Theories of Language Acquisition Flashcards

1
Q

formalism

A

focuses on rules and processes

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2
Q

functionalism

A

focuses on purpose…why is language used w/ environment

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3
Q

nativism

A

NATURE

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4
Q

empiricism

A

NURTURE

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5
Q

domain general

A

language is part of cognition in general

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6
Q

domain specific

A

language is individualized

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7
Q

generativist linguistic theory

A

believe language is innate

the brain is planned to have ability to process language

everyone is born with an language acquisition device

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8
Q

who is associated with the generativisit/linguistic theory?

A

noam chomsky

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9
Q

what component of language do linguists focus on?

A

competence (the underlying capacity for language) VS performance (actual productions made)

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10
Q

problems with linguistic theory?

A

if its innate, it can’t be studied

overly focused on one part of language

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11
Q

slps and linguistic theory

A

must decide what parameters are and trigger them

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12
Q

behaviorist theory

A
  • language is learned! stimulus-response theory
  • primary reinforcers are parents, who model sentences at the childs level
  • “shaping” language/vocabulary development
  • focus is on performance not competence
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13
Q

behaviorist criticisms

A
  • what about creativity?
  • cannot selectively reinforce grammar
  • child cannot imitate unless they are about read to acquire it
  • parents respond to context not syntax
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14
Q

connectionist models

A
neural network models
nodes organized into layers
system detects patterns
speech has statistical regularities
language is not random
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15
Q

problems with connectionist model?

A

where/when does detection begin?

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16
Q

slps using connectionist model

A

must provide patterns frequently, perhaps in using CDS

17
Q

social interactionist approach

A

language is developed through social interaction, and is acquired for the purpose of social interaction

we must scaffold child up to the next developmental stage

18
Q

people associated with social interactionist approach?

A

bruner, vygotsky

19
Q

zone of proximal development

A

use CDS to get into child’s zone, make adjusts, teach concepts beyond knowledge level

20
Q

criticisms of SI approach

A

CDS cannot be universal!

21
Q

constructivism

A

assumes that many factors affect language development

  • child memorizes little chunks and pieces them togethers
  • utterances based on patterns, formulas heard in input