Karteikarten
English
Karten in diesem Stapel (78)
- 1Vegetative stagereflexive sounds
sounds of discomfort or need
0-4 months - 2cooing stagevocal play
open mouthed vowel sounds
comfort sounds
4-7 months - 3babbling stagerepeated patterns of vowel and consonant sounds
6-12 months - 4proto-words stageword like sounds used for the same meanings
accompanying gestures
9-12 months - 5Holophrastic StageOne word utterances
12-18 months - 6Two-Word StageTwo-Word Combinations
18-24 months - 7Telegraphic StageThree or more words combined
24-36 months - 8Post-Telegraphic StageMore grammatically complex combinations
36+ months - 9Noam ChomskyBelieves that learning takes place through an innate brain mechanism, pre-programmed with the ability to acquire grammatical structures. He calls this the Language Acquisition Device
He sees it as significant that human languages share similarities, which he describes as universal grammar
Supporting this is the evidence that children from around the world develop at a similar rate in similar stages of development - 10Vocal Chords Phonemic Expansion Phonemic ContractionPhonemic Expansion - increasing the variety of sounds you can make
Phonemic Contraction - reducing the number of sounds you can make - 11Alan Cruttenden (1974)Compared adults and children to see if they could predict football results from listening to the scores, finding that adults could successfully predict winners by the intonation placed on the first team, but children (up to age 7) were less accurate
- 12Consonant SoundsSounds are produced by air from the lungs passing across the vocal chords. The production of consonant sounds (closure) is affected by; the manner of articulation (how the air stream is controlled), the place of articulate (where it occurs); to make sounds we can use our lips, tongue, teeth and the roof of our mouth or a combination of these, if the sound is voiced or unvoiced (by vibrating or not vibrating the vocal chords)
- 13VowelsSounds with no friction or closure
- 14DipthongVowel with a change during a syllable
- 15Age - 2 yearsPhonemes - p, b, m, d, n, w, t
- 16Age 2 and a half yearsk, g, h, n
- 17Age - 3 yearsPhoneme - f, s, j, l
- 18Age 3 and a halfPhonemes - tS, d3, x, z, S, r
- 19Age - 4 years+T, J, 3
- 20PlosivesCreated when the airflow is blocked for a brief time (also called stop consonants)
voiced - p, t, k
unvoiced - b, d, g - 21FricativesCreated when the airflow is only partially blocked and air moves through the mouth in a steady stream
voiced - f, t( as in thigh), s, f (as in ship), h
unvoiced - v, o (as in thy), z, 3 (as in leisure) - 22AffricativesCreated by putting plosives and fricatives together
voiced - tf (as in church)
unvoiced - d3 (as in judge) - 23ApproximantsSimilar sounds to vowels
Voiced - w, r
Unvoiced - j - 24LateralsCreated by placing the tongue on the ridge of the teeth and then air moving down the side of the mouth
Voiced - I - 25NasalsProduced by air moving through the nose
Voiced - m,n - 26Types of phonological mistakeOne feature of child language acquisition is that children master language by a 'trial and error' approach. This is taken by come linguists as evidence that learning is taking place; phonological development seems to also depend on physical ability to produce sounds
- 27DeletionOmitting the final consonant in words
Do(g), Cu(p) - 28SubstitutionSubstituting one sound for another (especially the 'harder' sounds that develop later, such as f)
- 29AdditionAdding an extra vowel sound to the ends of words, creating a CVCV pattern
e.g. doggie - 30AssimilationChanging one consonant for vowel for another (as in the early plosive sounds 'd' and 'b'
'gog' for 'dog' - 31ReduplicationRepeating a whole syllable
Dada, Mama - 32Consonant cluster reductionsConsonant clusters can be difficult to articulate, so children reduce them to smaller units
'pider' for 'spider' - 33Deletion of unstressed syllablesOmitting the opening syllable in polysyllabic words
'nana' for 'banana' - 34Jean Berko and Roger Brown (1960's)They found that a child who refferred to a plastic inflatable fish as 'fis', substituting the s sounds for the sh, couldn't link an adult's use of fis with the same object
- 35Proto-wordsAn invented word that has a consistent meaning for a child and their carers
- 36Rate of lexical development How many words at 12 months? How many words at 24 months? How many words at 36 months?12 months - 50 words
24 months - 200 words
36 months - 2000 words - 37Content wordsUsually nouns, verbs and adjectives; have a dictionary definition; semantic function
- 38Function wordsSuch as determiners, prepositions and auxiliary verbs; grammatical function
- 39Katherine Nelson 1973 Four categories for first wordsNaming (things/people)
Actions/Events
Describing/Modifying things
Personal/Social - 40Katherine Nelson (1973)She found that 60% of first words were nouns. Verbs formed the second largest group, and were used with actions or location words like 'up' and 'down'. Modifiers came third and Personal/Social words made up about 8% of the sample
- 41B.F. SkinnerHe said that children imitate and copy adults and, as they get either positive or negative reinforcement for their verbal behavior, they are conditioned into using the right language
- 42OverextensionA feature of child's language where the words used to label something are stretched to include things that aren't normally part of that words meaning
- 43UnderextensionA feature of child's language where the word used to label is reduced to include only part of its normal meaning
- 44Eve ClarkeStudy of first words found that children base over-extensions on the physical qualities of objects and features such as taste, sound, movement, shape, size and texture
- 45Leslie Rescorla - Types of overextensions Categorical OverestensionThe name for one member of a category is extended to all members of the category
Apple used for all round fruits
60% overextension - 46Leslie Rescorla - Types of overextensions Analogical overextensionA word for one object is extended to one in a different category; usually on the basis that it has some physical or functional connection
Ball used for a round fruit
15% overextension - 47Leslie Rescorla - Types of overextensions Mismatch statementsOne word sentences that appear quite abstract; child makes a statement about one object in relation to another
Saying duck when looking at an empty pond
25% overextension - 48Jean Aitchisons stages of linguistic development 1 - LabellingLinking words to the objects to which they refer, understanding that things can be labelled
- 49Jean Aitchisons stages of linguistic development 2 - PackagingExploring the labels and to what they can apply
Over/Under-extension occurs in order to eventually understand that range of a word's meaning - 50Jean Aitchisons stages of linguistic development 3 - Network BuildingMaking connections between words, understanding similarities and opposite meanings
- 51Network Building Hyponymy Hypernym HyponymHyponymy - the hierarchical structure that exists between lexical items
Hypernym - is a superordinate i.e. a word that is more generic or general and can have more specific words under it
Hyponym - is a more specific word within a category or under a Hypernym - 52Jean PiagetSwiss psychologist
Influential views about children's cognitive development
He emphasized that children are active learners who use their environment and social interactions to shape their language
Piaget linked linguistic development with an understanding of the concepts surrounding the words meanings, suggesting that children cannot be taught before they are ready - 53Jean Piaget's stages of children's linguistic development SensorimotorUp to 2 years old
The child experiences the physical world through the senses and begins classifying the things in it; lexical choices, when they appear, tend to be concrete rather than abstract
Object permanence develops - the concept that objects exist when out of sight - 54Jean Piaget's stages of children's linguistic development Pre-Operational2-7 years
Language and motor skills develop and become more competent
Language is egocentric - either focused on the child or used by the child when no-one else is around - 55Jean Piaget's stages of children's linguistic development Concrete Operational7-11
Children begin thinking logically about concrete events - 56Jean Piaget's stages of children's linguistic development Formal Operational11+
Abstract reasoning skills develop - 57Eve ClarkeMore recent research found that adjectives are among children's first 50 words however spatial adjectives are acquired later
- 58SyntaxSyntactical advances allow children to order words into phrases and clauses, and make different types of utterances (simple, compound, complex) for different functions apart from declarative (interrogative and imperative require different word order)
- 59MorphologyMorphological advances allow children to add inflections to words creating tense, marking distinctions between adjectives, showing possession and making plurals (inflection morphology), and experiment with language by adding prefixes and suffixed to make up words and to convert words from one class to another (derivational morphology)
- 60Mean Length Utterance - MLUIs a measure of children's ability to produce stretches of language; the number of morphemes is divided by the total number of utterances to find the average length.
A higher MLU is taken to indicate a higher level of language proficiency - 61Stages of children's grammatical development One Word/ HolophrasticOne word utterance
12-18 months - 62Stages of children's grammatical development Two-wordTwo words combined to create simple syntactical structures
Subject + verb
Verb + object
18-24 months - 63Stages of children's grammatical development TelegraphicThree or more words joined in increasingly complex and accurate orders
Subject + verb + object
Subject + verb + complement
Subject + verb + adverbial
24-36 months - 64Stages of children's grammatical development Post-TelegraphicIncreasing awareness of grammatical rules and irregularities
Instead of saying 'runned' using 'ran'
36+ months - 65Noam ChomskyHis view of acquisition is built on the universal features of all language (for example nouns and verbs) along with phonological aspects (vowels and consonants). These are termed 'linguistic universals'. Children to Chomsky are equipped to discover the grammar of their language because they have an innate grammar. This, to him, means that acquiring language must be about more than just imitating adult speakers
- 66One Word/ Holophrastic stageThe one word stage provides the building blocks for syntax to develop
The term 'holophrastic' means whole phrase and is used to describe words that don't simply fullfil the naming purpose, but behave more like a short utterance - 67Two word stageThis stage is the beginning of syntactical development
Once two words are joined the child can explore different combinations and learn correct English word order
Roger Brown's 1970's study of two word sentences found that children from all cultures and countries make the same relationships between grammatical concepts - 68Types of meaning relations in two-word utterances Agent + actionExplanation;Did someone (the do-er) perform an action?
Example; Daddy kick
Context;Dad kicks ball - 69Types of meaning relations in two-word utterances Agent + affectedExplanation; Did someone do something to an object (done-to)?
Example; Me ball
Context; Child kicks ball - 70Types of meaning relations in two-word utterances Entity + attributeExplanation; Is a person or object described?
Example; Kitty big
Context; Sees tigers in the zoo - 71Types of meaning relations in two-word utterances Action + affectedExplanation; Does an action affect an object?Example; Throw stick
Context; Child throws stick - 72Types of meaning relations in two-word utterances Action + locationExplanation; Does an action occur in a place
Example; Sit chair
Context; Child sits on chair - 73Types of meaning relations in two-word utterances Entity + locationExplanation; Is an object located?
Example; Spoon table
Context; Spoon is on the table - 74Types of meaning relations in two-word utterances Possessor + possessionExplanation; Does an object have a possessor?
Example; Daddy coat
Context; Point's to dad's coat - 75Types of meaning relations in two-word utterances NominationExplanation; Is a person or object labelled?
Example; that cake
Context; That is a cake - 76Types of meaning relations in two-word utterances RecurrenceExplanation; Is an event repeated?
Example; More ball
Context; Finds second ball - 77Types of meaning relations in two-word utterances NegationExplanation; Is something denied?
Example; No ball
Context; Has lost her ball - 78Telegraphic stageOnce a child can combine three or more words they are starting to make their meanings more explicit
In this stage utterances are similar to the style and construction of a telegram in the function words are left out but context words are retained
Early in the stage, verb inflections, auxiliary verbs, prepositions and determiners are all omitted
As the child moves towards the post-telegraphic stage, these function words appear accurately in utterances
Key developments take place in the construction of questions, negatives and pronouns
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- Karteikarten am English, erstellt von alltimebatman am 28/05/2014.
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