language theorists

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piaget
children have to learn things when they have the cognitive ability to do so, stages of development include sensorimotor, pre-operational, concrete operational and formal operational, impoverished input will not allow development
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skinner
theory of interaction, role play helps children to learn and corrections and feedback along with conditioning helps to teach children language
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vygostsky/bruner
ZPD (Vygotsky)- shows what children are capable of with the help of an adult, LASS (Bruner) shows how routines and rituals that occur in childrens lives interact explicit and predictable so children can learn, scaffolding shows how help can be given
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chomsky
innate ability to acquire grammar, the environment triggers it, LAD, universal grammar and virtuous errors are all keys words, could be proved by genie and feral children
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pinker
agrees with chomsky that grammar is hardwired into the brain, children cannot acquire sentences through their parents and the parents do not formulate sentences such as 'more outside' so this cannot be the case the irregular past tense rule
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crystal
language acquisition occurs in 5 stages
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aitchison
language has a biologically organised structure, cooing and babbling at 6 weeks, single word utterances at 1 year, two word utterance at 18 months, complex constructions at 5 years, also proposes labelling, packaging and network building to connect
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berko
the fis phenomenon and the wug test help to prove chomsky
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nelson
classify the first 50 words of children- 60% nouns, then verbs, then modifiers and then social/personal words 8%
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clark
overextension- more common for children to do this as they classify things by features, experiences and physical qualities
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rescorla
semantic development- types of overextension come into categorial, analogical and mismatch statements
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skinner

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theory of interaction, role play helps children to learn and corrections and feedback along with conditioning helps to teach children language

Card 3

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vygostsky/bruner

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Card 4

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chomsky

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Card 5

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pinker

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