Proposed by Skinner. Children learn through imitation + operant conditioning.
1 of 17
Operant Conditioning
Feedback, positive or negative, reinforces CLA.
2 of 17
Negative Reinforcement
Receiving no feedback or negative feedback.
3 of 17
Positive Reinforcement
Receiving positive feedback.
4 of 17
LAD
Proposed by Chomsky. Children have an innate ability to decode the systems of grammar and syntax.
5 of 17
Universal Grammar
The global capacity of children to learn grammar at similar rates.
6 of 17
Virtuous Errors
Errors made by children in their grammar ("I eated"), showing their identification and application of linguistic patterns.
7 of 17
Critical Period
The age at which a child will be most receptive to CLA (suggested by Lenneburg to be 5).
8 of 17
Poverty of Stimulus
Children hear linguistic errors, yet acquire the correct form.
9 of 17
CDS
Use higher pitch, repetition, more questions, use of diminutives, and use of nouns instead of pronouns.
10 of 17
LASS
Proposed by Bruner. Caregivers support CLA by interaction and encouragement. Routines enable exploration of language, etc... Emphasised importance of questions, naming, recasting, and scaffolding.
11 of 17
Piaget's Cognitive Development
Proposed by Piaget. CLA develops alongside cognitive development. A child cannot use comparatives "small", "smaller", "smallest" without first understanding the concept of size.
12 of 17
Vygotsky's Scaffolding
Proposed by Vygotsky. Skills too difficult to learn on own can be learnt with support of a more knowledgable other.
13 of 17
Nelson's 50 First Words
60% are Naming. Actions/Events. Describing. Personal (only 8%).
14 of 17
Wug Test
Assesses a child's ability to pluralise. "There's one wug, now there are two..."
15 of 17
Overextension
Categorial ("dog" for all animals); Analogical ("Nunu" for olive); Statement (saying "duck" near a pond)
Comments
No comments have yet been made