The capacity to acquire language is innate within humans. Human brain is pre-programmed to acquire grammatical structures.
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Noam Chomsky: Nativist Theory
Humans have an inbuilt capacity to acquire language. (For: Children often experience the same stages of development at similar paces and often make their own rules and overgeneralise. Against: Children need a lot of input to use language correctly
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Berko and Brown (1960's): 'Fis' test
Found that a child who referred to a fish as a 'fis',substituting the 's' sound for 'sh', couldn't link the adult's use of 'fis' with the same animal
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Katherine Nelson (1973): First words
Categorised first words into 5 groups: Classes of objects, specific objects, actions/events, modifying things, personal/social. 60% of first words were nouns (objects groups)
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Eve Clark: Overextension's
Found that children overextend the physical qualities of others and features, such as sound, taste, movement, size, textures
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Leslie Rescorla: Overextension's
3 categories: Catagorical overextension, analogical overextension and mismatch statements.
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Jean Aitchison: Labelling
Linking words to objects
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Jean Aitchison: Packaging
Exploring the labels and to what they can apply (over/under-extension happens at this stage)
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Jean Aitchison: Network-building
Making connections between words and understanding similarities and opposites in meanings.
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Piaget: Cognitive theory
Language acquisition is part of a wider development of understanding. Children will only acquire more complex forms when their intellectual development can cope. 'Discovery learning' Learning by doing. Cognitive = Mental processes
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Berko: Wugs
Children overgeneralise. Three quarters of 4-5 year olds surveyed formed the regular plural 'Wugs'
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Michael Halliday: 7 functions of speech
Instrumental, regulatory, interactional, personal, representational, imaginative and heuristic
Caregivers support children's linguistic development in social situations through interaction. Adults gradually withdraw support as their children's skills develop. Critical period, before the age of 5/6
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Ursula Bellugi: Three stages of negative formation
1) Uses 'no' or 'not' at the beginning or end of a sentence. 2) Moves 'no' or 'not' inside the sentence. 3) Attaches the negative auxiliary and the copula verb 'be' securely (e.g. 'No, I don't want to go to nursery)
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Vygotsky: Play
Children often use props as pivots to support their play. Children role-play adult behaviours as part of exploring their environment.
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Garvey: Language acquisition
Studied pairs of children. Children adopt roles and identities, act out story lines and invent objects and settings as part of role-play.
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Skinner: Behaviourist theory
Language is acquired through imitation and reinforcement. For: Children do imitate accent and dialect, learn politeness strategies and repeat what they hear around them. Against: Children can produce sentences they've never heard before.
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Other cards in this set
Card 2
Front
Humans have an inbuilt capacity to acquire language. (For: Children often experience the same stages of development at similar paces and often make their own rules and overgeneralise. Against: Children need a lot of input to use language correctly
Back
Noam Chomsky: Nativist Theory
Card 3
Front
Found that a child who referred to a fish as a 'fis',substituting the 's' sound for 'sh', couldn't link the adult's use of 'fis' with the same animal
Back
Card 4
Front
Categorised first words into 5 groups: Classes of objects, specific objects, actions/events, modifying things, personal/social. 60% of first words were nouns (objects groups)
Back
Card 5
Front
Found that children overextend the physical qualities of others and features, such as sound, taste, movement, size, textures
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