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English Language; Paper 1 (The Individual and the Society) > Section B; Child Language Development > Flashcards

Section B; Child Language Development Flashcards

1
Q

Development in the womb

What are some theories that were discovered about babies in the womb?

A

Development in the womb

  • Decasper + Spence (1986) discovered that babies can remember things heard before birth
  • Mehler et al (1988) discovered that babies can recognise their mother tongue, as they’re familiar with prosody from listening in the womb
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2
Q

Crying, laughing, babbling

Approx. what age do babies start to coo, laugh + vocal play?

A

Crying, laughing, babbling

  • Crying’s an involuntary response at birth, signifying pain, hunger, or distress
  • At 6 to 8 weeks, babies begin to cry + laugh
  • At 16 to 30 weeks, babies engage in vocal play
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3
Q

Babbling like a baby

What happens at the babbling stage?

A

Babbling like a baby

  • At around 6 to 9 months, babies begin to make repetitive consonant-vowel combo
  • Next stage of babbling involves a more intricate consonant-vowel combo
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4
Q

Child lang acquisition

What is the ‘Holophrastic/one word’ stage?

A

Stages of child lang acquisition

  • between 10 and 12 months, babies begin to use proto-words, e.g. using [ka:] in the presence of cat, but also in other seemingly random contexts
  • at around 12 months, babies begin to say their real first real words
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5
Q

Child lang acquisition

What is the ‘Two-word’ stage?

A

Child lang acquisition

  • begin to use two words e.g a subject + a verb (daddy gone)
  • approx age is 18 to 24 months
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6
Q

Child lang acquisition

What is the ‘Proto-word’ stage?

A

Child lang acquisition

  • word-like vocalisations, not matching actual words, but used for the same meanings e.g. using ‘mmm’ to mean ‘give me that’
  • approx age is 9 to 12 months
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7
Q

Child lang acquisition

What is the ‘Cooing’ stage?

A

Child lang acquisition

  • comfort sounds + vocal play using open-mouthed vowel sounds
  • e.g. grunts + sighs become vowel-like, laughter starts, hard consonants + vowels produced, pitch + loudness practiced
  • approx age is 4 to 7 months
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8
Q

Child lang acquisition

What is the ‘Post-telegraphic’ stage?

A

Child lang acquisition

  • more grammatical complex combinations
  • during this stage, key literacy skills of writing + reading start to develop
  • approx age is 36+ months
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9
Q

Child lang acquisition

What is the ‘Telegraphic’ stage?

A

Child lang acquisition

  • three or more words combined
  • approx age is 24 to 36 months
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10
Q

Child lang acquisition

What is the ‘Pre-verbal’ stage?

A

Child lang acquisition

  • it’s the developing phonology
  • cooing + babbling stages mark the beginnings of prosodic features
  • they get used to their vocal cords
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11
Q

Child lang acquisition

What is the ‘Vegetative’ stage?

A

Child lang acquisition

  • sounds of discomfort or reflective actions
  • e.g. crying, cooing, burping, sucking
  • approx age is 0 to 4 months
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12
Q

Child-directed speech

What is Child-directed speech (CDS)?

A

Child-directed speech

the language used by a parent/caregiver when talking to a child

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13
Q

Child-directed speech

What are some features of CDS?

A

Child-directed speech

lexis + semantics;

  • reduplication of words
  • focus on nouns
  • use of diminutives + epithets

grammar;

  • repetition of phrases
  • shorter, simpler constructions
  • present tense
  • recasting something a child has said

phonology + prosody;

  • hyper-articulation
  • wider range of pitch
  • slower tempo of speech

gestures;
- exaggerated gesticulation

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14
Q

Child-directed speech

Why is CDS used?

A

Child-directed speech

  • affective bonding
  • sound more engaging + positive
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15
Q

Child-directed speech

What are some disadvantages of CDS?

A

Child-directed speech

  • not used in all cultures + societies
  • not only source of language children are exposed to
  • amount of CDS depends on socio-economic standing (SES); developed by Huttenlocher 2007
  • Trainer + Desjardin (2002) found that a higher pitch in CDS might make it harder for infants to differentiate between vowel sounds
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16
Q

Child language acquisition theorists

What was Katherine Nelson’s theory (1973)?

A

Child language acquisition theorists

held a small study of 18 children + their first word and classified the first 50 as the following:

  • naming things; ball, dog, milk, etc
  • actions/events; give, put, sit, etc
  • personal/social; yes, hi, no, etc
  • modifying things; dirty, nice, etc
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17
Q

Chall’s stages of reading development

What is the first reading stage and the approx age/grade?

A

Chall’s stages of reading development

  • stage 1; initial reading + decoding
  • 6 to 7 years (1st-grade beginning 2nd)
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18
Q

Chall’s stages of reading development

How is the first stage acquired?

A

Chall’s stages of reading development

  • direct instruction in letter-sound relations (phonics) + practise in their use
  • reading of simple stories using words w/ phonics elements taught + words of high frequency
  • being read to on a level above what a child can read independently to develop more advanced lang patterns, vocabs + concepts
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19
Q

Chall’s stages of reading development

What are the characteristics + masteries by the end of the first reading stage?

A

Chall’s stages of reading development

  • the child learns the relation between letters + sounds and between printed + spoken words
  • the child is able to read simple text containing high-frequency words + phonically regular words
  • uses skill + insight to ‘sound out’ new one-syllable words
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20
Q

Chall’s stages of reading development

What is the relationship of reading to listening in the first reading stage?

A

Chall’s stages of reading development

  • the level of difficulty of lang read by a child is much below the lang understood when heard
  • at the end of stage 1, most children can understand up to 4000 words or more when heard but can read about 600
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21
Q

Chall’s stages of reading development

What is stage 0 and the approx age/grade?

A

Chall’s stages of reading development

  • stage 0; pre-reading (‘pseudo reading’)
  • 6 months to 6 years (preschool)
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22
Q

Chall’s stages of reading development

What are the characteristics + masteries by the end of stage 0?

A

Chall’s stages of reading development

  • the child ‘pretends’ to read, retells story when looking at pages of a book, previously read to them
  • names, letters of the alphabet; recognises some signs; prints own name
    • plays w/ books, pencils + paper
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23
Q

Chall’s stages of reading development

How is stage 0 acquired?

A

Chall’s stages of reading development

  • being read to by an adult (or an older adult) who responds to + warmly appreciates the child’s interest in books + reading
  • being provided with books, paper, pencils, blocks, and letters
  • dialogic reading (interactive style of reading w/ children
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24
Q

Chall’s stages of reading development

What is the relationship of reading to listening in stage 0?

A

Chall’s stages of reading development

  • most can understand the children’s picture books + stories read to them
  • they understand thousands of words they hear by age 6, but can only read a few if any of them
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25
Q

Chall’s stages of reading development

What is stage 2 and the approx age/grade?

A

Chall’s stages of reading development

  • stage 2; confirmation + fluency
  • 7 to 8 years (2nd and 3rd grade)
26
Q

Chall’s stages of reading development

What are the characteristics + masteries by the end of the second stage?

A

Chall’s stages of reading development

  • the child reads simple, familiar stories and selections w/ increasing fluency
  • this is done by consolidating the basic decoding elements, sight vocab + meaning context in reading of familiar stories + selections
27
Q

Chall’s stages of reading development

How is the second stage acquired?

A

Chall’s stages of reading development

  • direct instruction in advanced decoding skills; wide reading (instruction + independent levels) of familiar, interesting materials that help to promote fluent reading
  • being read to at levels above their own independent reading level to develop lang, vocab, and concepts
28
Q

Chall’s stages of reading development

What is the relationship between reading to listening in the second stage?

A

Chall’s stages of reading development

  • at the end of stage 2, about 3000 words can be read and understood and about 9000 are known when heard
    listening is still more effective than reading
29
Q

Chall’s stages of reading development

What is stage 3 and the approx age/grade?

A

Chall’s stages of reading development

  • stage 3; reading for learning the new
  • 9 to 13 years (4th to 8th grade)
  • phase A = intermediate 4th to 6th
  • phase B = junior high school 7th to 9th
30
Q

Chall’s stages of reading development

What are the characteristics + masteries by the end of the third stage?

A

Chall’s stages of reading development

  • reading is used to learn new ideas, to gain new knowledge, to experience new things/feelings, to learn new attitudes, generally from one POV
31
Q

Chall’s stages of reading development

How is the third stage acquired?

A

Chall’s stages of reading development

  • reading + study of textbooks, reference works, trade books, newspapers + magazines that contain new ideas + values, unfamiliar vocab, and syntax
  • the systematic study of words + reacting to the text through discussion, answering questions, writing, etc
    reading of increasingly more complex texts
32
Q

Chall’s stages of reading development

What is the relationship between reading to listening by the end of the third stage?

A

Chall’s stages of reading development

  • at the beginning of stage 3, listening comprehension of the same material is still more effective than reading comprehension
  • by the end of stage 3, reading and listening are about equal. for those who read very well, reading may be more efficient
33
Q

Chall’s stages of reading development

What is stage 4 and the approx age/grade?

A

Chall’s stages of reading development

  • stage 4; multiple viewpoints
  • 15 to 17 years (10th to 12th grade)
34
Q

Chall’s stages of reading development

What are the characteristics + masteries by the end of the fourth stage?

A

Chall’s stages of reading development

  • reading widely from a broad range of complex materials, both expository + narrative w/ a variety of viewpoints
35
Q

Chall’s stages of reading development

How is the fourth stage acquired?

A

Chall’s stages of reading development

  • wide reading + study of the physical, biological + social sciences and the humanities, high quality + popular literature, newspapers, and magazines
  • systematic study of words + word parts
36
Q

Chall’s stages of reading development

What is the relationship between reading to listening in the fourth stage?

A

Chall’s stages of reading development

  • reading comprehension is better than listening comprehension of materials of difficult context + readability
  • for poor readers, listening comprehension may be equal to reading comprehension
37
Q

Chall’s stages of reading development

What is stage 5 and the approx age/grade?

A

Chall’s stages of reading development

  • stage 5; construction and reconstruction
  • 18 years (college and beyond)
38
Q

Chall’s stages of reading development

What are the characteristics + masteries by the end of the fifth stage?

A

Chall’s stages of reading development

  • reading’s used for one’s own needs + purposes (professional + personal)
  • serves to integrate one’s knowledge w/ that of others, to synthesize it and create new knowledge; it’s rapid + efficient
39
Q

Chall’s stages of reading development

What is the relationship between reading to listening by the end of the fifth stage?

A

Chall’s stages of reading development

  • reading’s more efficient than listening
40
Q

Chall’s stages of reading development

How is the fifth acquired?

A

Chall’s stages of reading development

  • wide reading of ever more difficult materials, reading beyond one’s immediate needs
  • writing of papers, texts, essays + other forms that call for integration of varied knowledge + POVs
41
Q

Child language development

What are the most common errors made during their development?

A

Child lang development

  • over/underextension
  • cluster reduction
  • deletion
  • substitution
  • assimilation
  • over/under generalisation
  • virtuous error
42
Q

Child language development

What are some key points of reading + writing in child language development?

A

Child language development

  • develop simultaneously; can’t have one w/o the other
  • multiple approaches to learn how to read, including:
    look and say
    phonic (synthetic + analytic)
  • reading improves writing ability
43
Q

Child language development

What is the ‘usage-based’ approach to acquisition?

A

Child language development

usage-based; led by Tomasello

suggests; language acquisition isn’t an innate ability. acquired through input + developed through usage

pro; aren’t born w/ a predetermined set of linguistic behaviour or there wouldn’t be different languages
pattern-finding + intention reading: shared attention, directed attention

con; no significant cons

44
Q

Child language development

What is the ‘nativist’ approach to acquisition?

A

Child language development

nativist; led by Chomsky

suggests; lang acquisition device (LAD), have an innate ability to acquire lang.
universal grammar; rules followed by all languages + all learn languages at a similar pace

pro; addresses poverty of the stimulus, learn lang despite constraints on input available to them

con; LAD never been found in studies on the brain
no answer how they connect grammar to the lang they’re learning

45
Q

Child language development

What is the first pre-verbal stage + the approx age?

A

Child language development

  • stage; crying
  • approx age; from birth
46
Q

Child language development

What is the second stage after pre-verbal + approx age?

A

Child language development

  • stage; two word
  • approx age; 18 months
47
Q

Child language development

What is the second pre-verbal stage + approx age?

A

Child language development

  • stage; cooing
  • approx age; 6 to 8 weeks
48
Q

Child language development

What is the last pre-verbal stage + approx age?

A

Child language development

  • stage; babbling
  • approx age; 6 to 9 months
49
Q

Child language development

What is the first stage after pre-verbal + approx age?

A

Child language development

  • stage; holophrastic
  • approx age; 12 months
50
Q

Child language development

What is the third stage after pre-verbal + approx age?

A

Child language development

  • stage; telegraphic
  • approx age 2 years
51
Q

Child language development

What is the fourth stage after pre-verbal + approx age?

A

Child language development

  • stage; post telegraphic
  • approx age; 3 years
52
Q

Child language development

What is the ‘cognitive’ approach to acquisition?

A

Child language development

cognitive; led by Piaget

suggests; ability to use + understand increasingly complex levels of lang, which are ‘unlocked’ as their ability develops

pro; supports knowledge of the development of cognitive development in humans, in relation to lang acquisition

con; doesn’t always account for variation in cognitive abilities - some exist within multiple stages, some develop certain cognitive abilities earlier than others, etc.
neglects to integrate the knowledge of the importance of input

53
Q

Learning to read + write

What are the stages of Kroll’s writing development (1981)

A

Learning to read + write

  • preparation stage: <6 years
    acquisition of fine motor skills + knowledge (rudimentary + orthography)
  • consolidation stage: 7 to 8 years
    writing mimics speech in style; frequent use of simple conjunctions
  • differentiation stage: 9 to 10 years
    understanding writing + speech are different
54
Q

Child language development

What was Aitchison’s theory (1987)?

A

Child language development

there are 3 stages all children complete while acquiring the lexicon of their native lang

  • labelling; begins to build associations between a specific word + a specific object
  • packaging; must reckon with polysemy (words having multiple meanings) hyponyms and hypernyms
  • network meaning; understands words can be connected through meaning e.g. synonyms + antonyms
55
Q

Child language development

What is the ‘behaviourist’ approach to acquistion?

A

Child language development

behaviourism; led by Skinner

suggests; lang acquisition isn’t an innate ability, learnt through imitation + locked in through reinforcement

pro; have advanced imitation abilities, meaning learning through imitation is plausible

con; make novel constructions + novel errors, not just repeating constructions they’ve heard others make

56
Q

Learning to read + write

What is meant by ‘directionality’ in reading?

A

Learning to read + write

a concept of direction in relation to something, eg. a text being presented left to right, top to bottom, front to back ( depending on lang)

57
Q

Learning to read + write

What did George Bernard Shaw discover about writing?

A

Learning to read + write

  • popularised that the word ‘fish’ could be spelled as ‘ghoti’
  • used the ‘gh’ from enough, ‘o’ in women and ‘ti’ from motion
  • observation has been around since 1865
58
Q

Learning to read + write

What is meant by ‘homograph’ in reading?

A

Learning to read + write

same spelling, different meaning e.g. row (line of objects + argument)

59
Q

Learning to read + write

What is meant by ‘homophone’ in reading?

A

Learning to read + write

same pronunciation, different meaning e.g. rays and raise

60
Q

Learning to read + write

What are the phonic teaching approaches?

A

Learning to read + write

phonic approach:
- where the focus is on individual graphemes + sounding them out until the whole word is understood

synthetic approach:
- first, learn phonemes + how they can be represented and apply them to words

analytic approach:
- children guess words based on the word’s onset + rime
phonemes are learned as reading develops

61
Q

Learning to read + write

What is the ‘look and say’ teaching approach?

A

Learning to read + write

look and say:
- where the child is taught words as a whole word, rather than in parts

English Language; Paper 1 (The Individual and the Society) (1 decks)

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