CLA - written data

Question 1

what is babbling

Answer 1

6 - 8 months
= sounds produced are universal
= lacks all features of langauge other than phonology
= can recognise speech but are unable to form sentences

Question 2

what is the holophrastic phase

Answer 2

= 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

Question 3

what is the two word stage

Answer 3

= 18 - 24 months
= two word utterances which are usually in the form ‘noun - noun’ or ‘noun-verb’
= lexicon develops to about 50 words

Question 4

what is the telegraphic stage

Answer 4

= 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

Question 5

PROTO WORDS

Answer 5

= 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

Question 6

JEAN BURKO AND ROGER BROWN

Answer 6

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

Question 7

virtuous errors

Answer 7

= 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

Question 8

mutually exclusive assumptions

Answer 8

belief that an object cannot be two things at once

- children believe that objects can only really fit into one category

Question 9

basic level assumptions - overextending

Answer 9

= 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

Question 10

WUG TEST - JEAN BURKO

Answer 10

‘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

Question 11

NETWORK BUILDING - JEAN AITCHISON

Answer 11

= 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

Question 12

SKINNER

Answer 12

= 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

Question 13

SKINNER - BEHAVIOURISM

Answer 13

• 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

Question 14

CHOMSKY

Answer 14

• 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

Question 15

CHOMSKY - L.A.D

Answer 15

= 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

Question 15

CHOMSKY - CRITICISMS

Answer 15

• 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

Question 16

JEAN PIAGET

Answer 16

= 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

Question 17

BLANKET AND BALL STUDY - PIAGET

Answer 17

= 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

Question 18

zone of proximal development

Answer 18

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

Question 19

theory of sociocultural influences

Answer 19

= believed that childrens sociocultural environment plays an important role in cognitive development
= depends on interactions with adults, cultural norms and circumstances

Question 20

theory of cognitive development - private speech

Answer 20

= 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

Question 21

criticims of cognitive development

Answer 21

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

Question 22

jerome bruner

Answer 22

• 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

Question 23

LASS - language acquisition support system

Answer 23

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

Question 24

what is child directed speech

Answer 24

= 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

Question 25

culture and its effect on childrens language

Answer 25

• 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

Question 26

MICHAEL HALLIDAY

Answer 26

= 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

Question 27

what are michael hallidays seven functions

Answer 27

instrumental 
regulatory 
interactional
personal 
representational
heuristic
imaginitive

Question 28

HART AND RISLEY 1995

Answer 28

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.