Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

English Language > CLD: Speaking > Flashcards

CLD: Speaking Flashcards

You may prefer our related Brainscape-certified flashcards:
Proverbs and Idioms flashcards
1
Q

What is the first stage of the pre-verbal stages of children?

A

Vegetative (0-4 months) sounds of discomfort or reflexive actions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is the second stage of the pre-verbal stages of children?

A

Cooing (4-7 months) comfort sounds and vocal play using open-mouthed vowel sounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is the third stage of the pre-verbal stages of children?

A

Babbling (6-12 months) repeated patterns of consonant and vowel sounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is the fourth stage of the pre-verbal stages of children?

A

Proto-words/scribble talk (9-12 months) word-like vocalisations, not matching actual words but used consistently for the same meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is the first stage of the lexical and grammatical stages of development for children?

A

Holophrastic/one-word (12-18 months) one-word utterances

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is the second stage of the lexical and grammatical stages of development for children?

A

Two-word (18-24 months) two-word combinations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is the third stage of the lexical and grammatical stages of development for children?

A

Telegraphic (24-36 months) 3 and more words combined

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is the fourth stage of the lexical and grammatical stages of development for children?

A

Post-telegraphic (36+ months) more grammatically complex combinations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

How many words do children know at 12 months?

A

50

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

How many words do children know at 24 months?

A

200

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

How many words do children know at 36 months?

A

2000

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What did Katherine Nelson’s research on children’s first 50 words tell her?

A

60% of first words are nouns, verbs were second, modifiers were third

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Who made the Universal Grammar theory?

A

Noam Chomsky

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is Universal Grammar?

A

A set of rules in our head about language that we are born with

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What points are there to support the Universal Grammar theory?

A

Children are exposed to very little correctly formed language, yet children manage to learn their language all the same. Children do not simply copy the language that they hear around them, they deduce rules from it, which they can then use to produce sentences that they have never heard before.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is the SVO grammar model and what percentage of the world’s languages use it?

A

Subject-verb-object, 75%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Who made the Innatist Theory?

A

Eric Lenneburg

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What is the Innatist Theory?

A

If a child does not learn a language before the onset of puberty, the child will never master language at all. This is known as the critical period hypothesis.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What happened to Genie?

A

She wasn’t exposed to language until after the onset of puberty, meanings her language abilities only went as far as putting three words together. She couldn’t apply grammatical rules and use language in a meaningful way.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What is a virtuous error?

A

The phrase ‘virtuous error’ is usually applied to the mistakes children make as they develop grammatically. It implies that children make choices from a linguistic basis, and therefore are logical. Linguists call virtuous errors overgeneralisations.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Who did the Wug Files investigation and when?

A

Jean Berko 1950s

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

How and what did they find in the Wug Files Theory?

A

They gave children a picture of an imaginary creature called a ‘wug’ and asked them what more than one wug would be called. Three-quarters of 4-5 year olds surveyed formed the regular plural ‘wugs’.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What are plosives?

A

Plosives are created when the airflow is blocked for a brief time (b, d, g)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What are fricatives?

A

Fricatives are created when the airflow is only partially blocked and air moves through the mouth in a steady stream

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What are acquired first: vowels or consonants?

A

Vowels

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What is deletion?

A

Omitting the final consonant e.g. cup turns to cu

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What is addition?

A

Extra vowel sound added e.g. doggie

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What is assimilation?

A

Changing consonant/vowel for another e.g. gog

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What is reduplication?

A

Repeating syllables e.g. mama

30
Q

What is consonant clutter reductions?

A

Difficult to articulate e.g. spider turns to pider

31
Q

What is deletion of unstressed syllables?

A

Omitting opening syllables e.g. nana

32
Q

Who and when did the Fis Study?

A

Jean Berko and Roger Brown 1960s

33
Q

What is the Fis Study?

A

A child who referred to a plastic inflatable fish as a ‘fis’, couldn’t link an adult’s use of ‘fis’ with the same object. The child recognises that their own pronunciation ‘fis’ isn’t right but they can’t articulate it themselves.

34
Q

Who made the Behaviourist Theory?

A

Skinner

35
Q

What is the Behaviourist Theory?

A

Suggests that language is learned through operant conditioning (reinforcement and imitation). It is crucial that children are allowed to socially interact with other people who can vocalize and respond to questions. For language acquisition to develop successfully, children must be in an environment that allows them to communicate socially in that language. Children learn to speak by imitating the language structures that they hear. This approach claims that children learn all the specific pronunciations of individual words by copying an adult.

36
Q

What are the problems with the Behaviourist Theory?

A

Children do not seem to automatically pick up ‘correct’ forms from imitation. Sometimes they overextend the language patterns that they already know. Such evidence suggests that child language acquisition cannot be based on imitation and reinforcement alone.

37
Q

What are some problems with imitation?

A
  1. Children can construct new sentences they’ve never heard before, so they aren’t always directly imitating
  2. They don’t memorise thousands of sentences to use later, so their development can’t be exclusively based on repeating what they’ve heard their parents or other people saying
  3. Imitation can’t explain overgeneralisations such as ‘he runned away’
  4. Children can’t copy these errors because adults don’t make them
  5. Imitation theory also can’t explain things like the ‘fis’ phenomenon – the fact that children can recognise a much larger range of words than they are actually able to use
38
Q

Who made the Stages of Negative Formation?

A

Ursula Bellugi

39
Q

What is the first stage of the Stages of Negative Formation?

A
  1. uses ‘no’ or ‘not’ at the beginning or end of a sentence e.g. no wear shoes
40
Q

What is the second stage of the Stages of Negative Formation?

A
  1. moves ‘no/not’ inside the sentence e.g. I no want it
41
Q

What is the third stage of the Stages of Negative Formation?

A
  1. attaches the negative to auxiliary verbs securely e.g. ‘no, I don’t want to go to nursery.’/‘I am not going.’
42
Q

What is the first stage of Bellugi’s three stages of pronoun use at the telegraphic stage?

A
  1. The child uses their own name (‘Tom play’)
43
Q

What is the second stage of Bellugi’s three stages of pronoun use at the telegraphic stage?

A
  1. The child recognises the I/me pronouns and that these are used in different places within a sentence (‘I play with toy’, ‘Give it to me’)
44
Q

What is the third stage of Bellugi’s three stages of pronoun use at the telegraphic stage?

A
  1. The child uses them according to whether they are in the subject or object position within a sentence (‘I play with toy’, ‘Give it to me’)
45
Q

What is over extension?

A

A very common feature of a child’s study of first words where the word used to label something is ‘stretched’ to include things that aren’t normally part of that word’s meaning. Child uses word for more things than it actually applies.

46
Q

What is under extension?

A

A much less common feature of a child’s language where the word is used to label is reduced to include only part of its normal meaning. Child uses term only for a specific example of a concept.

47
Q

What is a hyponymy?

A

The hierarchical structure that exists between lexical items

48
Q

What is a hypernym?

A

A superordinate, a word that is more generic or general and can have more specific words under it e.g. furniture

49
Q

What is a hyponym?

A

A more specific word within a category under a hypernym e.g. table

50
Q

What is categorical overextension?

A

The name for one member of a category is extended to all members of the category is extended to all members of the category e.g. Apple used for all round fruits

51
Q

What is analogical overextension?

A

A word for one object is extended to one in a different category; usually on the basis that it has some physical or functional extension e.g. Ball used for all round fruits

52
Q

What is mismatch statements?

A

One-word sentences that appear quite abstract; child makes a statement about one object in relation to another e.g. saying duck when looking at an empty pond

53
Q

Who made the Cognitive Theory?

A

Jean Piaget

54
Q

What is the Cognitive Theory?

A

The cognitive approach focuses on the importance of mental processes. Piaget stated that a child needs to have developed certain mental abilities before he or she can acquire particular aspects of language. At first a child can’t mentally process the concept that something can exist outside their immediate surroundings.

55
Q

What is object permanence?

A

By the time they’re 18 months old, children realise that things have ‘object permanence’ – they can exist all the time, even if the child can’t see them. This coincides with a big increase in vocabulary. The child is then mentally better equipped to understand abstract concepts like past, present and future.

56
Q

What is the criticism against the Cognitive Theory?

A

One criticism of this approach is that it doesn’t explain how some people with learning difficulties are still linguistically fluent. This suggests that cognitive development and language development aren’t as closely connected as the cognitive approach suggests.

57
Q

Who made the Social Interaction/Role-Play Theory?

A

Lev Vygotsky

58
Q

What is the Social Interaction/Role-Play Theory?

A

Vygotsky observed children’s play and linked it to both cognitive and social development. He also observed how children role-play adult behaviours as part of exploring their environment. Vygotsky’s theories stress the fundamental role of social interaction in the development of cognition, as he believed strongly that community plays a central role in the process of “making meaning.”

59
Q

What are pivots?

A

Young children often use props as ‘pivots’ to support their play but as they get older the use of props is decreased and children begin to rely more on their imagination instead

60
Q

Who made the Pretend-Play/Sociodramatic Play Theory?

A

Catherine Garvey

61
Q

What is the Pretend-Play/Sociodramatic Play Theory?

A

Garvey studied children playing in pairs over a period of time and found that children adopt roles and identities, acting out storylines and inventing objects and settings as required in a role-play scenario. This is termed ‘pretend play.’ The fact children play together also helps social interaction and negotiation skills. This ‘sociodramatic’ play involves explicit rules and reflects real-world behaviour.

62
Q

What is sociodramatic play and what other theories does it link to?

A

This usually begins when children are about 4 years old. This could link to cognitive theory as children begin to use it when they understand the different roles people have and how these affect language. Features of this sort of play tends to include field-specific lexis and structure – often to a formula. This further links to cognitive/interactionist theory as it suggests children observe and imitate adult behaviour.

63
Q

What is child directed speech?

A

CDS is speech patterns used by adults when communicating with infants.

64
Q

What are five features of ‘baby talk?’

A 
Reduplication
Deletion
Substitution
Addition
Exaggerated prosody such as sing-song intonation
65
Q

What are features of CDS?

A 
Repetition
Higher pitch
Child’s name rather than pronoun
Fewer verbs/modifiers
Expansions (of child’s utterance)
Recasts (commenting on, rephrasing child’s utterance)
Present tense
Yes/no questioning
Exaggerating pauses to give turn-taking cues
Concrete nouns
One-word utterances
66
Q

Who believed there must be a language acquisition support system (LASS)?

A

Jerome Bruner

67
Q

What is LASS?

A

Jerome Bruner believed there must be a Language Acquisition Support System (LASS) because he found that ritualistic activities that occur daily can make rules and meanings explicit and children can learn from them things like turn-taking and syntax.

68
Q

What is implicature?

A

Expressing meaning indirectly

69
Q

What is inference?

A

To do with interpreting what others mean, what someone thinks you are saying.

70
Q

What are the seven functions that language has for children created by Michael Halliday?

A
  1. Instrumental: language to express needs (e.g. ‘want juice’)
  2. Regulatory: language to tell others what to do (e.g. ‘go away’)
  3. Interactional: language is used to make contact with others and form relationships (e.g. ‘love you mummy’)
  4. Personal: language to express feelings, opinions and individual identity (e.g. ‘me good girl’)
  5. Representational: language to convey facts and information
  6. Heuristic: language is used to gain knowledge about the environment (e.g. ‘what the tractor doing?’)
  7. Imaginative: language to tell stories and jokes, and to create an imaginary environment
71
Q

What are Jane Dore’s eight language features of children?

A
  1. Labelling: naming person, object, thing
  2. Repeating: repeating adult word or utterance
  3. Answering: responding to utterance of another speaker
  4. Requesting action: asking for something to be done for them
  5. Calling: getting attention by shouting
  6. Greeting: greeting someone or something
  7. Protesting: objecting to requests from others
  8. Practising: using language when no adult is present

English Language (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions