Learning to speak

Question 1

Pre-verbal stage:

Answer 1

Vegetative 0-4mths - sounds of discomfort or reflexive actions.
Cooing 4-7mths - sounds of comfort and vocal play using open-mouthed vowel sounds.
Babbling 6-12mths - repeated patterns of consonant and vowel sounds.

Question 2

Proto-words

Answer 2

‘made up’ words that a child will use to represent a word they might not yet be able to pronounce. E.g. ‘ray ray’ for ‘raisins’.

Question 3

Mono-syllabic and poly-syllabic words.

Answer 3

Mono - one syllable words.
Poly- more than one syllable words.

Question 4

Crystal

Answer 4

Main things kids talk about are:
1. People
2. Actions
3. Food
4. Body parts
5. Animals
6. Vehicles

Question 5

Genie the feral child

Answer 5

She was abused at an early age, did not fully develop language, links with Lenneberg’s theory. Nurture theory.

Question 6

Katherine Nelson

Answer 6

If a person is critical to their child, they slow down language development.

Question 7

Jean Piaget

Answer 7

A child has to understand a concept before acquiring language.

Question 8

Jerome Bruner types of representation

Answer 8

Mode of representation is more important, rather than context.
3 types of representation:
Enactive: hands on example
Iconic: link memories w/pictures
Symbolic: memories + experiences into language.

Question 9

Vygotsky

Answer 9

‘Zone of proximal development’ - demonstrates difference between tasks that can be completed with or without help & encourage children to learn with social interaction.

Question 10

Noam Chomsky

Answer 10

Believes that we are born in a predisposition to language.
Humans are pre-wired to learn basic language.
Universal grammer = all languages share similarites.

Question 11

Skinner

Answer 11

Positive and negative reinforcement.
Operant conditioning - rewards and punishment to modify behaviour.

Question 12

Lenneberg

Answer 12

Critical period hypothesis -
first few years of life is most important to acquire language.

Question 13

Mitigated imperatives

Answer 13

An instruction given in a way that does not appear as a command but as a gentle suggestion.

Question 14

Recast

Answer 14

The grammatically incorrect utterance of a child is spoken back but in the correct form.
Child: “I like strawberries and I like raspberries better”
Adult “You like strawberries but you like raspberries better”

Question 15

Expansion

Answer 15

Where a caregiver might develop the child’s utterance to make it more grammatically complete.
E.g. If a child says “teddy sleeping on the bed” you can say “Yes, the teddy is sleeping on the bed”

Question 16

Verbal stage

Answer 16

Holophrastic 12-18mths - one word utterances.
Two-word 18-24mths - two word utterances.
Telegraphic - 24-36mths - three word utterances.
Post telegraphic - 36+mths - 3+ word utterances.

Question 17

Halliday’s 7 stages

Answer 17

Instrumental - Where child is trying to fulfil a need (e.g. asking for food or drink)
Regulatory - Used to control the behaviour of someone (e.g. telling a caregiver where to sit)
Interactional - Used to develop relationships with others (e.g. telling a sibling you love them)
Personal - Used to express views and preferences (e.g. me no like it)
Heuristic - Used to explore the world around them (e.g. what you doing mummy?)
Imaginative - used to explore something creatively during play.
Representational - Used to exchange information - to give or receive information.

Question 18

Berko

Answer 18

‘Wug test’
Children as young as three or four can internalize complex grammatical codes that no one has necessarily ever tried to teach them.
Formed plurals ‘wugs’

Question 19

Sinclair and Coulthard

Answer 19

IRF

Question 20

Features of CDS

Answer 20

• High pitched voice
• Diminutives ‘tummy’ ‘doggy’
• Repitition
• Onomatopoeia

Question 21

Catherine Garvey

Answer 21

Pretend play can help vocabulary growth.