on interactions with adults, cultural norms and circumstances
theory of cognitive development - private speech
= children use language to control their own behaviour - learn the rules of their culture and begin to engage in private speech
- talk to themselves out loud and as they grow older, give themselves more instructions on how to behave
criticims of cognitive development
BOWER AND WISHART = used a lab experiment to study infants - instead of piaget blanket study, they waited for child to reach out for object, turning out lights so the object was no longer visible
- infrared camera = continued to reach for up to 90 seconds after light went off
- had up to 3 minutes to complete = plausible that they completed the task by accident e.g. due to the distress of lights going off
jerome bruner
- built on Chomsky’s idea of nativism - emphasising the social and interpersonal nature of language
- research began through his own early research on sensation and perception
- developed the LASS - language acquisition support system
LASS - language acquisition support system
scaffolding = adults provide the child with conversational material and patterning
proto-conversations = basic form of scaffolding, before the child can function as an effective producer of language - can include non-verbal responses
framing = controlling the agenda of a conversation or making utterances that allow children to fill in the blanks
recasting = rephrasing and extending of a child’s utterance
what is child directed speech
= use high pitched elongated words in an exaggerated manner with lots of facial expressiveness
- substitute difficult sounds for easier ones
- proper nouns instead of pronouns
- accentuates new information
culture and its effect on childrens language
- differences between middle class mothers vs kenyan how they communicate with their children
- kenyan = rarely make eye contact with children, only responding to vocalisations or distress - RICHMAN, MILLER, LEVINE 1992
> belief that babies cannot understand speech and is then senseless to talk to them before they are older LEVINE 2004
MICHAEL HALLIDAY
= claims that children acquire certain language as it serves certain purposes or function
= comes under a childs pragmatic development - concerning social situations and relationships
- seven functions
what are michael hallidays seven functions
instrumental regulatory interactional personal representational heuristic imaginitive
HART AND RISLEY 1995
in low SES families, parent-child interaction tended to involve directives being given to the child
in higher SES background families the parent-child interaction tended to be more conversational.
= These are likely reasons why children from lower SES perform worse on standardized vocabulary tests than children from middle SES backgrounds. The study also demonstrated that the size of a child’s vocabulary could be based on experience and not necessarily attributed to an inherent language learning difficulty.
