Key terms

Question 1

Communicative comprehence

Answer 1

What a child can comprehend may be more then their productive vocabulary.

Question 2

Overextension

Answer 2

Sea for a ‘body of water’, applying a label to more referents then it should.

Question 3

Under extension

Answer 3

Applying a label to fewer referents.

Referring to milk in their own cup, but not a picture of milk.

Question 4

Rescloras Categorical overextension

Answer 4

Hyponym ‘apple’ standing for hypernym ‘fruit’.

Question 5

Rescloras Analogical under extension

Answer 5

Scarf called a ‘cat’, connection of functions.

Question 6

Rescloras Predicate statment

Answer 6

Statements that convey abstract information.

‘doll’ for an empty cot.

Question 7

Aitchinson’s Stages

Answer 7

Labelling: label ‘cat’ to a particular animal

Packaging: Establishing what makes an animal a cat, as opposed to a snail. For example four legs and fur.

Network building: Child making connections between a ‘cat’ as a label and the cat as a member of category ‘animal’.

Question 8

Davis

Answer 8

As expressed by Nicola Davis and supported by the PNAS and Choo-choo article, CDS is fundamental in facilitating language development, specifically the ‘vocal fingerprints’ of baby talk, since such helps manufacture the parent and baby bond.​

Question 9

Tomasello

Answer 9

Tomasello expands on this, as he suggests the timbre and intonation of ‘coochy coo’ help the child to work out the parent’s desired communicative act, which therefore helps the child learn language comprehension and pragmatic rules. Which is supported by Piaget, who theorizes comprehension comes before language means. Therefore, such is key for the baby in moving into the holophrastic stage.​

Question 10

Krashen

Answer 10

Linguistic Krashen supports Tomasello within the ‘input hypothesis’, Krashen suggests for a child to progress and comprehend language, CDS must contain language advancements. Thus, N is the child’s ability, and the comprehensible input is N+1. Therefore, Krashen fortifies the importance of CDS.

Question 11

Pica

Answer 11

However, alongside Teresa Pica in ‘social interaction and the classroom’, this CDS must contain Davis’s ‘vocal fingerprints’, as this familiarity and comfortability aid the child’s understanding, and so ultimately there is an equal power relationship formed between parent and baby. Since Pica argues only once the relationship is balanced, in this context through the CDS recognition, can the child progress. ​