CLA Theorists

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Decaspar & Spence
Babies sucked on dummies more when mothers read them same stories they had read while in the womb.
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Fitzpatrick
Heart rate of unborn baby slows when it hears mother's voice - suggests calming & soothing influence.
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Mehler et al
French babies sucked dummy more when hearing words in French than English/Italian.
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Pettito & Holowka
Babbling is a form of preliminary speech as most of infants' babbling comes from left side of brain which is responsible for speech production.
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Bristol University 2008
Babies who are exposed to different languages in first 9 months are more able to pick out the sounds of these languages later in life - phonemic contraction occurred to a lesser degree.
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Berko & Brown
Fis phenomenon - child understood what the word sounds like but couldn't say it himself.
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Leslie Rescorla C
Categorical overextension = name for one member of a category used for all members e.g. apple for all fruit.
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Leslie Rescorla A
Analogical overextension = word for one object extended to one in a different category e.g. ball used for orange
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Jean Aitchison
1) Labelling - Child links particular words w/ the objects. 2) Packaging - child begins to understand a word's possible range of meaning. 3) Network building - Child begins to make connections between words & understand some words are opposites.
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Katherine Nelson et al (1973)
Studied first 50 words of children & put them into 5 categories: General nominals (dog, shoe) Specific nominals (mummy) Actions words (stop) Modifying words (dirty) Personal/social words (hi, yes)
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Jean Berko Gleason
Wug test - 3/4 y/o children added 's' to end of Wugs showing that they weren't copying anyone & had automatically used the rule that states -s is added to pluralise a noun. Internalisation.
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Skinner & Behaviourism
Operant conditioning - positive/negative response by caregiver can influence way child talks on future occasions. Positive/negative reinforcement. Look for children imitating adults' speech & learning after correction from adults.
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Skinner & Behaviourism - Challenges
Language is based on a set of structures & rules that can't be worked out simply by imitating utterances. The mistakes made by children show they are actively working out the rules & not just imitating.
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Chomsky & Nativism
Children have LAD which holds grammatical universals. All children around world go through similar stages of development (supports theory) Look for things like over/underextension & children resisting correction from adults.
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Pinker's Language Instinct
Humans are born w/ innate ability & capacity for language - language is an instinct that must do 2 things: Convey a message to an audience & Negotiate the social relationship between speaker & audience.
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Chomsky & Nativism - Challenges
Does not place sufficient importance on role of caregivers. LAD never been found on brain imaging.
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Piaget & Cognitive theory
A child can't linguistically articulate concepts they don't understand. Children's intelligence develops as they interact w/ world around them. Look for children talking to themselves & failing to use language as they don't understand the concept.
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Piaget Sensorimotor stage
0-2 years. Child begins to interact w/ environment using senses & physical movement. Child remains egocentric. Understanding of object permanence appears.
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Piaget Pre-operational stage
2-6/7 years. Child learning to speak & developing imaginative focus. Can represent world symbolically in play. Remains egocentric & struggles to understand other POV. Begins to question frequently & try to understand things.
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Piaget & Cognitive theory - Challenges
Evidence of children w/ severe learning disabilities & cognitive problems who still use language far beyond their actual understanding.
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Bruner & Interactive theory
Interactions between child & carer are crucial & help develop abilities like turn-taking. Questions, encouragement & scaffolding from carers help. Look for children benefiting from interaction, turn taking & conversation skills being taught.
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Bruner & LASS
Language Acquisition Support System = support given by caregivers & other key roles. Gaining attention; query; label; feedback.
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John Dore
Repeating, Answering, Requesting action, Calling, Greeting, Protesting, Practising (no adult present), Labelling
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Vygotsky & Sociocultural theory
Children using 'private speech' is vital as shows child is thinking for themselves. Caregivers scaffold & support - MKO can direct child to move within ZPD. Look for children talking to themselves & needing less support after being scaffolded.
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Tomasello
Argues against language being an instinct - both social & cognitive. By 9-12 months children use a pattern-forming ability. Interaction w/ caregivers.
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CDS features
Frequent & longer pauses. Slower & clearer speech. Repetition. Grammatically simpler Qs. More Qs. Diminutives. Nouns rather than pronouns. Expansion. Recasts. Politeness features. Mitigated imperatives. Label objects more generally.
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CDS aims
Attract & hold child's attention. Help break down language into understandable chunks. Refer to things the child can see (object permanence?). BUT overcorrecting can have detrimental effect on child (contradicts Skinner).
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Steven Pinker
Behaviour of Western MC mothers is neurotically concerned w/ their child's language acquisition. /Kaluli tribe in Papua New Guinea does not use CDS yet children don't have late/impaired language development./
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Jean Berko Gleason 1975
Fathers tend to use more commands & teased children more & referred them to mothers more. Mothers tended to use less complex constructions & more sensitive & responsive to children. Study done 40+ years ago - much cultural change since then.
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Susan Ervin Tripp
Play w/ other children helps language development as children can learn from each other & have to work collaboratively. Imaginative play is critical for children to experiment w/ language.
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Sinclair & Coulthard
IRF structure - analyse educational discourse but also early childhood conversations. Initiation, Response, Feedback.
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Halliday
By having intended outcome/motivation for using language a child will be more motivated to use it.
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Halliday functions
Instrumental (fulfil a need). Regulatory (control behaviour of someone). Interactional (develop relationships). Personal (express views). Heuristic (explore world). Imaginative (explore creatively/during play). Representational (exchange info).
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Leslie Rescorla
Found link between later vocabulary development & continued language issues as they got older. If child has fewer words in vocabulary at 2 y/o could be sign of other problems e.g. deafness/autism.
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Roger Brown
Uses appearance of bound & unbound morphemes, MLU, & grammatical words to chart grammatical development. Bound morpheme = morpheme depends on other morphemes to make sense e.g. -est. Unbound morpheme = e.g. light.
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Roger Brown stages
Stage 1 (15-30 months) No bound morphemes, MLU of 1.75, word order generally correct. Stage 2 (28-36 months) Bound morphemes begin to appear, present progressive tense w/ -ing, regular -s plurals, MLU of 2.25.
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Bellugi Pronouns
1) Name rather than pronoun. 2) Recognise there is a difference between subject & object pronouns but unable to apply correctly. 3) Correctly apply subject & object pronouns.
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Bellugi Questions
1) At around 18 months begin to use rising intonation. 2) Between 2-3 start to include wh- words in utterances & develop wider range of interrogative pronouns. 3) 3 upwards, correctly use subject-verb inversion & auxiliary verbs for first time.
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Bellugi Negatives
1) At around 18 months learn to use "no" to make things negative, usually at beginning of sentence. 2) Between 2-3 start to use "no" & "not" in front of verbs & develop contracted negatives but sometimes mix them up. 3) Standardise contraction use.
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Genie (1970)
Locked up at age of 20 months. Had no speech at age 13 & not able to acquire language past v basic level. Reinforces concept of a critical period as was not exposed to language at a young age.
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Eric Lennenburg
Critical period - In first few years of life sufficient social interaction & exposure to language essential so a child can gain full mastery of the language.
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Card 2

Front

Heart rate of unborn baby slows when it hears mother's voice - suggests calming & soothing influence.

Back

Fitzpatrick

Card 3

Front

French babies sucked dummy more when hearing words in French than English/Italian.

Back

Preview of the back of card 3

Card 4

Front

Babbling is a form of preliminary speech as most of infants' babbling comes from left side of brain which is responsible for speech production.

Back

Preview of the back of card 4

Card 5

Front

Babies who are exposed to different languages in first 9 months are more able to pick out the sounds of these languages later in life - phonemic contraction occurred to a lesser degree.

Back

Preview of the back of card 5
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