CLA Flashcards
(28 cards)
Diminutives
Reduce the scale or create an endearment about an object e.g. “doggie” = more phonologically accessible
Consonant cluster reductions
Reducing phonologically complex units into more simple ones e.g. “ghetti” instead of “spaghetti”
Reduplication
Repeated syllable such as “baa baa” for sheep
Deletion
Omitting a particular sound within a word e.g. “nana” instead of “banana”
Addition
“Mummy” - added “y” suffix
Substitution
Swapping a difficult sound for a less difficult sound e.g. “wike” instead of “like”
Assimilation
Reflects where one consonant or vowel is swapped for another e.g. “babbit” instead of “rabbit”
Expansion
Recasting what the child has said in a more sophisticated form
Recasting
Phrasing sentences in different ways
Expatiation
Expounding further on the word by giving it more information
Bellugi - negative sentences
- Use “no” or “not” at the start of an utterance e.g. “no juice”
- Use “no” or “not” in front of verbs in the middle of an utterance e.g. “/not like it”
- Becomes more standardised using primary and modal auxiliary verbs e.g. “she doesn’t like pizza”
Bellugi - interrogatives
- Use rising intonation
- Start to use interrogatives pronouns e.g. “what, where, why?”
- Start to use subject - verb inversion and use auxiliary verbs e.g. “can you see it?”
Chomsky
Everyone is born with an innate ability to understand rules of language - LAD
Language we are exposed to is not sufficient to explain the level we learn it to - “poverty of stimulus”
Children often resist correction and overgeneralise grammatical rules, when they wouldn’t have heard this from caregivers, suggesting a universal grammar
Bellugi - pronouns
- Use name rather than pronoun
- Use subject and object pronouns, but not consistently and correctly e.g. “me give cake to Daddy”
- Correctly apply subject and object pronouns
Sinclair and Coulthard
IRF structure…
Initiation: speaker starts the conversation
Response: 2nd speaker responds
Feedback: 1st speaker provides feedback
= demonstrates how questioning and evaluating are important aspects to CDS
Kaluli Tribe in Papua New Guinea
Don’t use CDS at all to young children - yet their language develops at the same rate as elsewhere
Piaget
Takes the cognitive approach - a child needs to have developed certain mental abilities before they can acquire particular aspects of language
1. Object permanence 0-2 years (sensorimotor)
2. Egocentricism 2-7 years (preoperational)
3. Rational and logical thought 7-11 years (concrete operational)
4. Abstract thought 11+ years (formal operational)
= bridge between nature and nurture
Bruner
LASS - caregivers support their child’s linguistic development in social situations
A “more knowledgeable other” supports through CDS and reinforcement
Berko and Brown
Fis’ phenomenon - children hear more than they say - reception outstripes production (phonological simplification)
Halliday
Regulatory- to influence behaviour of others
Instrumental- fulfil a need of the speaker
Personal- express themselves
Representational- exchange information
Heuristic- learn and explore the environment
Interactional- develop social relationships
Imaginative- used to explore the imagination
Bard and Sach’s study
Deaf parents of a child tried to expose them to lots of radio and TV
He could speak minimal words until working with a therapist they could listen to and talk with
Skinner
Language is acquired through imitation and reinforcement
Children repeat what they hear, and a caregiver rewards the child’s efforts with praise = operant conditioning
Vygotsky
Private speech and zone of proximal development and two significant factor that contribute to language development
ZPD- a child needs caregiver’s help to interact = scaffolding
Lennenburg
The critical period hypothesis, which states without linguistic interaction before 5-6, language development is severely limited
