Unit 1 Flashcards
a process that begins before birth by which a child learns to understand language and communicate
language development
language is learned through these
receptive and expressive means
ability to understand and demonstrate comprehension
receptive language
demonstrated through gestures and words
expressive language
basic elements of language
phonology/articulation, semantics, morphology and syntax, and pragmatics
theoretical approaches to language development
cognitive interactionists, social interactionists, gestural and usage-based thoughts
basic elements of language
phonology/articulation, semantics, morphology and syntax, and pragmatics
how do we learn language?
biological basis, neurological research, Broca’s area, Wernicke’s area, arcuate fasciculus
learning language through research with other species
biological basis
learning language by research into brain that shows lateralization for language
neurological research
left frontal lobe
Broca’s area
left posterior temporal lobe
Wernicke’s area
band of subcortical fibers that connects Broca’s and Wernicke’s areas
arcuate fasciculus
a speaker who knows the syntactic rules of a language demonstrates this
linguistic competence
the everyday use of the use of language demonstrates this
performance
when the speaker has acquired all the language rules (phonology, morphology, syntax, semantics, and pragmatics), they are demonstrating this
communicative competence
Skinner, Watson, and Mowrer are key proponents of this theoretical approach to language acquisition
behavioral approach
performance over competence (or function) is the main focus of this theoretical approach to language acquisition
behavioral approach
language is a skill, a behavior, and a reinforced habit in this theoretical approach to language acquisition
behavioral approach
the process of forming associations; repeated pairing will cause learning (stimulus forms learning)
classical conditioning
in this theoretical approach, adult in the child’s environment shapes the child as the teacher and provides the reward
behavioral approach
behaviorists use this type of conditioning that shapes behaviors by rewards and punishments to shape the correct approximations toward adult speech
operant conditioning
in this theoretical approach, the child is shaped by the adult in the environment
behavioral approach
in this theoretical approach, the child is passive and practices what is shown/modeled to them
behavioral approach
the source for this theoretical approach is external
behavioral approach
research has shown that socially reinforced responses foster child language development in this theoretical approach
behavioral approach
research has shown that typical children will learn the modeled form in this theoretical approach
behavioral approach
research with disordered children has shown success in this theoretical approach
behavioral approach
research cannot demonstrate training in the home environment for this theoretical approach
behavioral approach
research cannot prove that gains in language are due to reinforcement in this theoretical approach
behavioral approach
Noam Chomsky is the key proponent for this approach
linguistic approach
the focus of this approach is that language is innate in humans (grammar form)
linguistic approach
LAD
language acquisition device
an innate mental mechanism that makes language possible, according to linguists
language acquisition device
what are the receptive milestones (9)?
- alerting (response to sound) (1-2 weeks)
- orienting - voice (4 months)
- orienting - to bell (looks to side) (5 months)
- orient to bell (looks at it) (10 months)
- 1 step command + gesture (11.5 months)
- 1 step command without gesture (15 months)
- points to 1 body part (18 months)
- points to 5 body parts (23 months)
- noun and verb and noun with content (24 months)
this receptive milestone occurs around 1-2 weeks
alerting (response to sound)
this receptive milestone occurs around 4 months
orienting
this receptive milestone occurs around 5 months
orienting to bell (looking to the side)
this receptive milestone occurs at 10 months
orienting to bell (looking at it)
this receptive milestone occurs at 11.5 months
1 step command + gesture
this receptive milestone occurs at 15 months
1 step command without gesture
this receptive milestone occurs at 18 months
points to 1 body part
this receptive milestone occurs at 23 months
points to 5 body parts
this receptive milestone occurs at 24 months
noun and verb and noun with content
child can mimic/replicate after a model—not part of repertoire, a new action
imitation
awareness that objects have separate existence and a function apart from self, awareness of features, categorization
object knowledge
this theoretical approach believes that a LAD provides the child with the capacity to learn any language
linguistic approach
this theoretical approach believes that the child will have the capacity to take language due to its innate linguistic capabilities that they are endowed with and employ their ability to create sentences
linguistic approach
research from 1960-1990 supports this approach by showing that grammar is largely innately programmed
linguistic approach
this theoretical approach cannot discount what a child sees, hears, or interacts with on a daily basis in the environment of a learned experience
linguistic approach
this theoretical approach has contrary evidence through research and case studies with deaf parents and hearing children that shows exposure does matter when it comes to language development
linguistic approach
what are the three types of interactionist approaches?
cognitive, social, and usage-based gestural
Piaget is the primary proponent for this type of interactionist approach
cognitive type
Bates is the primary proponent for this type of interactionist approach
social type
this type of interactionist approach is the newest, and explores the roots of human language in a gesture form
usage-based gesture type
the focus of this theoretical approach is that there is a universal need to interact and learn the message (content)
interactionist approach
cognitive ability allows for skills in this theoretical approach
interactionist approach
interactions map and develop skills in this theoretical approach
interactionist approach
this theoretical approach builds knowledge
interactionist approach
the need to know is important in this theoretical approach
interactionist approach
in this theoretical approach, the child is very social and attempts to understand their world through interacting; the adult assists and facilitates, as well as models the information
interactionist approach
understanding that objects have permanence and an identity apart from their own perception
object permanence
aspects of this theoretical approach can be supported, research has found
interactionist approach
the eclectic nature of this approach takes into consideration each side of the continuum—with both behavioral and linguistic approaches
interactionist approach
contrary evidence for this approach, through research studies, has shown that children in isolation demonstrate problems with the cognitive/innate portion of these theories
interactionist approach
contrary evidence for this approach has found that language does not seem (or cannot be proven) to be learned in the absence of social interaction
interactionist approach
in this approach, language is internal/innate or predisposed to this ability in the child’s role
linguistic approach
in this approach the source is the child; the adult has a minor role
linguistic approach
function
behavioral approach
form
linguistic approach
content
interactionist approach
stimuli and reinforcement governs language acquisition in this linguistic approach
behavioral approach
a part of transformational generative grammar; developed by Noam Chomsky, in which surface structure (looking at a sentence) is derived from deep structure (the meaning of a sentence) by the application of transformational rules (research in the 1950s)
transformational syntax
pretending to eat with a play spoon or brushing hair with a hair brush are examples of this
symbolic play
how does language learning vary?
environment, parents/adults, culture, learning style/personality
some children’s early lexicons are dominated by words for objects, called this
referential
some children’s early lexicons are dominated by words or pronouns (mine & me) and function (no, uh-oh) words, call this
expressive
research completed by Nelson in 1973 indicated that children learned faster in this group
referential
children in this group experienced a slower, steadier rate of language acquisition
expressive
this strategy includes a greater user of pronouns
pronominal strategy
this strategy includes a greater use of nouns
nominal strategy
sources of variation for a child
rate of learning and personality influences (styles of learning—audiological, visual, tactile, etc.)
input factors for sources of variation include these
conversational partners who impact learning, parents, siblings, childcare providers, peers, etc.
in this source of variation, language acquisition is especially influenced by maternal education
socioeconomic status (SES)
research has shown this about socioeconomic statuses in sources of variation for language acquisition
parents talk more to children from higher SES; give less directives than low SES families (ask instead; encourage child to make inferences; middle to upper SES have higher rate of vocabulary development; quantity of words 3-1 learned in high vs. low SES
why is it important to know that a child is referential versus expressive?
it can impact the rate of learning
