Child Language - Theory

Question 1

Michael Halliday’s Function of Language 1975 (Functional)

Answer 1

-The seven sections used to categorise child language.

Question 2

Halliday’s Function of Language - Instrumental

Answer 2

-Where the child is aiming to fulfil a need.

Question 3

Halliday’s Function of Language - Regulatory

Answer 3

-Child language used to control the behaviour of others.

Question 4

Halliday’s Function of Language - Interactional

Answer 4

-Child language used to develop relationships with others.

Question 5

Halliday’s Function of Language - Personal

Answer 5

-Used to express views and preferences.

Question 6

Halliday’s Function of Language - Heuristic

Answer 6

-Used to explore the world around them by asking questions.

Question 7

Halliday’s Function of Language - Imaginative

Answer 7

-Used to explore something creatively or during play.

Question 8

Halliday’s Function of Language - Representational

Answer 8

-Used to exchange information.

Question 9

Overextention - Rescorla 1980

Answer 9

-Occurs frequently when a child associates a word with many more things than it applies to.
-Can be grouped into three categories: Categorical Overextention, Analogical Overextention and Mismatched Statements.

Question 10

Underextention - Rescorla 1980

Answer 10

-When a child uses a term to refer yo only one thing, but not to all of its meanings.

Question 11

Categorical Overextention

Answer 11

-The name of one thing is extended to all members of the category.
-Makes up 60% of overextention.

Question 12

Analogical Overextention

Answer 12

-When a word from one category is used for a similar thing in a different category.
-Makes up 15% of overextention.

Question 13

Mismatched Statements

Answer 13

-Obscure ideas, where one word statements are used in relation to familiar contexts. (‘Ducks’ when looking at an empty pond).
-Makes up 25% of all overextention.

Question 14

Nativism - Noam Chomsky 1959

Answer 14

-Believed the ability to use language is an innate ability for humans.
-Language Acquisition Device to refer to how the brain is wired.
-Objected to behaviourism.
-Cannot be proved or disproved.
-Shown in virtuous errors, over/under extension, resisting correction.

Question 15

Interactional Theory

Answer 15

-States language is acquired through repeated interactions with other language users in social settings.
-To support this, Vygotsky created the Zone of Proximal Development (ZPD).

Question 16

Zone of Proximal Development.

Answer 16

-Refers to what a child cannot do on their own but can do with the aid of an adult. This is shown in the second zone (Aided Ability).

Question 17

Language Acquisition Support System - Bruner 1915

Answer 17

-Interested in the role that a child’s environment plays on their language development.
-Suggests certain features of caregiver language are vital for language development: Simplified grammar and meaning, shorter sentences, restricted sentence pattern, slower speech, use of proto words and sounds, high pitch, large number of questions, and high rising intonation.
-Attracting attention, asking a question. labelling it, responding to baby.

Question 18

Lenneburg’s Critical Period Theory

Answer 18

-Believed the period from early infancy to puberty was essential to language development.
-If exposure to language is limited in early years then language may be very limited in later years.

Question 19

Cognition - Jean Piaget 1980

Answer 19

-Believed children learn language by construction their own understanding of the environment via interaction.
-For example, before a child can describe whether something is bigger or smaller, they must first understand the concept of relative size: Seriation.
-Object Permeance, where a child is aware that an object exists even if they cant see it.

Question 20

Piaget’s Stages of Concrete Development.

Answer 20

-The stages at which children learn and develop the ability to convey language.

Question 21

The Sensorimotor Stage.

Answer 21

-Ages 0 to 2.
-can differentiate between themselves and objects.
-Begin to interact with their environment.
-Child remains egocentric.
-Begins to understand object permeance.

Question 22

The Preoperational Stage.

Answer 22

-Ages 2 to 7.
-Can classify objects as a single feature.
-Learning to speak.
-Develop imaginative functions, language becomes symbolic.
-Remains egocentric.
-Struggles to understand other POVs.

Question 23

The Concrete Operational Stage.

Answer 23

-Ages 7 to 11.
-Can think logically.
-Children can perform mental operations on concrete objects and situations, however they struggle with abstract concepts.
-Stop being egocentric.
-Understand other POVs.
-Halliday’s Functional Language.

Question 24

The Formal Operational Stage.

Answer 24

-Ages 11 to Adulthood.
-Can think logically and abstractly. Can test hypothesise.

Question 25

Language Acquisition Device (LAD)

Answer 25

-A term coined by Noam Chomsky, suggesting that every child has the ability to acquire language at the same rate and in the same order.

Question 25

Universal Grammar

Answer 25

-The notion that all human languages possess similar grammatical properties which the brain is ‘hard wired’ to be able to decode and use.

Question 26

Social Interaction Theory - Jerome Bruner

Answer 26

-Believes language exists purely for communication and can only be learned in the context of interaction.
-Suggested the importance of the LASS.
-Suggested caregivers are vital to a child’s language development.
-Believed scaffolding was also very important.

Question 27

Scaffolding.

Answer 27

-Modelling how speech ought to take place in order to help the child’s language to develop.
-Attracting attention, asking a question. labelling it, responding to baby.

Question 28

Criticisms of Cognitive Development Stages.

Answer 28

-Bruner and Vygotsky argued that learning is a process not stages.
-Children frequently show signs of two stages.

Question 29

Criticisms of Piaget’s Cognition.

Answer 29

-Children with learning difficulties still manage to use language far beyond their understanding.
-A child’s performance on a test is not always the full capability of the child.
-Hiss research consisted of friends and family and of similar socio-economic/ethnic groups.

Question 30

Behaviourism - Skinner.

Answer 30

-Suggested children learn language by interacting with their environment.
-Conditioned through positive or negative reinforcement.
-Believes biology plays no part in language acquisition.

Question 31

Positive Reinforcement - Skinner

Answer 31

-Rewards, repetitions or following through of requests and demands.

Question 32

Negative Reinforcement - Skinner

Answer 32

-Punishment, ignoring, denial of wants.