CLA: Studies

Mehler

french newborn babies were able to distinguish French from other languages

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Berko and Brown

'fis' phenomenon- in child's mind saying 'fish'- understanding further advanced than pronunciation

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Cruttenden

Football results- intonation used in first team's score enabled adults to accurately predict home win, away win or draw. Children (7-11) much less success predicting the results

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Aitchison

3 stages of acquiring vocab: 1. Labelling 2. packaging 3. Network-building

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Bloom

two-word stage: 'Mummy sock'- confusion as to what a child means during this stage can arise because children don't know tenses or plurals yet. Also depending on context, it might have more than one meaning.

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Brown

sequence of inflections (20-36 month olds) 1. -ing 2. plural-s 3. possessive-s 4. articles- 'the' 'a' 5. past tense- ed 6. third person singular verb ending- s 7. auxiliary 'be'

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Berko

'wug' experiment: 3-4 yr olds shown a picture of a 'wug' then asked what they would call two of the invented creatures. Most answered 'wugs', the grammatical rule for plural 's' clearly being applied. Shows children learn rules and apply them.

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Cruttenden (inflections)

1. memorise words individually. No regard for rules 2. Awareness of general principles governing inflections 3. Overgeneralisation 4. Correct inflections used, including irregular forms

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Bellugi (pronoun development)

1. Child uses their own name, e.g. 2. the child recognises 'I'/'me' pronouns and that these are used in different places within a sentence, e.g.'I play toy' 3. child uses them according to whether they are in the subject or object position

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Bellugi (stages of negative formation)

1. single dependence on 'no' & 'not'- used independently or in front of expressions 2. 3rd year: 'don't' & 'can't' appear- after the subject & before the verb of a sentence 3. More negative forms acquired: 'didn't' & 'isn't'. more accurate

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Recorla

overextensions: categorical, analogical and mismatch statements

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Halliday

Functions of language: Instrumental, Regulatory, Interactional, Personal, Heuristic, imaginative, representational

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Dore

More specific functions of language/utterances: Labelling, Repeating, Answering, Requesting action, Calling, Greeting, Protesting, Practising

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Bancroft

'Peek-a-boo' parallels turn-taking

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Brown and Levinson

'Face' theory. Positive face: desire to be liked and have people confirm our beliefs, respect our abilities and value what we value. Negative Face: The need to feel we are free to make our own choices; it can be threatened by orders or blunt requests

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Clarke-Stewart

Children whose mothers talk to them more have larger vocabularies

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Nelson

Holophrastic stage. Children whose mothers corrected them on word choice and pronunciation actually advanced more slowly than those with mothers who were generally more accepting

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Eve Clark

Study of first words found that children base over-extensions on the physical qualities of objects, features such as taste, sound, movement, shape, size and texture

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Katherine Nelson

First word categories: 1. Naming (objects or people) 60% 2. actions/events- 'more' 'poo' 3.describing/modifying things-'my' 'hot' 4.personal/social- 'bye-bye' -8%

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Sachs

Boys more likely to use simple imperatives with their playmate in pretend play, whereas girls use fewer imperatives and use language that involves the other child in the planning

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Killen and Naigles

Found children used less gender-stereotyped language in mixed-sex groups than in same-sex groups

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Sheldon

girls try to negotiate a settlement to any play disputes, whereas boys make threats and issue directives

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Bruner (reading)

LASS: explains how adults encourage children's speech by using books to interact with babies and young children. 1. Gaining attention 2. Query 3. Label 4. Feedback

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Dombey

Says that rhyming and rhyming games help children to relate sound patterns to letter clusters, which assist both reading and spelling

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Konza

Makes phonemic awareness one of the most important skills for reading successfully.

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Chall

Stages of reading development. 0. pre-reading &pseudo reading- up to 6 1.Initial reading &decoding-6-7 2.Confirmation &fluency-7-8 3.Reading &Learning-9-14 4.Multiplicity &complexity &analysing texts-14-17 5.Construction & reconstruction- 18+

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Kroll

Stages of Writing development. 1.Preparatory Stage-up to 6 2.Consolidation Stage (6-8) 3.Differentiation Stage (8-mid teens) 4.Integration Stage (teens upwards

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Barclay

Stages of Writing development 1.Scribbling stage 2.Mock handwriting 3.Mock letters 4.Conventional letters 5.Invented spelling 6.Appropriate spelling 7.Correct spelling

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Rothery

categories of children's writing. Observation/comment; Recount; Report; Narrative

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Britton

Three modes of Children's writing. 1. Expressive 2. Poetic 3. Transactional

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Perera

classifying texts (discourse structure): Chronological- rely on action words and on linking ideas using connectives. Non Chronological-harder to write because they rely on logical connections between ideas

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CLA: Studies

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