Child Language Acquisition Key Words

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  • Created by: Tasc24
  • Created on: 27-09-16 18:11
Phoneme
The smallest unit of sound
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Phonetics
The study of sounds used in speech, including how they are introduced
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Phonemic expansion
When the variety of sounds produced by a child increases
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Phonemic contraction
When only the sounds required by the language are used by the child
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Labelling (John Dore)
Naming or identifying a person, object or experience
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Repeating (John Dore)
Echoing something spoken by an adult speaker
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Answering (John Dore)
Giving a direct response to an utterance from another speaker
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Requesting action (John Dore)
Demanding food, drink, toy, assistance etc.
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Calling (John Dore)
Attracting attention by shouting
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Greeting (John Dore)
Greeting another person or animal
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Protesting (John Dore)
Objecting to requests
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Practicing (John Dore)
Using and repeating language when no adult is present
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Instrumental (Halliday)
Language used to fulfill a need e.g. obtaining food, drink, comfort
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Regulatory (Halliday)
Language used to influence the behaviour of others e.g. persuading, commanding
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Interactional (Halliday)
Language used to develop relationships
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Personal (Halliday)
Language used to express personal preferences and identity of the speaker
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Representation (Halliday)
Language used to exchange information
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Heuristic (Halliday)
Language used to learn and explore the environment
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Imaginitive (Halliday)
Language exploring the imagination
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Cries, burps and burbles (David Crystal)
First 2-3 months an infant makes a lot of noises of pain, hunger, discomfort etc. Difficult to attribute a specific meaning to these sounds
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Cooing and going gaga (David Crystal)
Most children add variety to their repertoire of sounds before 6 months. The cooing may begin to resemble the first signs of speech
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Babbling on (David Crystal)
The first extended repetitions of children of some basic phoneme combinations
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First words (David Crystal)
Utterances appear but these single words may have a multitude of functions
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Deletion
Omitting the final consonant of the word e.g. do(g), cu(p)
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Substitution
Swapping one sound for another e.g. 'pip' instead of 'ship'
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Addition
Adding extra vowel sounds to the ends of words e.g. doggie
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Assimilation
Changing one consonant or vowel for another e.g. 'gog' instead of 'dog'
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Reduplication
Repeating a whole syllable e.g. 'dada', 'mama'
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Consonant cluster reductions
Reducing words into smaller units e.g. 'pider' instead of 'spider'
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Deletion of unstressed syllables
Omitting the opening syllable in polysyllabic words e.g. 'nana' instead of 'banana'
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Vegetative (pre-verbal stage)
Reflex crying noises which take place between 0-4 months
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Cooing (pre-verbal stage)
Open-mouthed vowel sounds which take place between 3-6 months
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Babbling (pre-verbal stage)
Repeated consonant-vowel sounds and combinations of these which takes place between 6-12 months
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Proto-word (pre-verbal stage)
Babbling sounds that seem to match actual word sounds which takes place between 9-12 months
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Holophrastic/One-word stage
One word utterances (12-18 months)
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Two-word stage
Two-word combinations (18-24 months)
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Telegraphic stage
Three or more words combined (24-36 months)
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Post-telegraphic stage
More gramatically complex combinations (36 months+)
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Telegraphic stage
Three or more words combined (24-36 months)
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Post-telegraphic stage
More gramatically complex combinations (36 months+)
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Overextension
Applying a label to fewer referents than it should have e.g. a child saying 'sea' to label any body of water
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Underextension
Applying a label to fewer referents than it should have e.g. a child saying 'milk' to refer to their own cup but not a picture of some milk in a book
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Categorical overextension (Rescorla)
Most common form of overextension e.g. label of 'apple' stretched to include other types of fruit or label of 'mouse' for similar animals
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Analogical overextension (Rescorla)
Related more to the function or perception of an object e.g. 'scarf' might be called 'cat' when child strokes it or 'cement mixer' labelled 'football' due to similar shape and rolling action
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Mismatch/Predicate Statements (Rescorla)
Statements that convey some form of abstract information e.g. child using 'doll' when referring to an empty cot which is linked to the fact a doll could usually be found in a cot
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Hypernym
The name of a category e.g. vegetable
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Hyponym
The name of a category member e.g. carrot
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Content words
Words from classes such as nouns, verbs and adjectives
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Function words
Words from classes such as determiners, prepositions and auxiliary verbs which have a grammatical function rather than semantic so come later to the child than content words
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Virtuous errors
These are mistakes children make due to their knowledge of language and so are logical e.g. 'I runned' instead of 'I ran'
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Labelling (Aitchison)
Associating words with objects in the world around them, linking words to things and understanding the concept of labels
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Packaging (Aitchison)
Starting to explore the extent of the label and is often the stage where overextensions and underextensions occur most frequently
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Network building (Aitchison)
Making connections between labels they have developed and understanding opposites and similarities, relationships and contrasts
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Bound morpheme
A morpheme that does not exist as an independent word but adds meaning to a free morpheme e.g. the free morpheme 'help' can have the bound morphemes 'un', 'ful' and 'ly' to make 'unhelpfully'
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Free morpheme
A morpheme that can exist as an independent word
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Gestalt expression
Expressions that sound like one word and almost function as short sentences e.g. 'what's that' becomes 'wassat'
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Pivot schema
The use by children of certain key words as a 'pivot' to generate many utterances
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Nativism
Humans have an inbuilt capacity to acquire language
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Behaviourism
Language is acquired through imitation and reinforcement
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Social interactionism
Child language is developed through interaction with adults
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Cognitivism
Language acquisition is part of a wider development that develops
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Other cards in this set

Card 2

Front

The study of sounds used in speech, including how they are introduced

Back

Phonetics

Card 3

Front

When the variety of sounds produced by a child increases

Back

Preview of the back of card 3

Card 4

Front

When only the sounds required by the language are used by the child

Back

Preview of the back of card 4

Card 5

Front

Naming or identifying a person, object or experience

Back

Preview of the back of card 5
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