CLA - Spoken - The Various Stages Of Lexical Development

Question 1

What are the features of Child directed speech (CDS)

Answer 1

-repetition and or repeated sentences
-a higher pitch= create engagement
-the child’s name rather than pronoun= create engagement
-the present tense= child doesn’t understand time (Piaget)
-one word utterances and or short elliptical sentences =makes more meaningful utterance
-fewer verbs/modifiers
-concrete nouns
-expansions (the development of a child’s utterance into a longer, more meaningful form)
-recasts (the commenting on, extending and rephrasing of a child’s utterance)= corrects mistakes
-yes/no questioning= closed questions = help them to be decisive
-exaggerated pauses giving turn taking cues

Question 2

What types of language do fathers tend to use

Answer 2

-use a wider range of vocab
-ask more direct questions

Question 3

What is the average lexical development like… 12mo,24mo,36mo

Answer 3

-12mo - 50 words acquired
-24mo - 200 words acquired
-36mo - 2,000 words acquired

Question 4

What was Katherine Nelson’s theory (first words)

Answer 4

-naming (things or people)
-actions/events
-personal/social words
-describing/modifying things

Question 5

What were Nelson’s findings about which groups of words are acquired first

Answer 5

-60% of first words were nouns
-verbs formed the second largest group, and were used with actions or location words like “up” and “down”
-modifiers came third
-personal/social words made up about 8% of the sample

Question 6

Holphrase definition

Answer 6

And one word utterances are likely to develop either alongside or after proto-words. The difference between one-word utterances is that one word utterance is usually a label for objects, whereas holophrase is where a word contains an entire sentence meaning. E.g. “juice” could be “I want some juice” or “get me some juice”.

Question 7

Overextension definition

Answer 7

A feature of a child’s language where the word used to label something is “stretched” to include things that aren’t normally part of that words meaning

Question 8

Underextension definition

Answer 8

A feature of a child’s language where three word used to label is “reduced” to include only part of its normal meaning

Question 9

What did Eve Clark’s study of first words found that children base overextensions on?

Answer 9

-the physical qualities of objects
-features such as taste, sound, movement, shape, size and texture.

Question 10

What 3 different categories did Leslie rescorla divide overextension into?

Answer 10

-catergorical overextension
-analogical overextension
-mismatch statements

Question 11

Categorical overextension definition? Example? % of overextension? (Clark)

Answer 11

The name of one member of a category is extended to all members of the category. E.g. apple used for all round fruits. 60% of overextension

Question 12

Analogical overextension definition? Example? % of overextension? (Clark)

Answer 12

A word for one object is extended to one in a different category; usually on the basis that it has some physical or functional connection. E.g. ball used for a round fruit. 15% overextension.

Question 13

Mismatch statements definition? Example? % of overextension? (Clark)

Answer 13

One-word sentences that appear quite abstract; child makes a statement about one object in relation to another. E.g. saying “duck” when looking at an empty pond. 25% overextension.

Question 14

Which linguist connects lexical and semantic development

Answer 14

Jean Aitchinson

Question 15

What is Jean Aitchinsons 3 development stages?

Answer 15

-labelling
-packaging
-network building

Question 16

Labelling (JA) definition

Answer 16

Linking words to the objects to which they refer, understanding that things can be labelled

Question 17

Packaging (JA) definition

Answer 17

Exploring the labels and to what they can apply. Over/underextension occurs in order to eventually understand a range of words meaning

Question 18

Network building (JA) definition

Answer 18

Making connections between words, understanding similarities and opposites in meanings.

Question 19

Virtuos errors definition

Answer 19

Logic based errors. Shows some understanding when using labels

Question 20

Hyponymy definition

Answer 20

The hierarchical structure that exists between lexical items.

Question 21

Hypernym definition

Answer 21

A superordinate i.e. a word that is more generic or general and can have more specific words under it

Question 22

Hyponym definition

Answer 22

A more specific word within a category or under a hypernym

Question 23

What is Jean Piagets theory

Answer 23

-Children are active learners who use their environment and social interactions to shape their language.
-linked linguistic development with an understanding of the concepts surrounding the words meanings suggesting that children cannot be taught before they are ready.

Question 24

What are Jean Piagets four stages of development

Answer 24

-sensorimotor
-pre-operational
-concrete operational
-formal operational

Question 25

Sensorimotor (Piaget) definition? Age?

Answer 25

The child experiences the physical world through the senses and begins classifying the things in it; lexical choices, when they appear, tend to be concrete rather than abstract. Object permanence develops- the concept that objects exist when out of sight. Up to 2

Question 26

Pre-operational definition? Age?

Answer 26

Language and motor skills develop and become more competent. Language is egocentric - either focused on the child or used by the child when no one else is around. 2-7 years of age

Question 27

Concrete operational definition? Age?

Answer 27

Children begin thinking logically about concrete events. 7-11 years old

Question 28

Formal operational definition? Age?

Answer 28

Abstract reasoning.skills develop. 11+ years old.

Question 29

What is Saxtons theory

Answer 29

Common patterns in children early words= -food and drink (bread,cookie,drink) -family (mama,dada,baby) -animals (dog,kitty,duck) -parts of body (nose,mouth,ear) *supports Katherine Nelson*

Question 30

What did the article say about how parents provide the clues to toddlers learning new words

Answer 30

-child is more likely to understand what things are if their parent uses non-verbal cues like “there goes a zebra”. -using it in context will improve lexis and semantics understanding

Question 31

What useful steps should you follow when analysing lexical and semantic development in a transcript

Answer 31

1) start by labelling any over/underextensions/ noticing any patterns of language use, e.g. word classes/ monosyllabic, etc. 2) explain why they might have these choices - consider context/ function etc. 3) apply theory if relevant, e.g. Nelson, Clark etc. You may go into precise type of overextensions here using Rescorlas terms or Clark’s reasons. 4) make a comparison to the other child if relevant 5) comment on the carers lexical support, if relevant 6) could add more theory here, e.g. CDS/ Bruner LASS etc.