Paper 1 - CLA - How Do Children Learn Language - Literacy Flashcards
What is a pivot schema and who coined the idea
Braine (1963) identified a pivot schema as using pivot words combined with a range of other words
Name the 5 stages of development
Non verbal , Holophrastic, two word, telegraphic, post telegraphic
Name 3 phonemes from the early 8 and when they develop
Any 3 of m, b, y, n, w, d, p, h
Approx 1-3 years
Name any 3 of the middle 8 phonemes and when they develop
Any 3 of t, ng (running), k, g, f, v, ch, j
Approx 3-6 and a half years
Name any 3 of the late 8 phonemes and what age these develop
Any 3 of sh, quiet th, loud th, s , r, z, l (like)
Approx 5-7 and a half years
name all 6 of the phonological simplification
Reduplication, diminutives, substitution, assimilation, deletion of unstressed syllables, consonant cluster reduction
Two reasons for order of development of phonology
Articulatory ease
Perceptual discriminability- how easy sounds can be heard
Define reduplication
Repeat vowel sounds - moo moo, baa baa
Define diminutives
Reduction of scale - usually addition of a suffix to make a work easier to pronounce e.g. doggies,
Mummy
Define substitution
Swapping a difficult sound for an easier one (wabbit)
Define assimilation
One consonant or vowel or swapped for another or Consonant sounds influenced by others in a word (goggie, babbit)
Define deletion
Simplifying words by getting rid of certain sounds - banana goes to nana
Define consonant cluster reduction
when a child simplifies a cluster of consonant sounds into a single sound or a more manageable combination of sounds. (e.g. “poon” for “spoon”, “tuck” for “truck”).
What’s the “fis phenomenon” and who came up with this and what does it prove
(Berko and brown) a child called his pet toy a fis. When asked “is this your fis?” he said no but when asked “is this your fish” he said yes. - this proves that children’s perceptive abilities are better than their articulatory ability.
What percentage in Nelson’s study of first words were nouns
68%
What words had the second highest prevalence in Nelson’s studies
Social words - pragmatic ( hello, goodbye)
Semantic fields saxton - name the top 5 most common semantic fields for first words
Food and drink, family, animals, parts of the body, clothing
Semantics - how children develop semantic understanding (Eve and Clark) - explain this concept
Child acquired a word - tested out and finding limits of meaning
Achieved by overextension and under extension - shows an innate ability to understand language
Name the 3 stages and some features of Jean Aitchisons revised innateness theory
- Labelling - associating sounds with objects, linking words to things, understanding labelling
- Packaging - starting to explore the extent of the label (over and under-extension)
- Network building - making connections between the labels they’ve developed, understanding antonyms and other semantic relationship and contrasts
What does adding inflections and pluralising show? E.g. boats
An innate ability to apply inflexions and understanding tenses by morphology
Explain Jean berkes wug test
Kids show a singular wug - pseudo word kids haven’t heard before
Another wug is introduced, majority of kids say there were two wugs (76%) - they applied grammatical patterns like nouns creating the plural “wugs”
Supports Chomsky’s innateness theory as this was innate not imitation
Define virtuous error
Overextending a correct grammar rule - e.g. foots instead of feet - wrong - feet is an irregular plural noun
Define bound and free morpheme and morpheme
Morpheme - smallest unit in language that has meaning - base word e.g. woman
Free morpheme - doesn’t need other parts of a word to make sense
Bound morpheme - doesn’t make sense without other parts of a word
Explain some features of the 5 stages in browns list - grammatical development
Stage 1 (15-30 months) - no bound morphemes, word order generally correct
Stage 2 (28-36 months) - Bound morphemes appear, present progressive tense with ‘ing’ suffix, regular ‘s’ plural appear
Stage 3 (36-42 months) - possessives appear, adjectives and adverbs appear, articles ‘the’ and ‘a’
Stage 4 ( 40-46 months) - regular past tense with ‘Ed’ inflection
Stage 5 (42-53 months) - compound sentences that are joined
Describe the 3 stages of Bellugis pronoun acquisition
Stage 1 - no use of pronoun - uses nouns e.g. (mathew do it)
Stage 2 - uses pronouns but confused object and subject e.g. me and I (me no like it)
Stage 3 - uses pronouns correctly
Many tenses and aspects including passive voice and continuous forms depend on the use of what type of verb?
Auxiliary e.g. you’ll be in trouble (will) - simple past tense
We were walking (were) - past continuous tense
Hence why tenses and aspects occur past telegraphic stage
Name some negative acquisition techniques stages
1) adding negative word first - no like book
2) negative word in middle - me not going
3) attaching an auxiliary verb or copula verb - I am not happy (am)
Name some techniques for question formation
1) use of rising intonation - single then multiple words overtime (bedtime?)
2) inversion of auxiliary verbs (are you coming) as opposed to ( you are coming)
3) formulaic “wh” questions (what was that?) - this combined with reverse auxiliaries are the most complex questions - ‘where are you going?’
4) use of tag questions (isn’t she?)
Pragmatics and discourse - name Hallidays 7 functions of speech
Instrumental - to express needs e.g. want toy
Regulatory - to tell others what to do
Interactional - to make contact and form relationships with others
Personal - to express feelings, opinions and individual identity
Heuristic - to gain knowledge about the environment
Imaginative - to tell stories and jokes and to create an imaginary environment
Representational - to convey facts and info
3 key features of cds
Mitigated imperatives - (imperatives masked as questions - shall we go for a walk then?)
Higher or medlodic pitch
More frequent or longer pauses
Recasts - caregivers repeats child’s utterance but a correct version of it
Expansion - the caregiver may expand upon what the childs utterance
Use of diminutives - e.g. doggie
Slower and clearer speech with less grammatically complex sentences
Uses nouns rather than pronouns - mummy’s going here
Plural pronouns not singular - we are
Re framing the child’s questions
Exaggerated pauses
What are some benefits of play and which theorist is this
Garvey and Tripp
Vocab growth when pretending
Needs greater collaboration
Learn from each other in absense of caregivers
Experiment with language in new and unfamiliar ways
Name some use of questions in CDS (methods)
Use of tag questions
Use of slot filling
Use of known answer questions
Numerous yes/no questions
