CLA theorists + evidence (done with)

Question 1

Pavlov

Answer 1

Behaviourism

Classical conditioning- stimulus is used to trigger an associated reaction

Question 2

Skinner

Answer 2

Behaviourism

Operant conditioning- conditioning using positive and negative reinforcement
Positive reinforcement- using rewards to enforce an action
Negative reinforcement- using punishments to inhibit an action

Question 3

Little Albert experiment

Answer 3

Watson and Reiner

Associated a rat with a banging sound, negative association

Unethical experiment

Used Operant conditioning

Question 4

Bandura

Answer 4

Behaviorism

Observation, imitation, modelling

We learn through watching and imitating others

Reciprocal determinism- the world and a person can cause each other’s behavior

Had many limitations, such as the vast majority of children going through the same stages of language acquisition

Question 5

Kuhl

Answer 5

Behaviourism

Babies can’t learn language from television due to exaggerated mouth movements and not having mouths

Babies need lots of face to face interaction in order to learn how to talk

Language is learned through talking, singing, storytelling, reading

Question 6

Genie

Answer 6

Neglected until found at 13

Never developed fully due to missing the crucial period of language development

Supports Nativism + LAD

Question 7

Chomsky

Answer 7

Nativism

LAD- language acquisition device, a mental capacity which enables children to
acquire and produce language

Universal grammar- a set of unconscious constraints that let us decide if a sentence is correctly formed

Heavily criticized, had many limitations such as his work being theoretical

Question 8

Piaget

Answer 8

Cognitive development

Outlined 4 universal stages of child development

Sensorimotor stage- 18-24 months
preoperational stage- 2-7 years
concrete operational stage- 7-11 years
Formal operational stage- 12+ years

Question 9

Sensorimotor stage

Answer 9

birth to 18-24 months

Goal- object permanence

characteristics- object permanence, self-recognition, deferred imitation and representational play

Question 10

Preoperational stage

Answer 10

2 to 7 years old

Goal- symbolic thought

Characteristics- animism, internally represent the world through language/ mental imagery, thinking symbolically

Not capable of logical thought

Question 11

Concrete operational stage

Answer 11

7 to 11 years old

Goal- logical thought

Characteristics-logical thinking, understand the concept of conversation, less egocentric, mentally reverse things

Question 12

Formal operational stage

Answer 12

11+ years old

Goal- scientific reasoning

Characteristics- deal with abstract ideas, deal with hypothetical problems, follow up arguments

Question 13

Bruner and Vygotsky

Answer 13

Social interaction

Language acquisition is a result of negotiating with your environment to represent the recurrent regularities that occur

Bruner= Scaffolding- providing the learner with enough support through the early stages of learning (LASS= Language Acquisition Support System)

Vygotsky= ZPD (zone of proximal development)- we can learn more in the presence of MKOs ( more knowledgeable others)

Question 14

Tomasello

Answer 14

Social interaction

theory was based on social interaction and social cognition playing a part in our language acquisition

Language comes from our ability to cooperate and socialize

Two stages of child language acquisition:
Intention reading- understanding comes before usage of language
Pattern finding- Categorization of objects

Question 15

Berko and Brown

Answer 15

Fis study

perception of phonemes occurs earlier than the ability to produce them

Question 16

Berko

Answer 16

Wug test

investigated perception of plurals and other inflectional morphemes

even very young children had the ability to produce plurals, past tenses, possessives, and other forms of words that they have never heard before.

Question 17

Jim

Answer 17

Son of deaf parents

watched lots of tv and radio because his parents wanted him to learn speech

Had lots of speech problems, until a speech therapist was enlisted

Question 18

McNeill (extra)

Answer 18

children are often unable to repeat what an adult says due to the structures of the sentences

Question 19

Brown, Cazden and Bellugi (extra)

Answer 19

Parents are more concerned with truth and politeness rather than well formed grammar

more likely to correct politeness + truth rather than grammar

Question 20

Victor of Aveyron (extra)

Answer 20

Feral child similar to genie, couldn’t develop language due to being found at the age of 9 without any linguistic ability

Question 21

Nelson (extra)

Answer 21

60% of first words are nouns

First words are either:
Naming
Describing
Actions
Social words

Question 22

4 stages of child speech- Crystal (from booklet)

Answer 22

Babbling stage- mainly babbling, attempting to say words
Holophrastic stage- one word stage, can say one word at a time
Two-word stage- two word stage, can say small phrases
telegraphic stage- 3/4/5 words at a time, speech resembles telegram writing

Question 23

Wells (from booklet)

Answer 23

child’s language development is related to mother’s speech during shared activities

Question 24

Nelson (from booklet)

Answer 24

Expansion + re-casting improves a child’s ability to imitate

children tend to use nouns as their main word class early on

Question 25

Stewart (from booklet)

Answer 25

Found that children whose mothers talk more have larger vocabularies

Question 26

Clark and Clark (from booklet)

Answer 26

Found that children who are only exposed to adult speech do not acquire the same standard of language as those whose parents speak to them directly in a modified manner CDS helps more than hearing adult speech- link to Kuhl + TV

Question 27

Keith and Shuttleworth (from booklet)

Answer 27

CDS may be primarily social rather than educational

Question 28

Hirsch-Paschek and Tremain (from booklet)

Answer 28

Children of 4 use features of CDS when speaking to 2 year olds

Question 29

Spelke (from booklet)

Answer 29

Children like objects that are clearly defined in shapes, which is why they use nouns so much

Question 30

Keenan and Klein (from booklet)

Answer 30

``` 5 categories of response in the interaction between children: acknowledgement affirmation denial or opposition matching extension ```

Question 31

Garvey (from booklet)

Answer 31

``` Children by the age of 5 1/2 make use of these functions: getting attention taking turns making relevant utterances nominating and acknowledging topics ignoring and avoiding topics priming topics requesting clarification ```

Question 32

Aitchison (Video)

Answer 32

3 stages that occur during a child's acquisition of vocabulary: Labelling- link between sounds of words and the objects which they refer to Packaging- understanding a word's range of meaning (over/under extension becomes a problem here) Network building- understanding the connections between words (opposites, synonyms)

Question 33

Isabelle (flashcards)

Answer 33

Feral child, locked up with only deaf mute mother as her contact for 6 years, still gained normal linguistic abilities

Question 34

Bellugi (flashcards)

Answer 34

3 stages of negative development in children: negative is placed at the beginning of the sentence the negative moves within the sentence the negative becomes grammatically correct 3 stages of pronoun development: child will use their own name instead of a pronoun child uses I/me interchangeably the child understands pronoun use accurately

Question 35

Haliday

Answer 35

Seven functions of child language: Instrumental function - language that is used to fulfil a need. This typically includes concrete nouns. Regulatory function - language that is used to influence the behavior of others Interactional function - language that is used to develop relationships and ease interaction. Personal function - language that expresses personal opinions, attitudes and feelings including a speaker's identity. Representational/Informative function- language that is used to relay or request information. Heuristic function - language that is used to explore, learn and discover. Imaginative function - the use of language to tell stories and create imaginary constructs.

Question 36

From last blurt (ignore)

Answer 36

Mainly piaget stages Tomasello, McNeil, Nelson? Photo on phone