Flashcards
Child language - Spoken
Cards in this deck (39)
- 1HALLIWAY: What are the 7 functions of child speech?Instrumental - Fulfil a need
Regulatory - Influence the behaviours of others
interactional - develop and maintain social relationships
Personal - Convey individual opinions, ideas and personal identity
representational - convey facts and information
imaginative - create an imaginary world and may be seen in play predominantly
Heuristic - Learn about the environment - 2DECASPER AND SPENCE (1986): Reading to babies?Found that babies sucked on their dummies more when their mothers read them the same story that they also read aloud in the last 6 months of pregnancy
- 3MEHLER ET AL: Differentiation of foreign and home language in babies?French Experiment: new born babies can distinguish between their mother tongue and other language
- 4FITZPATRICK (2002): Change in child's heart rate?found that the heart rate of a new born baby slowed when it heard its mothers voice
- 5BD SKINNER: Behaviourist theory?Language is acquired through social interaction. He believed children imitate and copy adults, and as they get positive and negative reinforcement from their language they are conditioned
They are also born as a blank canvas, therefore learning from their environment.
e.g. Children learn to say 'went' instead of 'goed' - 6Criticisms of Skinner?1) Children can’t construct new sentences they’ve never heard before, so they aren’t always directly imitating
2) They don’t memorise thousands of sentences to use later
3) It can’t explain overgeneralisations like ‘he runned away’ – children can’t copy these errors
4) It also can’t explain the fis phenomenon – children recognise more than they can actually say - 7Rate of lexical development?12 months - 50 words
24 months - 200 words
36 months - 2,000 words
5 years - 3 000
7 years - 4 000 - 8Kathrine Nelsons 4 categories: (1973)studied first 5 words produced by children and put them into 4 categories
1) Naming things or people
2) Actions/events
3) Describing/modifying
4) Personal/social words - 9What is over extension?Occurs when a categorical term is used to represent more categories than it actually does.
e.g. 'Daddy' is all men - 10What is under extension?When child acquires a word for a particular thing and fails to extend it to other objects in the same category
e.g. 'cat' is the family pet - 11What are Leslie Rescorla's 3 types of over extension?Categorical - the name of one member of a category is used for all members e.g. apple for round fruit
Analogical - a word for one object is extended to one in a different category e.g. ball for orange
Predicate/Mismatch statement - saying one rod in relation to another e.g. duck for pond - 12Child directed speech Key features Phonology:1) Separate phrases more distinctly
2) Speaks more slowly
3) use higher and wider pitch range
4) Words are repeated - 13Child directed speech Key features Lexis and Semantics1) use of concrete nouns
2) adopt Child's own words for things
3) frequent use of child's name and an absence of pronouns
4) Words are simplified
5) caregivers use reduplication 'choo choo' - 14Child directed speech Key features Grammar:1) Simple constructions
2) Frequent use of imperatives
3) high degree of repetition
4) use of personal names instead of pronouns
5) fewer verbs, modifiers and adjectives - 15Child directed speech Key features pragmatics:1) lots of gestures and warm body language
2) fewer utterances per turn
3) supportive language - 16Early phonological errorsDeletion - omitting the final consonant in words
substitution - substituting one sound for another
addition - adding an extra vowel sound to the end of words
assimilation - changing one consonant or vowel for another - 17What did Eve Clark find in her research on children and adjectives?Found that common adjectives are among children's first 50 words and spatial adjectives are acquired later.
- 18Developing Grammar: what do syntactical advances allow children to do?- Order words into phrases and clauses
- Make different types of utterances for different functions apart from declarative - 19Developing Grammar: What do morphological advances allow children to do?- Add inflections to words creating tense, marking distinctions between adjectives, showing possession and making plurals
- experiment with language by adding prefixes and suffixes to make up words - 20Characteristics of: one word/holophrastic stage1) Provides building blocks for syntax to develop
2) mainly nouns used to label and name
3) Context is needed to understand children and prosodic features are key
4) ) ‘holophrases’ are single words that express a complete idea - 21Characteristics of: two-word stageAround 18 months
1) Child begins syntactical development
2) Once two words are joined child can explore different lexical combinations
e.g. daddy dinner - 22Characteristics of: post-telegraphic stageChild can:
- Combine clause (sentence) structures
- Change tense
- Construct longer noun phrases - 23Free Morpheme VS. Bound MorphemeFree: one that can stand alone as an independent word (apple)
Bound: one that cannot stand alone as an independent word and must be attached to a morpheme ('s) - 24SINCLAIR AND COULTER (1975): what is IRF structure?Through CDS, children will become familiar with question and answer adjacency pair.
The IRF structure explores this system:
I nitiation (asking a question
R esponse
F eedback (mother gives praise) - 25What is a feral child?human child who has lived away from human contact and has little experience of human care, loving or language.
- 26Example:Genie was a 13 year old girl who was discovered in 1970 and had spent most her childhood tied up in a dark room, naked to a potty chair only able to move her hands and feet. No one spoke to her and if she spoke she was beaken.
- 27Could Genie ever learn language ?No as she missed the critical period (Lenneberg).
This is the limited span of lime in which an organism is sensitive to external stimuli and finishes around 12. Being feral means you miss the critical period - 28CHOMSKY: Cognitive development theory?American linguist.
Believes that learning takes place through an innate brain mechanism, pre-programmed with the ability to acquire grammatical structures. He called this the Language Acquisition Device. Allows a stimulus for understanding language.
Aims to explain why children make overgeneralisatons (brain is programmed)
Children learn language quickly because they are predisposed to - 29Criticisms of Chomsky?This approach underestimates the significance of Skinner’s argument that interaction, imitation and reinforcement are important in language development
- 30What supports this theory?Evidence that children from all around the world develop at a similar rate in similar stages of development. All children acquire complex grammars by an early age, regardless of their environment or intelligence, points to an innate learning device
- 31JEAN PIAGET: Why do children acquire language? Cognitive theoryOut of necessity as children want to describe their environment and express their feelings.
1. At first a child can’t mentally process the concept that something can exist outside their immediate surroundings – ego centric
2. When they are 18 months, children realise that things have object permanence – This coincides with a big increase in vocabulary
3. The child mentally better equipped to understand abstract concepts like past, present and future
4. research in support - when 7 year olds were taught phrases like 'more/less than' this language tuition did not help them grasp these concepts. Words are acquired after concepts have been grasped - 32Criticisms of Piaget?1) it doesn’t explain how some people with learning difficulties are still linguistically fluent – this suggests cognitive development and language development aren’t as closely linked as Piaget suggests!
- 33BRUNER: Social interactionist theory?Suggest children need a language acquisiton support system to learn (support systems such as imaginative scenarios)
- 34LEV VYGOTSKY: social development theory?Observed children's play and linked it to both cognitive and social development. Young children use props as 'pivots' to support their play but when older use imagination instead.
Identified 2 significant factors that contribute to language development:
1) Private speech is when a child talks aloud to itself, Vygotsky saw this as a major step forwards in a child’s mental development – thinking for itself…
2) The ZPD (zone of proximal development)is when a child needs a caregiver’s help in order to interact, - 35What are protowords?initial sounds to represent actions or emotions.
A child may say ‘Mmm’ to indicate they want some more food – this is not a word in itself, but functions like one - 36What are the sounds children master first?Around 6/7
/m/ and /n/ (nasals) and, /p/, /t/, and /k/ known as voiceless plosives - 37What are the last sounds children develop?/th/ sounds – fricatives
- 38Berko and Brown: 'fis' phenomenonA child referred to his plastic fish as a ‘fis’, when asked ‘is this your fis?’ the child said no – insisting it was his fis. When the child was asked; ‘is this your fish?’ he replied ‘yes, my fis’.
This suggests children can recognise and understand more phonemes than they can actually produce! - 39Berko-Gleason (1958): Wug test1. Children were shown a picture of a made up creature, a wug.
2. They were then shown a picture of 2 and asked to finish the sentence: “there are two
3. Three to four year old children said there were two wugs!
4. They automatically used to rule that states –s is added to create a plural – this is internalisation!
This supports Chomsky as child was able to provide the plural of wug without hearing the word before
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- A-Level English Language Flashcards on Child language - Spoken, created by Ella Foster on 22/10/2016.
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