Child Language Acquisition theorists
- Created by: Erin Barker
- Created on: 22-09-19 20:01
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- CLA Theorists
- Chomsky
- everyone born with innate ability ot understand rules of langyafe
- Language acquisition device
- Learn through exposure rather than being taught
- Human brain pre-programmed
- Universal grammer
- Brunner
- Language acquisition support system
- Four phases of parent-child social interaction
- Parents encourage speech using books
- Gaining babies attention from a picture
- Querying- Asking the child whats in the picture
- Labelling- telling the baby what the image is
- Feedback- responding to child's utterance
- Modes of representation
- Enactive representation-
- 0-1 years
- Encoding action-based info, e.g. muscle memory
- Iconic representation
- 1-6 years
- Image Based
- Involves info being stored as a visual image
- Symbolic representation
- Language-based
- 7+ years
- Info stored as a code or symbol
- Enactive representation-
- Language acquisition support system
- Vygotsky
- private speech
- when a child talks to themselves
- zone of proximinal development
- when a child needs their caregivers to help them interact
- skills too difficult for child to master on their own
- need guidance and encouragement from a knowledgeable person
- egocentric speech- act of child talking to themselves
- carers support- scaffolding
- social interaction theorist
- private speech
- Piaget
- cognitive approach
- child must develop certain mental abilities before they can acquire langauge
- four stages of cognitive development
- Sensorimotor
- birth to 18-24 months
- all things learnt are based on experiences or trail and eroor
- baby can differentiate from self and objects
- Preoperational
- 2-7 years
- development of language, memory and imagination
- symbolic thought
- can classify objects as a single feature
- Formal operational
- adolescence to adulthood
- use of symbols to relate to abstract concepts
- become concerened with the hypothetical, the future and ideological problems
- children will develop more complex forms when their intellectual development can cope
- learning by doing- 'discovery learning'
- Goffman
- Developed the face theory
- Present a particular face depending on who we are speaking to
- Halliday
- regulatory
- used to influence behaviour of others
- make requests or give orders
- e.g. 'pick up'
- Instrumental
- used to fulfill a need of the speaker
- e.g. 'want juice'
- Personal
- express personl preference
- express views and feelings
- e.g. 'me like charlie and lola'
- Representational
- used to exchangeinformation
- e.g. 'it cold'
- Heuristic
- used to learn and explore environment
- e.g. 'what's that?
- Interactional
- to relate to others
- e.g. 'love you'
- Imaginative
- create language through imaginative play, storytelling, rhymes and humour
- e.g. 'me mum you dad'
- pragmatic view
- regulatory
- John Honey
- standard English is superior to all other dialects
- children should be taught SE
- if they don't use SE that will be prevented from succeeding in life
- Lenneberg
- critical period hypothesis
- without linguistic interaction before the age of 5 & 6 language development is severely limited
- may be able to learn voca but grammar too difficult
- tested on feral children, e.g. genie
- Snow
- Motherese encourages babies to produce different sounds
- Berko and Brown
- the 'fis' phenomenon
- shows that children have a larger understanding of phonology even though they cant speak correctly without phnological errors
- understand a wider range of phonemes than they can produce
- wug test- children overgenrealise, brief understanding of what makes words plural
- Grunwell
- All children make predictable pronunciation errors
- Phonological processes
- Decasper and Spence
- 1986
- children have memory of the womb
- Mehler et al
- 1988
- Babies can distinguish between the mother tongue and other languages
- 4 day old French babies increased their sucking rate on dummy
- showing interest when they heard french as a pose to English or Italian
- Fitzpatrick
- 2002
- heart rate of unborn baby slowed when it heard mothers voice
- causes physical relaxation
- even in womb, babies become familiar with sounds, rhythm and intonation of language
- Cruttenden
- 1985
- intonation becomes more obvious once words spoken
- Intonation takes longer to develop
- Found that intonation used in the first team's score allowed adults to predict successfully the final outcome
- youngest children-7 were rearely successful
- Oldest children- 11, significantly less successful than adults
- David Crystal
- Suggested that children learn language in 5 stages
- Stage 1- children say things for three purposes
- to get something they want
- to get attention
- to draw attention to something
- begin naming things with single words
- then move on to relating objects to other things
- e.g. 'there mummy'
- begin to relate objects to events
- e.g. 'birdie gone'
- then move on to relating objects to other things
- use intonation to ask questions
- use words like 'where' & 'when' followed by noun/verb to form full sentences (holophrastic)
- Stage 2- children ask questions using 'where'
- concerned with naming and classifying things
- asking what everything is
- learn things in opposite pairs
- talk about characteristics of things
- Stage 3- ask lots of questions mainly using intonation
- e.g. 'Sally play in garden mummy?'
- express more complex wants by using more grammatically correct language
- refer to events in the past and less often the future
- talk about continuing actions
- basic sentence structure expanded
- auxiliaries begin to be used
- ask about basic states of actions
- Stage 4- children use increasingly complex structures
- ask for explanations using 'why'
- make a wide range of requests
- use abstract verbs to express mental operations
- replace imperatives with interrogatives
- pragmatic understanding- can match language to context
- rely less on intonation and gestures
- Stage 5- regularly use language for all things they need it for
- give info, ask questions, request, suggest, offer, state and express
- talk about things conditionally and hypothetically
- explain conditions required for something to. happen
- make general references to past and future
- talk about particular times
- e.g. 'before tea' 'after school'
- comfortable with interrogatives using question words
- Katherine Nelson
- 60% of first words are nouns- naming category
- first words categorised into 4 groups
- naming- things or people
- actions/events
- describing/modifying
- personal/social words
- Ursula Bellugi
- 3 stages of negative formations
- using no or not at the beginning or ends of sentences
- e.g. 'no wear shoes'
- moves no or not inside sentence
- e.g. 'i no want it;
- attaches negative auxilllary verbs and copula verb 'be'
- e.g. 'No, i dint want to go to nursery'
- Skinner
- language acquired through imitation and reinforcement
- children repeat what they hear
- caregiver rewards childs efforts with praise
- behavioural theory
- Alison Clarke-Stewart
- Child directed speech
- Children have a larger vocabulary range if their mothers talk to them a lot
- Leslie Rescoria
- 3 categories of overextension
- categorical overextension
- the name of one member of a category is extended to all members of a category
- Analogical overextension
- a word for one object is used for one in a different category
- Mismatch statements
- child makes a statement about one object in relation to another
- Aitchison
- labelling
- make links between sounds of words and the objects they refer to
- packaging
- learn words with a range of meanings
- overxtension and underextension
- learn words with a range of meanings
- network building
- grasping connections between words
- understanding synonyms and antonyms
- labelling
- Chomsky
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