nativism
child has an innate ability to learn speech
instinctive ability to learn grammar and language
behaviourim
child learns to speak as a result of the influence of their environment
input from adults and caregivers
catherine nelson
-suggested childrens first 60% of words are nouns
deletion
when child omits a phoneme
eg “ock” for ‘sock’
over extension
child uses a term to describe something similar; often in the same schema
what does over extension show
children are active ppts in learning by making connections between words they know with objects they don’t know the word for
two-word stage
2 words are put in the correct syntactic sequence
eg ‘daddy catch’
s v
hallidays functional model
- suggests children are highly motivated to learn language from their environment
- speech is a toolkit which kids use to survive.
what are Halliday’s 7 functions
- instrumental => basic needs
- regulatory => make ppl want what you want
- imaginative => play
- representation => teach, inform
- interactional => interact
- personal => express emotion
- heutistic => learn
skinner
BEHAVIOURIST
- imitation theory
- children imitate their parents and gain + or - reinforcement according to utterances
- children learn to speak through operant conditioning
Bruner
SOCIAL INTERACTIONIST
- social interaction with carer is where lang is learnt
-language seen as less formal and being in a social env will lead to lang acquisition
language acquisition support system (LASS)
-rich env surrounding child
Vygotsky
SOCIAL INTERACTIONIST
- zone of proximal development which consists of things we can do with help of care giver or MKO
more knowledgeable other
- a more skilled person who provides support and encouragement who scaffolds a childs learning
Chomsky
NATIVIST
- lang is a biologically inherited skill and our natural capacity for lang allows us to acquire lang around us
- genes drive our learning
Language acquisition device
- specific area in the brain that is responsible for processing language
Piaget
COGNITIVISM
- children are naturally curious and dive their own learning
- they are restricted by their own cognitive development
- children form schemas
Jean Berko Gleason
- wug test
- to investigate the acquisition of the plural and morphological inflections in children
What did Jean Berko Gleason’s study show
- children have internalised grammar rules that enable the to produce forms of words that they’ve never heard before
- suggests that children have an INNATE capacity to acquire features
virtuous error
when a standard grammar rule is applied to irregular word
supports NATIVIST views => internalised grammar
telegraphic stage
- when a child combines three or more words
- only use essential words => content words
what words are omitted in the telegraphic stage
function words eg determiners, prepositions, pronouns etc
Lenneberg
critical period hypothesis
- window of opportunity in which we are primed to learn language
- ability to learnt to speak rapidly declines after 7 years old
Tomasello
children have 2 skills :
- Intention reading => working out pragmatic meaning behind what an adult says
- Pattern finding => ability to see grammatical and semantic patterns usually using slot and frame
Bard and Sachs
- a child raised by deaf parents and watched tv still couldn’t talk verbally
shows social interaction is important for speech development
Berko and Brown
child called a fish ‘fis’ but when adult called it ‘fis’ they didn’t understand
=> children can understand more than they can say
Garvey
in play children are able to adopt roles and act out story lines => important for development
