English Language > Child Learning Development - speech > Flashcards

Child Learning Development - speech Flashcards

(103 cards)

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1
Q

Behaviourism - Skinner

A

Children imitate adults. Their correct utterances are reinforced when they get praise

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2
Q

Operant conditioning

A

The idea that either a positive or negative response given by a caregiver can influence the way a child talks

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3
Q

Positive reinforcement

A

The positive feedback to a child to encourage behaviour

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4
Q

Negative reinforcement

A

Lack of feedback that prevents a child making a similar feedback

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5
Q

Innativism - Chomsky

A

A child’s brain contains special language-learning mechanisms at birth

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6
Q

LAD (Language Aquisition Device)

A

The idea that all humans are born with innate ability to learn language

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7
Q

Tabula rasa

A

Latin for ‘blank state’. Children are born with blank brains

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8
Q

Universal grammar

A

The notion that all human language possesses similar grammatical properties which the brain is hardwired

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9
Q

Virtuous errors

A

Grammatical errors that are understandable and logical through an incorrect assumption

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10
Q

Cognitivism - Piaget

A

Language is just one aspect of a child’s overall intellect development

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11
Q

Cognitive development

A

Development of thinking and understanding

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12
Q

Egocentric

A

Thinking of only ourselves without understanding or regard for the feelings of other

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13
Q

Object permanence

A

An understanding that objects continue to exist even when they can’t be seen

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14
Q

Sensorimotor 0-2 years old

A

Co-ordination with motor responses and sensory curiosity about the world. Object permanence is developed

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15
Q

Preoperational 2-7 years old

A

Symbolic thinking, imagination and intuition are strong

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16
Q

Scaffolding

A

The support provided by caregivers through modeling how speech ought to take place in order to help language development

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17
Q

Limitations of behaviourism

A

Children over-apply the rules resulting in virtuous errors.
Evidence in critical period

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18
Q

Limitations of Innateness

A

Relies on children being exposed
No account of the interaction between children and carers not recognise the why in children wanting to speak

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19
Q

Formal Operational 11 years +

A

Theoretical, hypothetical and counterfunctional thinking
Abstract logic and reasoning

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20
Q

Limitations of Cognitive theory

A

Older = harder to find links between language and intellect

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21
Q

Interactionism -Bruner, Vygotsky

A

This theory emphasises the interaction between children and their caregivers

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22
Q

Concrete Operational 7-11 years old

A

Concepts attracted to concrete situations.
Discover logic

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23
Q

Zone of Proximal Development (ZPD)

A

The area between what a child can already do and what which is beyond their reach

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24
Q

Usage-based linguistics

A

A model that emphasises they language structure emerges from use as linguistic pattern are formed and became what we know as grammatical construction

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25
Limitations of Interactionisms
Noted that children in all cultures pass through the same structure in squirting language
26
Decasper and Spencer 1986
Babies can remember things in the womb before birth as they are already passively focusing on prosody in utero
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Stages of phonological development
Preverbal Holophrastic Two word Telegraphic Post telegraphic
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Preverbal
Crying - cooing - babbling
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Stark 1980
Summarised the stages of development
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0-6 weeks
Reflective vocalizations (soemthing you cannot control)
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6-16 weeks
Cooing and laughter
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16-30 weeks
Vocal play
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6-10 months
Reduplicated babbling
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6-10 months
Reduplicated babbling (repeating the same word bababa
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10-14 months
Variegated babbling (varying between consonants and vowels) Manamoo, daba
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10-12 months
Babies use proto words
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Proto words
Sounds that are applied consistently for a specific thing but they're not real words in baby’s language
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Lexical development (9-18 months)
Word development and semantics of the world Babies link words and meanings
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Holophastic stage
When a child conveys meaning a whole sentence worth of meaning in just one word Or Labels things in the environment around them
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When is a Childs first word around
1 year old
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What are typical child’s first words
Commonly concrete nouns
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Chen et al - 2004
Found that an adult makes a /m/ sound to a baby exhibits more mouth clutching and when an adult makes an /a/ sound to a baby they exhibit more mouth opening
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Phonemic expansion
Number of sounds a baby makes increases
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Phonemic contraction
Sounds they produce decreases and sounds not in their native language are lost
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Age 3
M, b, y, n, w, d, p, h
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Age 4
T, Ng, k, g, f, u, ch, j
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Age 6
Sh, Th, s, z, l, r, zh
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Articulately ease
How easy the phoneme is to say
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Perceptual discriminability
How easy the phoneme is to hear and recognise
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Diminutives
The reduction in scale of an item through the way the word is created
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Addition
Adding an additional suffice to the end of the word to change the way its pronounced and interpreted
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Fis phoneme -Berko and Brown (1960)
Children can perceive more phonemes than they can produce
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Cluster reduction
Group of consonants are reduced Fren (friend), pider (spider), kool (school)
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Deletion (elision)
A sound is deleted Dunno (don't know), im (him)
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Substitution
A sound is changed for another, simpler sound Boon (spoon), wideo (video), borry (lorry)
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Assimilation
A sound is influenced by a nearby sound Haf (have)
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Epenthesis
A sound is introduced Drawring (drawing)
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Coalescene
Two sounds are blended togther Thatchu (thank you)
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Metathesis
Sounds change position Purty (pretty), pasketti (spaghetti)
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Content words
Words that have meaning
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Function words
Words that are structural (grammatical words)
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Under-extension
When a child accurately uses a word for one thing but does not use this word for other appropriate things
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Over-extension
When a child uses a word for multiple things, but some of these things are not accurately labelled by the word
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Vocabulary growth spurt
A period of time in which a child’s vocabulary rapidly expands
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Whole object assumption
When an adult uses a word to describe something they are pointing at, the child assumes the word refers to the entire object and not a part or feature of that object
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Nonsense word
A ‘fake’ word, typically used in experiments to ensure a child is encountering a word they have no prior knowledge of
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Taxonomic assumption
Children constrain the possible meaning of a new word to objects of the same type of category
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Thematic
Relating to theme
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Taxonomic
Relation to classification, category, type
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Constrain
To reduce the possible outcomes
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Mutual exclusivity assumption
Children assume that objects only have one name, thus new words must describe parts or characteristics of object that already have names
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child directed speech
specific ways in which a caregiver talks to children
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features o child directed speech
high pitch, frequent and longer pauses, repition, gramatically simpler, tag question, diminotives, plural pronouns instead of simpler, politness features, mitigrated imperatives (in a question)
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affectionate bonding
refers to the close attachment between caregiver and child
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Gleason (1975)
- fathers used more coammands and teased children more - mothers tend to be more softer in speech and used less complex constructives research is nearly 50 years old
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Adjancency pair
a unit of conversation that contains an echange of one turn each by two speakers
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IRF Structure - Sinclair and Couthful 1975
Initiation - caregivers ask a child response - child provides a response to the question feedback - caregivers praises a child for giving an appropriate anwser
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The forbidden Experiment
bringing up a child in isolation and therefore language is harder to aquire
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Feral child
A child who has been brought up without human contact
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Edik (found age 4) (1999)
-left to his own agender, not taken care of - age 6 - taken into a care home - language developed to a levelof a 3-year-old took years to devlop the ability to relate to others
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Oxanna (found age 8) (1991)
- Ukrain - neglected child - from 3-8 years old lived in a kennel - characteristics of a feral dog - she managed to aquire speech once found but cant functionally speak and lives in a mentally-ill home
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critical period hypothesis - Lenneberg
claims a person can achieve native-like fluency in a language only before a certain age
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Geanie - late 70's - found at 13
- lived in a sate of severe sensory and social deprivation - never taught to speak and denied human physical contact - after jumping around different homes - ended up in a sheltered accomadation
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Halliday's Taxonomy (1975)
identified 7 different functions that might be served when a child speaks
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Instrumental
to fulfil a need 'need juice now'
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Regulatory
to control the behavior of someone 'Sit there granny'
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interactional
to develop relationships with others 'Got new shoes granny'
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personal
to express views and prefrances 'me no like it'
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heurstic
to explore the worlda round them 'why that man got no hair?'
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imagnitive
to explore something creatively 'this is my ice cream shop'
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representational
to echange information 'what daddy doing here'
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pivotal grammar
the theory that children have two word classes: open words and pivitol words
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unfalsible
something that cannot be tested - it cannot be proved true or false
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Wug test
nonsense word - proves that children's extensive understandying of lingustic morphology - chompsky - demostrating grammatacial structure 'wug' into 'wugs'
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Brown and Fraser (1964) - two word construction
suggest that children as young as 18 months have an understanding of complete sentances but often leave words out due to not knowing or unable to pronounce
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Braine (1963)
- advocated the concept of pivot grammar and pivot schemes - children typically only have a few pivot words - children uses (none, all, other, no) in first of a two word construction - children use (off, come, there) in the final fixed position eg: 'more juice, more car, more mummy'
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MLU - Mean length of utterances - Brown
the average utterances lenth of speakers calculated by adding up tp the total no. words spoken and dividing by total no. utterances - supports Vgotsky and Chompsky - outlined 5 stages
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Analogical overextension
children tries to make links between objects and draws similarities
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Categorical overextensions
children refer to all objects within the same category with the same name
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underextension
children use a more general word but only apply it to a very specific situation or thing
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Hypernym
a word with a broad meaning consisting a category into which words with more specific meaningful -colour is a hypernym of red
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Hyponym
a word of more specific meaning of a genral -spoon is a hyponym of cutlery
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