CLA speech theorists - English Language
- Created by: The_awkward_writer
- Created on: 02-08-20 11:58
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- Child Language Acquisition Speech - main theorists
- Chomsky (Innate theory)
- Accent and imitation is another element
- Tomasello - 2016 - usage-based learning - building blocks - taking away and adding phrases to construct sentences
- Chomsky didn't work with real babies
- Genie never developed language when isolated from human contact
- Chomsky overstated the poverty of children's input. Research shows that 90% of what children hear is standard grammar rather than fragmented utterances
- Too much emphasis on what is inbuilt, not enough on interaction.
- Berko and the Wug - 1960 - showed that children know words that they could not have heard and therefore not memorised, so they do know rules, like plural 's'
- LAD - Language Acquisition Device - Children have an hypothetical tool within the human brain that lets them learn and understand language quickly
- Bruner (Interactional theory)
- LASS - Language Acquisition Support System - Encourages speech
- 1. Gain child's attention 2. Query 3. Label image 4. Feedback to baby's utterances
- CDS/Motherese/Parentese
- Exaggerated high pitched voice. Intonation. Simple grammar. Fewer corrections.
- Crystal, 1986: child doesn't respond, save crying, but mother continues speaking, responding to proto-words
- Bancroft, 1996: Games such as 'peek-a-boo' parallel turn-taking and rules of conversations
- Clarke-Stewart, 1973: CDS provides child with more vocabulary
- Hart and Risley, 1977: more vocabulary spoken to child before age of 3, the more vocab child will know. 86% to 98% of the words used by each child by the age of three were derived from their parents’ vocabularies.
- Nelson, 1973: Corrections slow the child's learning down
- Kuhl, 1992: Children turn towards exaggerated vowel sounds and sing-song voices
- Genie: No social interaction from 20 months to 13 years old. Only basic language was learnt as a consequence of this
- Papua New Gineau and Samoa don't use this and their children develop at a similar rate.
- LASS - Language Acquisition Support System - Encourages speech
- Skinner (Behaviourism)
- Accent and dialect
- Hart and Risley, 1977: more vocabulary spoken to child before age of 3, the more vocab child will know. 86% to 98% of the words used by each child by the age of three were derived from their parents’ vocabularies.
- General theory of learning - they start as a blank slate
- Operant conditioning, 1957 - negative reinforcment until child learns language correctly (rejected by Nelson, 1973)
- Nelson, 1973: Corrections slow the child's learning down
- My first word (taboo lexis) was imitation of caregiver's lexis
- Tested theory on rats and pigeons, not children
- Chomsky said that children won't hear overgeneralisations from adults as adults wouldn't use them
- Virtious errors made by children
- Fis Phenomom: child unable to use correct form, despite understanding
- Chomsky said Skinner's theory was 'gross and superficial'
- Piaget and Vygotsky (Cognitive theory) - children's enviroment supports understanding
- Bereiter and Scardemelia, 1987: Developmental model theory
- 1. knowledge and telling strategy or content knowledge, e.g. child told to write down everything from memory about a holiday.
- 2. knowledge transforming strategy: writer uses knowledge they have as well as their understanding of genre to write a piece of writing.
- Garvey: children adopt roles during play
- John McWhorter, 2020: When in quarantine, his 5 year old daughter had a sudden vocabulary boom due to playing with her older sister
- Gunther Kress, 1970: multimodal play - construct world's in which to play in and act out roles
- Vygotsky: Two separate roles; communication and thought. Language and thought become closely related
- Piaget: Children need to understand a concept before using the language.
- E.g: The Naming Explosion, linked to object permenance and pronouns.
- Object permeance: e.g. Mummy didn't disappear when she left the room
- E.g: The Naming Explosion, linked to object permenance and pronouns.
- Piaget: Children need to understand a concept before using the language.
- 'Fuzzy areas' in child's language don't relate to concept first then language, for example; 'ed' past tense
- Medical conditions like autistic spectrum disorder often have advanced language, but lack of conceptual understanding
- Navitists (innate theory), often argue that language is unique and shouldn't be linked to other processes of child's development
- Fis Phenonom, 1958/60
- Bereiter and Scardemelia, 1987: Developmental model theory
- Chomsky (Innate theory)
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