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A- Child Language Aquisition > Other Theorists (+?) > Flashcards

Other Theorists (+?) Flashcards

1
Q

Piaget (4)

A
  1. A child cannot linguistically articulate concepts they do not understand.
    a. Language comes with understanding.
  2. Cognitive theory.
  3. His stages
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2
Q

Piaget (4)
2. Language comes with understanding.

A

a. Not necessarily because they might talk about things they don’t understand (randomly talking about yesterday even tho time doesn’t exist)
b. Child needs to understand size and scale before using comparatives or superlatives.

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3
Q

Piaget (4)
4. His stages (4/5)

A

a. These kinda match with Key Stages (eg. Key Stage 3)
b. Sensorimotor
c. Preoperational
d. Concrete operational
e. Formal operational

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4
Q

Piaget (4)
4. His stages (4/5)
b. Sensorimotor

A

i. Birth to 18 months
ii. Learning through senses
iii. Early understanding of cause/effect
iv. Object permanence around 9 months

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5
Q

Piaget (4)
4. His stages (4/5)
c. Preoperational

A

i. 2-7 years
ii. Imagination develops – role play skills
iii. Egocentricism –
α. lacks understanding that others think/feel in same way as they do.
β. NOT egotistical just focused on yourself. Doesn’t understand these things.

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6
Q

Piaget (4)
4. His stages (4/5)
d. Concrete operational

A

i. 7-11 years
ii. Empathy
iii. Understanding of time, space and quantity
iv. Classifies objects by several features
v. Logical thought develops

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7
Q

Piaget (4)
4. His stages (4/5)
e. Formal operational

A

i. 11+
ii. Abstract thinking fully developed- not just concrete.
α. Maybe think about abstract and concrete nouns.
iii. Can think in hypothetical terms.

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8
Q

Piaget’s says that children have to work with whom to develop language?

A

themselves

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9
Q

Piaget believes that the relationship between thought and speech is…

A

That once you can think about something and understand it then only then will you be able to say it.

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10
Q

Who came up with the Functional Theory?

A

Halliday

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11
Q

What is the Functional Theory

A

Language develops because our needs (what you need language for) do.

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12
Q
A
  1. To satisfy needs and wants.
  2. To control others.
  3. To create interactions with others.
  4. To express personal thoughts and opinions.
  5. To create imaginary worlds.
  6. To seek information.
  7. To communicate information.
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13
Q

Halliday’s Language Functions
-1. To satisfy needs and wants.

A

a. Instrumental Function
b. “juice!”

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14
Q

Halliday’s Language Functions
-2. To control others.

A

a. Regulatory Function
b. “you sit in daddy’s chair”

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15
Q

Halliday’s Language Functions
-3. To create interactions with others.

A

a. Interactional Function
b. “Hello mama”

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16
Q

Halliday’s Language Functions
-4. To express personal thoughts and opinions.

A

a. Personal Function
b. “I don’t like it.”

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17
Q

Halliday’s Language Functions
-5. To create imaginary worlds.

A

a. Imaginative Function
b. “I’m a doctor.”

18
Q

Halliday’s Language Functions
-6. To seek information.

A

a. Heuristic Function
b. “Mama, what you doing?”

19
Q

Halliday’s Language Functions
-7. To communicate information.

A

a. Informative Function
b. “Elliott crying.”

20
Q
  1. Stimulus-response
A

a. Certain words, smells, colours, etc. (the stimulus) can be used to gain a certain response.

21
Q
  1. Operant conditioning
A

Using reinforcement to ‘train’ someone or something.

22
Q
  1. Positive reinforcement
A

a. Rewarding the behaviours, you want to see more of.

23
Q
  1. Negative reinforcement
A

a. Ignoring the behaviours, you want to see less of.

24
Q

Specific Skinner’s relevance/beliefs. (4)

A
  1. Believed that language was just another form of learned behaviour.
  2. Suggested that children learn through positive and negative reinforcement.
  3. Called children’s brains a ‘blank slate’, ready for them to learn language through interaction.
    a. (‘tabula rasa’)
25
Q

Example of Skinner’s Process

A
  1. Child points at water; Father says “water”
  2. Child says “wa-wa”; Father says “well done – water” and smiles
  3. Child says “wa-wa”; Father doesn’t say well done and instead says “water” again
  4. Child says “wa-da”; Father says “well done” – it’s closer to “water”
  5. And so on until the child says “water” in the mature form.
26
Q

If learning language is a behaviour that is taught through reinforcement, then how do you explain the following? (6)

A
  1. Parents who are apathetic and don’t interact with their children.
  2. Use of iPads, games, etc. that teach some language but don’t modify it.
  3. Children’s creativity and ‘risk’ with language
  4. The studies such as ‘Wugs’
  5. Virtuous errors and Childrens creation of language
  6. Negative reinforcement does not always work. Often children find meaning and truth more important than grammatical correctness, whereas parents focus on correct use of grammar.
    a. Child: I putted the plates on the table.
    Mother: You mean, I put the plates on the table.
    Child: No, I putted them on all by myself.
27
Q

Why is Skinner’s experiment/research so dodgy to draw conclusions from. (3)

A

His research/experiment to come to this conclusion was based off of the behavior of non-human animals.
A) I probably don’t have to explain why not basing this off of humans is dodgy.
B) somebody could say that general straight forward behavior and language are absolutely not the same thing as it’s far more complex.

28
Q

Behaviourism in data (3)

A
  1. “That’s disgusting” -> “Dat digussing”
  2. There is evidence of imitation.
  3. But does the child understand what ‘disgusting’ is?
  4. Are children really ‘learning’ language if only imitating without understanding of semantics?
29
Q

What did Katherine Nelson find out and what does this suggest about Skinner’s theory of reinforcement? (2)

A

Found that children at the holophrastic stage whose mothers often corrected them on word choice and pronunciation actually advanced more slowly than those with mothers who were generally accepting.
This suggests Skinner’s theory of negative reinforcement does not work.

30
Q

Who found that children at the holophrastic stage whose mothers often corrected them on word choice and pronunciation actually advanced more slowly than those with mothers who were generally accepting?

A

Katherine Nelson.

31
Q

What does Pinker say about the words we use? (4/5)

A

Almost every sentence anybody voices is an original combination of words, never previously uttered.
Therefore a language cannot consist only of word combinations learned through repetition and conditioning.
The brain must contain innate means of creating endless amounts of grammatical sentences from a limited vocabulary.
Language is an instinct (that is unique to humans)

32
Q

Who said that nearly ever utterance is unique in it’s combination of words?

A

Pinker

33
Q

Who’s theory does Pinker support with his whole “almost every utterance is unique” thing?

A

Chomsky’s theory of universal grammar. This is because of the whole the brain must contain innate means of creating endless amounts of grammatical sentences thing, as well as language being an instinct. I don’t think that this is in all it’s parts the best argument because honestly this supports the LAD as much as if not more so than UG as we store the grammar we have learnt in our brains and we are applying it.
Having said that, language is an instinct could support it as it shows that the need for communication is innate (even if i only partially agree with the only humans have it bit).

34
Q

What does Pinker call the human capacity for language?

A

Mentalese

35
Q

What is Stephen Pinkers view on “incorrect grammar”?

A

Steven Pinker says: when a grammar rule must be explicitly stated to be learned, then it can be ignored. Grammar should be instinctive, not something that has to be learned and practised.​

Eg we can still communicate with ‘incorrect’ grammar – if someone has to explain to you why it’s wrong, it’s probably irrelevant.​

Eg “don’t start a sentence with a conjunction.”​

Starting a sentence with a conjunction does not tend to impact on meaning. You would therefore have to explain why you can’t start with one. But instinctively, we don’t need this rule. ​

36
Q

What do we know about Genie’s childhood?

A

No interaction/stimulus
Rescued age 13
Developed vocabulary
Did NOT develop complex grammar.

37
Q

What can the case of Genie tell us about Skinner? (3)

A

Genie was a blank slate, but because nobody gave her language to mimic, she did not speak. Once she had the chance to be exposed to language, she copied it and developed vocabulary.​

BUT she did not develop grammar, so it could be argued that Skinner’s theory only works when applied to lexis/vocabulary learning.​

This argument works in many context – we know children copy words, but that isn’t ‘language.’​

38
Q

What can the case of Genie tell us about Bruner? (3)

A

Children need a LASS to learn language.​

Genie had no LASS.​

When she was rescued and her LASS formed, she learnt language. ​

However, the LASS could only support vocabulalry acquisition.​

39
Q

What can the case of Genie tell us about Vygotsky? (3)

A

Children need an MKO so they can work within their ZPD.​

Genie did not have an MKO, but once she did she learnt language.​

However, no grammar = MKO of limited use.​

40
Q

What can the case of Genie tell us about Chomsky? (4)

A

Surely if Genie has a LAD, she can learn language without interaction?​

She did not start talking until she was rescued.​

Does this mean Chomksy is wrong?​

Not necessarily – Chomsky argued for the Poverty of the Stimulus, but not that interaction and hearing language were unnecessary to learn it.​

Also – Lenneburg (1967) explains by arguing that there is a critical period.​

41
Q

What can we generally conclude from the Genie case? (4)

A

Interaction and imitation are needed to learn language – until she got this, Genie didn’t speak.​

Interaction and imitation are not enough to learn language fully – the grammar of language was not accessible to Genie.​

Grammar may, therefore, develop internally – the LAD.​

The LAD has to be activated before puberty.​

A- Child Language Aquisition (17 decks)

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