CDS Flashcards
(48 cards)
Features of CDS
1. Grammatical (3)
a. Repeat grammatical ‘frames’.
b. Recasting a sentence
c. Simplified grammar
Features of CDS
2. Phonological (3)
a. Higher pitched.
b. Intonation to draw attention to a particular morpheme or lexeme.
c. Exaggerated mouth movement (overarticulation)
Features of CDS
3. Lexical (3)
a. Use of hypernyms (dog, not Labrador)
b. Repetition to reinforce vocabulary.
c. Expanding on the child’s words/sentence.
i. Repeating and adding more?
Features of CDS
4. Pragmatics (3)
a. Paralinguistic features such as pointing, smiling, clapping.
b. Tag questions to initiate turn taking, “is that a doggie, do you think?”
c. Modelling politeness
BRUNER – SOCIAL INTERACTIONIST THEORY (3)
- Social interaction and support from adults is key to language development.
- LASS (Language Acquisition Support System)
- His view on the LAD
BRUNER – SOCIAL INTERACTIONIST THEORY (3)
1. Social interaction and support from adults is key to language development. (4)
a. CDS is therefore crucial.
b. Roleplay and the such is important.
c. Not just mimicking it has to be interaction.
d. We also (in some cultures) talk to babies even when they cant talk back- very good. :)
BRUNER – SOCIAL INTERACTIONIST THEORY (3)
2. LASS (Language Acquisition Support System) (4)
a. The support system is the adults and parents and whoever else around the child who is talking to the child and helping them learn.
b. More Knowledgeable Other
i. Vygotsky’s term but Bruner believed in it)
c. The LASS is Bruner’s term to describe the range of interactive precursors, such as joint picture book reading, that help support language development in children.
d. These social interactions provide a scaffolding environment to structure the child’s early language utterances.
BRUNER – SOCIAL INTERACTIONIST THEORY(3)
3. His view on the LAD (2/3)
a. He agrees with it but thinks that it could be given too big an emphasis.
b. You need a LASS to get things working and stimulate the LAD.
c. This is one of the only genuine times when every LAD needs a LASS.
Research at Cambridge University by Professor Usha Goswami. (3)
- Showed that baby brain pay more attention to CDS
- She looked more engaged when saying the CDS.
- The baby might be trained to pay attention when it’s being used because it’s unlikely that the parents are using that for many other people in most cases.
Who did this research:
1. Showed that baby brain pay more attention to CDS
2. She looked more engaged when saying the CDS.
3. The baby might be trained to pay attention when it’s being used because it’s unlikely that the parents are using that for many other people in most cases.
Professor Usha Goswami
Who came up with Initiation, Response, Feedback (IRF pattern)
SINCLAIR AND COULTHARD
Initiation, Response, Feedback (IRF pattern) (3)
- INITIATION – adult asks questions.
- RESPONSE – learners respond
- FEEDBACK – adult gives praise, corrects, adds more detail,
Quite easy to look for in data!
Schiff and Ventry (3)
- Schiff and Ventry studied 52 hearing children who had deaf parents who used sign language.
- 21% of the 52 children of deaf parents in the study had speech and/or language problems.
- If your parents cant model speech then that could hinder development in earlier years (provided that they aren’t massively interacting with other peeps I would presume).
Who studied 52 hearing children who had deaf parents who used sign language?
Schiff and Ventry
Who compared the Gusii mothers of Kenya with mothers in Boston, US?
Richman, Miller, and LeVine
What specific stats did Richman, Miller, & LeVine find about differences in frequency of speech (~2)
- Guisii mothers talk only half as frequently as Bostonian mothers.
a. During 1st 9-10 months
Richman, Miller, & LeVine (6)
- Compared the Gusii mothers of Kenya with mothers in Boston, US.
- Guisii mothers talk only half as frequently as American mothers.
a. During 1st 9-10 months - G are less verbally responsive to infant vocalization.
- G very rarely attempt to prompt vocal response or to carry on a “conversation” with a baby or even a toddler.
- G mums calling their child a talker is closer to criticism than praise.
- The learning curve of language acquisition does not differ, cross culturally, in significant ways.
Richman, Miller, & LeVine (6)
6. The learning curve of language acquisition does not differ, cross culturally, in significant ways.
a. Lots of different factors in terms of environment but they went through the same stages of language development.
b. As long as you do it a bit it’ll probably be fine?
Ochs & Schieffelin (4)
- Compared the Kaluli mothers of Papua New Guinea
- Though Kaluli “mothers do not address their infants directly, they frequently speak ‘for’ the infant in a high-pitched voice,”
- They do not engage in the simplification synonymous with child-directed speech.
- Despite this, “Kaluli and Samoan children become fluent speakers within the range of normal developmental variation”.
Socio-Economic Status (SES)
1. Wild
a. Being born into poverty can impact on brain development due to health issues.
Socio-Economic Status (SES)
Hoff (4)
a. Low SES children less likely to engage in activities that will help nurture language development. Receive lower quality parenting.
b. High-SES mothers use longer utterances and more different words when they talk to their children than low-SES mothers and, in turn, their children have larger vocabularies. (Hoff, E, 2003)
Socio-Economic Status (SES)
3. Stein
a. Higher maternal depression in low SES families.
Socio-Economic Status (SES)
4. Huttenlocher
a. Low-SES mothers are found to talk less and use less varied vocabulary during interaction with their children than high-SES mothers.
Socio-Economic Status (SES)
5. Hart and Risley
a. It is estimated that children from the high-SES families they observed heard approximately 11,000 utterances in a day, compared to 700 utterances for the children from low-SES families.
