Child Language general information - no theorists

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Stages in acquiring words (lexis and semantics)
Cooing, babbling, proto words, productive vocabulary.
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Environment
The environment has an effect on the child's vocabulary, for example, if they have a cat they'll know the name for it. Whereas those who don't own one may not understand what it is.
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Two types of personalities
Referential - names (want to know the names of everything). Expressive - action and social words (prefer normal talk)
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Underextension
Narrow, more specific than adult language. May not be able to comprehend what is not theirs. e.g in terms of shoes, if a child is wearing them then they've got shoes, but someone else can't have shoes because it is not owned by the child.
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Grammatical development - syntax
Holophrastic stage (context is important in this stage as a word can mean multiple things, 'goggie' can mean there it is, or look, etc), two-word stage, telegraphic stage.
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Two-word phrases
Example: 'pretty boat, mummy sock'. This shows that children at this stage only have rundimentary syntatic structure, but are still capable of expressing a range of meaning. Adults meaning is imposed on childs production as assume what childs saying.
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Post-telegraphic stage
Missing words in right places, complex grammar structures. Examples: Different tense and aspect, passive voice, clauses linked with conjunctions, range of clauses used (co-ordinating, subordinating, relative)
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Negatives
Example: no or not. Can be auxillary 'don't, isn't'. Increased complexity and range of negatives will occur as they age. Can use polite negatives 'I'm full up.'
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Derivational morphology
Children manipulate words to get the meanings they want.
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Patterns of word making
Conversion - use words in different class, e.g. 'I jammed the bread'. Affixation - apply ending to words to make a new ones, e.g. 'it's crowdy in here.' Compounding - Join existing words in new combinations, e.g. 'horsey-man'.
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Inflectional morphology
Putting bits in to change the tense. Past, 'ed' morpheme. Progressive, 'ing' morpheme. Possession/plurals, 's' morpheme. Comparative/superlative, 'er/est' morpheme.
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Virtuous errors - overgeneralisation
Level of understanding of grammatical rules. Child uses forms unlikely to be heard from an adult, e.g. 'I runned, three mans.' Shows child is developing understanding of rules.
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What virtuous errors suggest
Contradicts Behaviourists/Skinner as you cannot imitate these forms from an adult. Links more to Chomsky.
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Regression
Seems like child errors increased, use correct forms that are now replaced with virtuous error. Shows children imitated to start with but are now applying rules. Correcting a child at this stage is not effective.
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Preverbal stages - phonological development
Reflexive (vocal response, hunger or discomfort etc), vegetative (coughing, burping, vowel sounds with short consonants, 'gaaaa'), vocal play (longer sounds), babbling (reduplicated sounds), melodic utterances (sounds like words).
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CV structure
Consonant-vowel pattern. Examples: Reduplication 'baba', monosyllables reduced to CV 'du', addition (usually a vowel) 'doggie' - maintains CV.
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Substitution of consonants
Stopping, fronting, liquid sounds, vocalisation.
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Early mistakes in sounding words
Addition, deletion, reduplication, substitution, consonant cluster reduction, deletion of unstressed syllable, assimilation.
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Turn-taking
Shows understanding of mechanics of conversation.
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Natural Sieve hypothesis
Young children extract limited features from what they hear, filter out any complexities. Later learners lose this ability and less capable of coping. Links to Lenneburg.
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Scaffolding
Adult caregivers provide children with model language used in everyday circumstance. Children take it in and apply it to everyday situations.
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Other cards in this set

Card 2

Front

The environment has an effect on the child's vocabulary, for example, if they have a cat they'll know the name for it. Whereas those who don't own one may not understand what it is.

Back

Environment

Card 3

Front

Referential - names (want to know the names of everything). Expressive - action and social words (prefer normal talk)

Back

Preview of the back of card 3

Card 4

Front

Narrow, more specific than adult language. May not be able to comprehend what is not theirs. e.g in terms of shoes, if a child is wearing them then they've got shoes, but someone else can't have shoes because it is not owned by the child.

Back

Preview of the back of card 4

Card 5

Front

Holophrastic stage (context is important in this stage as a word can mean multiple things, 'goggie' can mean there it is, or look, etc), two-word stage, telegraphic stage.

Back

Preview of the back of card 5
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