Child Language theorists and case studies

?
Chomsky
Nativist, children are pre-programmed to speak when exposed to Language Acquisition Device (LAD). All languages share a Universal Grammar.
1 of 38
Agreement for Chomsky
Focus on rules rather than imitation, explains why children have 'linguistic creativity' e.g. 'my head falled off'. All children around the world pass through similar stage, medical research suggests specific areas of the brain controls language.
2 of 38
Argument against Chomsky
Can't be solely Nativist as children do require some stimulus and exposure to language, an example would be Genie. Theory sounds more instantanous than it is.
3 of 38
Ibbotson's argument against Universal Grammar
Don't know if child will be English, Japanese or Turkish etc. Universal Grammar can't exist (e.g. English have verbs before objects and Turkish have it in reverse so children need to discover which language they're dealing with to help with syntax)
4 of 38
Levitt and Utman
Study of sound produced by one American English speaking child and one French speaking child.
5 of 38
Levitt and Utman findings
8/21 vowel sounds are shared. 5 occur in English and not French, eight occur in French not English. Showed evidence of similar patterns and influences of adult language. - sounds similar in terms of consonant and vowels.
6 of 38
Suggestion about findings
Environment has influence on infant babbling. If physical devlopment was the result of sounds produced then the sounds made by both infants should be the same. Consists with the idea that infants from different language pass through the same stages.
7 of 38
Skinner
Behaviourist. Language is a learned behaviour, learn to speak through imitating language around them (in early development can use the correct tense form). Care givers provide positive and negative reinforcement.
8 of 38
Agreement for Skinner
Imitation does play a role in language - especially with Phonology as it's how we get accents similar to parents or peer groups. Sometimes children imitate profanity.
9 of 38
Argument against Skinner
Too simpplistic, suggests parents are more likely to correct the truth of a statement more than the grammar. Evidence of more than just imitation happening.
10 of 38
Research against Skinner
Research suggests correcting a childs language (positive reinforcement), might impede language development. Also, can't imitate virtuous errors such as 'I runned'.
11 of 38
Argument against Skinner's method
His research was based on the study of rats and pigeons. Children are different to animals!
12 of 38
Piaget
Children must understand a concept before they can linguistically articulate it. e.g. time passing (use of different tense and adverbs like 'tomorrow'), size (enables them to use comparatives/superlatives).
13 of 38
Against Piaget
Doesn't consider the importance of interaction, or account for why children with learning difficulties are still linguistically fluent and how those with advanced skills struggle with language.
14 of 38
Vygotsky
Emphasises importance of social interaction through collaborative play.
15 of 38
Vygotsky's Zone of Proximal Development (ZPD)
Difference between what a child can do with help and what it can do without guidance. Can perform task with peers therefore it will be able to perform the task alone.
16 of 38
Vygotsky's More Knowledgeable Other (MKO)
Refers to anyone who has a better understanding or higher ability level than the learner.
17 of 38
Lenneburg
The Critical Period Hypothesis. LAD needs to be activated with input before a certain age (12-13), acquire language between ages 2-13. This can be supported by feral children such as Genie.
18 of 38
Agreement for Lenneburg
Most people find it easier to learn language when they are younger, suggesting a sensitive period may exist - link to Natural Sieve hypothesis.
19 of 38
Argument against Lenneburg
Language Acquistition starts before 2 and language doesn't stop at adolescents.
20 of 38
Bruner
Interactionalist. Language Acquisition Support System (LASS) and scaffolding, and the importance of Child Directed Speech, example is Jim.
21 of 38
Role of care givers
They support childs linguistic development in social situations - interacting and encouraging child to respond through pointing, asking questions.
22 of 38
Child Directed Speech
More pronounced intonation, simplified vocabulary (babytalk), repeated grammatical frames, simpler grammar (shorter utterances), tag questions, recasting, more obvious lip and mouth movement, actions accompanying speech.
23 of 38
Agreement for Bruner
Adult treats child like full participant in conversation - using eye contact, smiling, speaking.
24 of 38
Case of Vincent (and Jim)
Hearing child born to death parents, learned to communicate with sign language. Watched TV and watch pictures with facination, didn't pay attention to sounds. - links to Jim whose speech was underdeveloped as had deaf parents. Implies CDS important.
25 of 38
Against Bruner
In cultures such as Papua New Guinea where child-directed speech is not believed to take place, children do not seem to be impeded by the lack of verbal interaction. Links with children from Quiche who have minimum input but still become fluent,
26 of 38
Heath
Argues the importance of CDS, found that adults in black working class communities were less likely to use 'baby talk' (exaggerated intonation). CDS can contribute to language development without being essential - challenges importance of CDS.
27 of 38
Trevarthen and Aitken
Talk about 'proto-conversations' e.g. peek-a-boo. Involves turn taking, person's turn depends on prior contribution from partner, shared purpose. Can show early stages of learning to converse - teaching rules to some degree.
28 of 38
Ibbotson
Children begin by learning patterns. e.g. 'Where's X? I want X.' Children pick up chunks of language and create productive structures from them, recognise linguistic patterns, environment and interaction will affect the forms the child uses.
29 of 38
Tomasello
Reseach on child word patterns e.g. 'where's x?'. Patterns are called 'slot-and-frames', a step in learning more complex syntax.
30 of 38
Halliday
Seven functions of child speech - instrumental, regularatory, interactional, personal, representative/informative, heuristic, imaginative.
31 of 38
Nelson
60% of first words are usually nouns.
32 of 38
Aitchison
Building meanings. Labelling (linking sounds to things). Packaging (explore label and understand differences). Network Building (making connections between labels, understand opposites, similarities, contrasts)
33 of 38
Rescorla
Overextensions. Categorical, analogical, statements/mismatch.
34 of 38
Berko
Wugs experiment. Showed children a picture of a 'wug', then showed them a picture of two wugs with the children responding that they were 'wugs'. This shows them understanding the 's' plural.
35 of 38
The Fis' Phonomenon
Child believes that they're saying 'fish' but when the adult repeats the error (fis) the child knew it was wrong. Shows that perception is not the same as reality and shows the childs understanding.
36 of 38
Brown
States children in the two word stage tend to combine two words in a limited number of ways, e.g. agent/action 'daddy go', possessor/possession 'mummy hat'. All will usually be effected by context to understand what they mean.
37 of 38
Ochs and Schiefflin
Learning to speak is learning to be part of a particular culture. Assume when children learn to speak, one thing they learn is the cultural role assigned to them on the basis of their sex.
38 of 38

Other cards in this set

Card 2

Front

Focus on rules rather than imitation, explains why children have 'linguistic creativity' e.g. 'my head falled off'. All children around the world pass through similar stage, medical research suggests specific areas of the brain controls language.

Back

Agreement for Chomsky

Card 3

Front

Can't be solely Nativist as children do require some stimulus and exposure to language, an example would be Genie. Theory sounds more instantanous than it is.

Back

Preview of the back of card 3

Card 4

Front

Don't know if child will be English, Japanese or Turkish etc. Universal Grammar can't exist (e.g. English have verbs before objects and Turkish have it in reverse so children need to discover which language they're dealing with to help with syntax)

Back

Preview of the back of card 4

Card 5

Front

Study of sound produced by one American English speaking child and one French speaking child.

Back

Preview of the back of card 5
View more cards

Comments

No comments have yet been made

Similar English Language resources:

See all English Language resources »See all Child language acquisition resources »