Child Language Acquisition theorists

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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
    • 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
    • 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
    • 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'
        • 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
      • network building
        • grasping connections between words
        • understanding synonyms and antonyms

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