Child Language aquisition theorists/theories

[S] = SPOKEN LANGUAGE

[W] = WRITTEN LANGUAGE

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  • Created by: Liam Gray
  • Created on: 04-05-13 11:02
Kroll’s Prepatory stage [W]
up to 6 years old – learning the basic skills
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Kroll’s Consolidtation stage [W]
6-8 years – writing reflects speech, use of short sentences
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Kroll’s Differentiation stage [W]
8-teens – difference between writing and speech, complex sentences
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Kroll’s Integration stage [W]
teens upwards – personal voice develops, better range of purpose/genre
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Barclay’s early stages [W]
- Scribbling - Mock handwriting - Mock letters - Conventional letters
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Vygotsky [W]
- ZPD – zone of proximal development - Make-believe play, drawing and writing can be viewed as different moments in an essentially unified process of development of written language.
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Harris and Coltheart Sight vocab stage [W]
children recognise words as a whole but do not realise their orthographic structure
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Harris and Coltheart Discrimination net stage [W]
beginning to pay attention to orthography. Are likely to make judgements with similarities between words they know and do not know.
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Harris and Coltheart Phonological recoding stage [W]
extensive use of sounding out words. Necessary for decoding unknown words
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Harris and Coltheart Orthographic stage [W]
words recognised by their spelling rather than their sound.
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DeCasper and Spence [S]
- Babies **** on dummies more when mothers read the same story they heard during the last 6 months of pregnancy
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Mehler et al [S]
- A French baby increases sucking on dummy when hearing a person speaking French – know natural language
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Fitzpatrick [S]
- The heart rate of an unborn baby slows when it hears its mothers voice
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Roger Brown [S]
MLU (Mean Length of Utterance) - Said children generally a certain amount of words depending on their age - Calculated by total number of words DIVIDED BY number of utterances
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Roger Brown (scale) [S]
– AGE 18 months to 27 months = 1-2 words – AGE 21 months to 30 months = 2 words – AGE 23 months to 37 months = 2-3 words – AGE 26 months to 48 months = 3-4 words – AGE 25 months to 48 months = 4 words
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Skinner [S]
Behaviourism - Children try out all sorts of utterances/behaviour - They are conditioned to use/repeat certain patterns by positive reinforcement - Babies who are ignored are less likely to see language as an effective learning skill
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Skinner (2) [S]
- Children use words/phrases they regularly hear - ADULTS MODEL OF LANGUAGE – adults say what they would like their children to learn- CHILD’S REPETITON – repeat what the adult says - POSITIVE REINFORCEMENT - when a child does good, a parent responds
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Noam Chomsky [S]
Nativism (LAD) - ‘language is innate’ - language acquisiton device (lad) - Refers to hard-wiring of a child’s brain - Says children with no human contact will develop communication
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Noam Chomsky (2) [S]
- cannot be proven of disproven - ‘virtuous error’ - not repeating, but developing – saying ‘foots’ instead of ‘feet’ - This shows that children know how to develop plurals
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Lennenburg [S]
Critical Period Hypothesis - Said that without linguistic interaction before the age of 5-6, language development is severely limited
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Vygotsky [S]
(ZPD) zone of proximal development - Caregiver needs to respond to encourage a child’s response. (scaffolding) - Suggested that social interaction/context are important in language development-Private speech–child talking to self / thinking for self
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Bruner [S]
(LASS) Language Acquisition Support System - Caregiver speaks to child and encourages speech
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Bruner (2) [S]
Caregiver language: - Simplified grammar/meaning - Shorter sentences - Restricted range of sentence patterns - Sentence expansion/repetition
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Bruner (3) [S]
- Slower speech - Special lexicon/sounds (‘blanky’ for ‘blanket’) - Higher pitch - Questions = utterances with intonations - Embedded in the ‘here and now’ – environment/objects
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Halliday [S]
Functional approaches: early stages - Instrumental – used to fulfil a need - Regulatory – used to influence behaviour - Interactional – used to develop social relationships - Personal – used to express personal preferences
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Halliday (2) [S]
Functional approaches: later stages - Heuristic – used to ask for information - Representational – used to exchange information - Imaginative – used to create play
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Bancroft [S]
Even though children still cannot talk, adults will: - ask questions, - coo, - express agreement, - give approving/disapproving responses
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Bancroft (2) [S]
Peek-a-boo study - The game parallels later conversations - Turn-taking - Response and interaction - Common purpose - Understanding sequence
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Other cards in this set

Card 2

Front

6-8 years – writing reflects speech, use of short sentences

Back

Kroll’s Consolidtation stage [W]

Card 3

Front

8-teens – difference between writing and speech, complex sentences

Back

Preview of the back of card 3

Card 4

Front

teens upwards – personal voice develops, better range of purpose/genre

Back

Preview of the back of card 4

Card 5

Front

- Scribbling - Mock handwriting - Mock letters - Conventional letters

Back

Preview of the back of card 5
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