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English AS/Alevel > Child acquisition > Flashcards

Child acquisition Flashcards

(54 cards)

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1
Q

Plosives (stop consonants)

A

phoneme

Sounds created when airflow is blocked for a brief time

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2
Q

Plosives voiced examples

A

b d g

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3
Q

plosives unvoiced examples

A

p t k

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4
Q

Fricatives

A

phoneme

Sounds created when the airflow is only partially blocked and air moves through the mouth in a steady stream

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5
Q

fricatives voiced examples

A

v, /ð/ - thy z 3 -leisure

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6
Q

fricatives unvoiced examples

A

[θ̼] - thigh [ʃ] - ship h f s

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7
Q

Affricatives

A

phoneme

sounds created by putting plosives and fricatives together

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8
Q

Affricatives voiced examples

A

/ʤ/ - judge

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9
Q

Affricatives unvoiced examples

A

/ʧ/ - church

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10
Q

Nasals

A

phoneme

sounds produced by air moving through the nose

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11
Q

Nasals voiced examples

A

m n [ɳ]

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12
Q

Laterals

A

phoneme

sounds created by placing the tongue on the ridge of the teeth and then air moving down the side of the mouth

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13
Q

Laterals voiced example

A

L

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14
Q

Order of which sounds appear?

A

plosives first 24 months - mostly stop consonants and voiced, later unvoiced.
fricatives later - bc physical control of speech organs is needed, more delicate control of tongue and lips.
Often why children replace plosives with fricatives

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15
Q

Pre-verbal stages

A

Vegetative (0-4 months)

  • babies use their vocal chords
  • sounds made are instinctive and based on their feelings
  • gurgling/crying

Cooing ( 4-7months)

  • babies becoming used to lips and tongue
  • experiment with the sounds they can make
  • vocal play/comfort sounds
  • Phonemic expansion

Babbling (6-12 months)

  • reduplicate consonant sounds
  • experiment with sounds, practice intonation,pitch, volume
  • mama, gagga, goo-gi-goo

Proto-words (9-12 months)
-word like sounds

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16
Q
  1. Holophrastic/one-word (12-18mnths)
A

phonology- very important to convey meaning, express a full idea with one word (holophrase)
1st words usually depends on child’s cultural, social interaction, experience

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17
Q
  1. Two word stage (18-24mnths)
A

lexis/semantics- successfully joining words together and understand meaning

grammar- two words can be combined. syntactical, grammatical advances made- ordering words into phrases and clauses.
subject + verb (baby crying)

pragmatics/discourse- turn-taking skills develop as conversations practice, politeness strategies encouraged

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18
Q
  1. Telegraphic (24-36mnths)
A

lexis/semantics- more words combined, vocab develops rapidly

grammar- grammatical ability increases as words combine in correct order. functional words used e.g. auxiliary, prepositions.
inflections, suffixes to form tense, plurals conjunctions,negatives, auxiliary, determiner, interrogatives
Subject +verb +object complement (jodie want cup)

pragmatics/discourse- awareness becomes more sophisticated, children learn to interrupt other peoples speech and meanings

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19
Q
  1. Post- telegraphic (36mnths+)
A

Grammar- more complex utterances are created accurately.
skills refined and practiced
range of complex, grammatical combinations

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20
Q

Phonological errors

A

Deletion, Substitution, Addition, Assimilation, Constant cluster reductions, Deletion of unstressed syllables

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21
Q

Deletion

A

Phonological error
omitting the final consonant in words
do(g) cu(p)
Hard to end words with consonants

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22
Q

Substitution

Study These Flashcards
A

Phonological error
substituting one sound for another
ship = pip
find unvoiced fricative harder than plausive

23
Q

Addition

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A

Phonological error
adding an extra vowel sound to the ends of words, creating a pattern
dog= doggie
easier to end words with a vowel ‘ie’

24
Q

Assimilation

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A

Phonological error
changing one consonant or vowel for another
dog = gog
confusion between sounds and ease

25
Assimilation
Phonological error Repeating a whole syllable mamma links to babbling
26
Constant cluster reductions
Phonological error When there are more than one consonant in a word, children will often miss out one of the consonant spider = pider two different sounds require more control
27
Deletion of unstressed syllables
Phonological error Omitting the opening syllables in a polysyllabic word banana = nana shortens the word. Likely to hear stressed sound than unstressed
28
Overextension
Semantic error This occurs when a word is given a broader, more general meaning that it should have Calling another male ‘Dad’.
29
Underextension
Semantic error It occurs when a word is given a narrower meaning that it has in adult language. ‘dog’ for the family dog, not any other dogs.
30
Categorical overextension
The name for one member of the a family is extended to all members of the category apple- all round fruits
31
Analogical overextension
Word for one object is extended to another of a different category. basis of physical or functional connection ball- for a round fruit
32
Mismatch statements (overextension)
one-word sentences that appear quite abstract | saying duck when looking at n empty pond
33
1987 Aitchison - vocab 3 stages
labeling - child starts to label objects Packaging - try apply labels to more than one object. overextension/underextension occurs Network building- understands similarities/differences of things. caregiver supports them a this stage to point out the difference
34
Hyponym
specific words | fruits- banana, strawberry etc
35
Hypernym
basic general term | fruit
36
Bellugi negative acquisition theory
stage 1 - uses no/not at beginning or end of sentence =no wear shoes stage 2- moves no/not inside sentence = I no want it stage 3- attaches negative auxiliary verb to the main verb securely = no, i don't want to go to nursery
37
Bellugi 1971 acquiring pronouns theory
stage 1- child uses their own name = tom play stage 2- uses i/me pronouns but not always use correct. uses she/he/we/mine etc not always correctly stage 3- use all pronouns correctly, places them correctly in sentence
38
prefix
affix added to start of word | un'believable'
39
suffix
affix added to end of word | improve'ment'
40
Nelson 1973
sample- 18 children procedure- studied their first 30 words and grouped them into categories of popularity in decreasing order Findings - 1. Nouns - dog, shoe,ball, mum (they can touch) 2. Actions/events - give, stop, go, where 3. Describing/modifying things -dusty, nice 4. personal/social - hi, bye, yes, no children learn concrete nouns first and abstract later. early vocab is content words rather function words
41
Interrogatives stages
stage 1 (1-18mnths) - during two word stage, children use rising intonation to indicate a question - sit me? stage 2 (2-3) - produce yes/no questions - 'wh' questions appear , may be incorrect - children learn what first, where, why and finally when stage 3 (3+) - use subject - verb inversion - can i see it? - use of auxiliary verbs, tense, determiner
42
Halliday 1975- 7 functions of language
Instrumental, regulatory, international, personal, heuristic, imaginative, representational
43
Instrumental
Halliday 1975 - to get something done - satisfy physical need - go toilet
44
Regulatory
Halliday 1975 - make requests or give orders - satisfy physical, emotional, social need - not your teddy
45
International
Halliday 1975 - to relate to others, develop relationship - satisfy social, emotional,physical need - nice ,mummy
46
Personal
Halliday 1975 - convey a sense of personal identity, express views and feelings - satisfy emotional, social, physical needs - naughty doggy
47
Heuristic
Halliday 1975 - to find something about immediate environment - to come to terms with environment - what boy doing?
48
Imaginative
Halliday 1975 - creative with language, imaginative play, storytelling, rhymes, humour - one day my daddy...
49
Representational
Halliday 1975 - to convey information - i'm three
50
Cuttenden 1979 stages of inflections (20 mnths)
Stage 1 - inconsistent usage. They have learnt the word not the grammatical rule Stage 2- consistent usage but sometimes misapplied. e.g. past tense inflection to irregular verbs = vitreous error. feel- becomes feeled- should be felt Stage 3- consistent usage. children can cope with irregular forms successfully
51
Vitreous errors
Inflections - past tense inflection to irregular verbs. - feel- becomes feeled- should be felt Plurals - adding 's' to form plurals - mouse- mouses- mice - foot Children who have this have some knowledge of grammar and how language is formed. LINK OT THEORY
52
Aims of child directed speech
- to attract and hold child's attention - to help the process of breaking down language into understandable chunks - to introduce various langauage features to the child e.g. interrogatives - to develop child's language by expansion - increase vocab - child to learn politeness strategies e.g. turn taking - correct mistakes and virtuous errors - learn Grice's maxims, conversation principles and pragmatic understanding
53
Features of child directed speech
- expanding and recasting - reduplication - repeated grammatical frames to draw attention to new elements - simplified grammar and vocab - more pronounced intonation draws attention to morphemes, lexemes - paralinguistic features accompany speech, actions such as pointing, smiling - tag questions - expansion
54
Grice's maxims
Maxim of quantity (quantity of information) Maxim of quality (quality of information) Maxim of relation Maxim of manner

English AS/Alevel (10 decks)

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