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CLA Flashcards

PAPER 1 (55 cards)

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1
Q

deletion

A

a sound is removed
‘mingo’ for flamingo

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2
Q

torrance

A

assessment leads to better writing, accuracy is important

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3
Q

rescorla

A

3 kinds of overextension
- categorical - applies a label to everything in a category (dog for all animals)
- analogical - applies same label to something physically / visually similar (tomato to a ball)
- relational - applies a somewhat related label (pen for paper)

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4
Q

consonant cluster reduction

A

removal of consonant sounds
‘ra-it’ for rabbit

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5
Q

social constructivism

A

children learn the rules of language and learn to construct it
Tomasello - children listen to language and find patterns to develop schema
Braine - children use frames / slots
- e.g the frame for having completed an action is ‘I XXX-ed’ and will full in the verb appropriately.

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6
Q

24 months - 2 years

A

telegraphic stage
just enough words to communicate
increase in vocabulary
word classes often omitted
- where we go?
- I wear jacket
at end of stage language becomes more complex, adding negatives, inflections and conjunctions

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7
Q

Pre birth

A

Children can hear people talking at 16-18 weeks (in womb)

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8
Q

mehler

A

babies recognise their parents’ language when they were born

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9
Q

omission

A

letter missed out

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10
Q

berko

A

wug test -
shown fictional monsters and asked to finish sentence
e.g - this is a Wug, there are now two ______
75% of children (4-5) selected the right ending

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11
Q

transposed letters

A

written the wrong way round

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12
Q

18 - 24 months

A

two word stage
verbs emerge
syntax develops
- subject and verb (Dad laugh)
- verb and object (bark dog)
- noun phrases (warm blanket)
- verb phrases (run far)

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13
Q

psycholinguistic approach

A

decodes words based on context (other words in sentence, pictures etc)

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14
Q

Stage 3 of language acquisition

A

Babbling
6 months
reduplicated (baba / dada)
variegated (daba / dimba)
phonemic expansion (lots of phonemes)
phonemic contraction (then only used phonemes from own language)

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15
Q

whole-word approach

A

encouraged to look and say
relies on children memorising large numbers of words

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16
Q

diminutisation

A

form of addition to make diminutives
‘doggy’

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17
Q

addition

A

adds new thing into pronunciation
‘ cat - o’

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18
Q

Stage 6 of language acquisition

A

first word
usually dog, cat, mum, dad etc
moves to holophrastic stage

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19
Q

Snow

A

motherese
- high pitch
- greater range of intonation
- use of interrogatives and declaratives

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20
Q

assimilation

A

uses a sound from earlier / later in the word to make it easier to say
‘lellow’ instead of yellow

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21
Q

Stage 4 of language acquisition

A

melodic utterances
9 months
intonation is used
experiments with rhythm and tone

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22
Q

belugi

A

child fronts negatives when learning to negate
- no wants food

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23
Q

graphemic cluster substitution

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A

a group of letters is replaced by others

24
Q

post telegraphic stage

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A

full use of the english language including contractions and irregular verbs

25
cursive writing
letters are joined up
26
Stage 1 of language acquisition
Instinctive biological noises 0-6 weeks usually crying no control
27
28
Halliday
7 core sentence functions - instrumental - needs something - regulatory - wants something to happen - interactional - interacts with others - personal - expressing themselves - heuristic - learning about the world - imaginative - being creative with language (stories) - representational - relaying facts
29
kroll
4 stages to learning to write - preparatory (18mo - 6Y) - acquires fine motor skills and basic spelling rules. - consolidation (6-8) - writing represents speech, short declaratives used, no punctuation - differentiation (8-16) - spoken and written modes are different. better control of SPaG - integration stage - 16+ - development of individual style
30
12 - 18 months
holophrastic stage single words (usually nouns) often one word could have different meanings - e.g 'dog' could mean 'there's a dog!' or 'wheres the dog?' this is indicated through intonation
31
chall
6 stages to reading - pseudo reading - from memory (6) - decoding - sounding words out (6-7) - fluency - simple texts can be read (7-8) - learning - uses reading to learn (8-14) - multiple viewpoints (14-18) - construction and reconstruction - critical and analytical reading (18+)
32
cognitivism
children cannot express what they cannot understand Piaget - until children learn the concept of object permanence, they struggle to name things Vygotsky - children's 'gaps' in knowledge is the zone of proximal development (ZPD) and can be filled using the caregiver's knowledge, since they are the more knowledgeable other (MKO)
33
phonic approach
children are encouraged to recognise which graphemes (letters), digraphs (two letters) and trigraphs (three letters) correspond to what phonemes
34
substitution
easier phoneme is used in place of a harder one 'logurt' instead of yogurt
35
Nativism
children have an internal, innate language learning device Chomsky - language aquisition device (LAD) contains a set of rules (universal grammar) which is inbuilt. This is shown when they make a virtuous error ('we throwed') which the parent wouldn't have taught, but follows internal grammatical rules.
36
graphemic cluster omission
a group of letters is missed out
37
berko and brown
children can notice mistakes in others' language but not their own - child said 'fis' - when asked if they meant 'fis' they said no - when asked if they meant 'fish' they said yes
38
dore
sentence functions - labelling - repeating - answering - calling - greeting - requesting action - protesting - practising
39
barclay
7 stages to writing - scribbling - mock handwriting (scribbling in shapes) - mock letters (scribbles which resemble letters) - conventional letters (proper letters formed) - invented spelling (uses phonetic pronunciation to spell) - appropriate spelling (improvement of spelling) - correct spelling
40
Bard et al
Jim - boy who had 2 deaf parents and didnt learn to speak speech therapists taught him to speak, showing importance of interaction
41
britton
children need creative freedom in order to learn to write
42
grapheme-phoneme correspondence
when letters match the sound - dog does, but gnome doesnt
43
insertion
extra letter added to a word
44
behaviourist approach
Skinner children learn through positive and negative reinforcement
45
clay's concepts
must be understood - sign (writing carries meaning) - message (spoken words can be written) - space (words need spaces between them) - direction (left to right)
46
order of phonemes
plosives and nasal first bilabials (look at lips) velar fricative
47
Stage 5 of language acquisition
protowords assigns sounds to objects
48
goouch et al
a child's self esteem will suffer if told their writing is wrong
49
Stage 2 of language acquisition
Cooing and vocal play 7 weeks long vowel sounds vocal play (experimenting with sounds)
50
lenneberg
there is a critical period for learning language 2-14 years old
51
diminutive
modified version of a word to show affection / small nature
52
Ehri
4 stages to learning to read - pre-alphabetic - partial alphabetic - full alphabetic - consolidated alphabetic
53
substitution
letter is replaced by another
54
interactionism
Bruner children born as blank slate (tabula rasa) and learn language from social environment Language acquisition support system (LASS) - how caregivers support children's' development Also, child directed speech (CDS) - labelling (thats a dog) - echoing (repeating what the child says) - expansion - repeating what child says but with more sophistication - reformulation - repeating what the child says but in different way
55
pye
all cultures teach children to speak, but not all use CDS, showing evidence of an internal learning system

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