Theorists
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- Created by: Calista1206
- Created on: 28-02-19 09:47
Child Directed Speech (CDS)
- Change in intonation, pitch, elongation of words to engage with children and encourage a child to interact
- Phonology and Prosody
- Intonation is exaggerated
- Words stressed more strongly
- Pitch is higher
- Words and phrases are repeated
- Pace is slower with longer pauses
- Lexis
- Simplified
- Reduplication
- Diminutives (doggie/birdie)
- Words often refer to touchable objects
- Grammar
- Syntax simplified
- Proper nouns used instead of pronouns
- Repetition of the child's name
- Present tense
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8 Stages of Language Acquisition
- Vegetative - sounds of discomfort/reflexive actions (0-4 months)
- Cooing - comfort sounds and vocal play using open-mouthed vowel sounds (4-7 months)
- Babbling - repeated patterns of consonant and vowel sounds (6-12 months)
- Proto-words - word-like vocalisations, not matching actual words (9-12 months)
- Holophrastic/One-word - one word utterances (12-18 months)
- Two-word - two word utterances (18-24 months)
- Telegraphic - three or more words combined (24-36 months)
- Post-Telegraphic - more grammtically complex combinations (36+ months)
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LAD - Chomsky (1965)
- Child's ability to acquire language is inbuilt
- Isn't taught, but a natural development that occurs when children are exposed to language
- LAD - Language Acquisition Device
- Allows the child to take and use the grammatical rules of the language
- All human languages share similarities (universal grammar)
- Explains overgeneralisation and virtuous errors
- Set stages of language acquisition
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LASS - Bruner (1983)
- Parents, teachers, grown-ups and general caregivers are needed to support children's language development in social situations (LASS - Language Acquisition Support System)
- Caregiver asks questions to prompt a linguistic response
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3 Types of Overextension
- Overextension - 'dog' referring to any animal with 4 legs
- Underextension - 'dog' applying only to the family dog
- Categorical - 'dog' extended to other animals
- Analogical - association of unrelated objects due to similarity of features
- Predicate - abstract meaning
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3 Model Stages in Language Acquisition - Aitchison
- Labelling
- Association of sounds with objects in the immediate world of the child
- Linking to everyday objects
- Packaging
- Exploring the extent of a label
- Over and underextension occurs
- Network Building
- Connections between the labels they have developed
- Understanding of opposites, similarities, relationships, contrasts
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Intonation - Cruttenden (1986)
- Effects of intonation on a child's understanding
- Children under 7 had difficulties linking the tone of someone's voice with the implication of emotion
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Inflections - Brown (1973)
- Children start to add inflections to their words (20 months)
- Present participle '-ing' e.g. I going
- Plural '-s' e.g. Kitties
- Possessive '-s' e.g. Mummy's chair
- Articles 'a' 'the' e.g. Get the ball
- Past Tense '-ed' e.g. I kicked it
- Third person singular verb ending '-s' e.g. She loves me
- Auxiliary 'be' e.g. It is raining (It's raining)
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Grammar Acquisition - Inflections - Cruttenden (19
- Stage 1 - Inconsistent Usage
- Inflections correctly used some of the time because they have learned the word not the grammatical rule
- Stage 2 - Consistent Usage
- Sometimes misapplied
- Applying the regular past tense inflection to irregular words e.g. I drinked it (overgeneralisation or virtuous error)
- Stage 3 - Consistent Usage
- Children are able to cope with irregular forms
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Questioning - 3 Stages
- Stage 1 (Two-word Stage) - 18 months
- Use of rising intonation to indicate a question e.g. Go walk?
- Stage 2 (Telegraphic Talk) - 2-3 years
- Continue to use rising intonation but now include 'Wh-words' in the utterances e.g. 'Where daddy going?'
- As they continue to develop, they use a wider range of interrogative pronouns, such as why, when and how
- Stage 3 - from 3+
- Use a subject-verb inversion e.g. 'Can I see it?' instead of 'I can see it?'
- Use of auxiliary verbs for the first time
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Negatives - 3 Stages
- Stage 1 - 18 months
- Children use no or not to make things negative, normally at the beginning of a phrase e.g. 'No juice'
- Stage 2 - 2-3 years
- Children start to use no and not in front of verbs too e.g. 'I no want juice'
- Develop the use of contracted negative 'can't' and 'don't'
- Stage 3 - from 3+
- Children stop using no and not in the way the did in stage 1
- Standardise their use of can't and don't
- Start using other negative contractions like didn't and won't
- Use of isn't develops slightly later
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Categorising First Words - Nelson (1973)
- Naming (things and people) (60% in this group)
- Actions/Events (Second largest, most common being up/down)
- Describing/Modifying things
- Personal and Social words (8% of the sample)
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Imitation Theory - Skinner (1957)
- Behaviourist Theory
- Language acquired through imitation and reinforcement
- Children repeat what they hear (imitation) and caregivers reward a child's efforts with praise
- Reinforce what the child says by repeating words and phrases back, correcting mistakes
- Children learn all the specific pronunciations of individual words by copying an adult
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Piaget
- Emphasised that children are active learners who use their environment and social interactions to shape their language
- E.G. A child asking 'wassat' or what's that? shows that they want more labels to descibe the objects around them, and use this to be an active learner
- Linked linguistic development with an understanding of the concepts surrounding the word's meanings, suggesting that children cannot be taught before they're ready
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4 Developmental Stages - Piaget
- Sensorimotor - Up to 2 years
- Child experiences the physical world through senses and begins classifying things in it
- Lexical choices are concrete
- Pre-Operational - 2-7 years
- Language and motor skills develop and become more competent
- Language used is egocentric - focused on the child, used by the child when no one is around
- Concrete Operational - 7-11 years
- Children begin thinking logically about events
- Formal operational - 11 years +
- Abstract reasoning skills develop
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Cognitive Approach - Piaget
- Child needs to have developed certain mental abilities before they can acquire particular aspects of language
- A child can't process the concept that something can exist when they can't see it - egocentric
- 18 months - awareness of object permancence
- The child is capable of understanding abstract temporal ideas like past, present and future
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Vygotsky's Socio-Cultural Theory (1978)
- Two factors that contribute to language developemt - private speech and the Zone of Proximal Development (ZPD)
- Private Speech - when a child talks aloud to themself
- ZPD
- When a child needs a caregiver's help in order to interact
- Caregiver responds for the child or tries to encourage response
- Gives the child a model to apply to similar situations in the future
- Support known as scaffolding
- Children require it less and less once they become moreable to deal with different social situations on their own
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7 Functions of Language - Halliday
- Instrumental - Expressing needs
- Regulatory - Tells others what to do
- Interactional - Makes contact with others to form relationships
- Personal - Language used to express self
- Heuristic - Used to gain knowledge
- Imaginative - Creating a world of their own
- Representational - Language used to communicate information
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