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CLA Theorists (Child directed speech (Repitition, Higher pitch, Present…
CLA Theorists
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Leslie Rescorla
3 categories of overextension: Categorical overextension, Analogical overextension and Mismatch statements.
Categorical overextension - the name of one member of a category is extended to all members of a category.
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Mismatch statements - one word sentences which appear quite abstract / a child makes a statement about one object in relation to another e.g. saying 'duck' when looking at an empty pond.
Piaget
Cognitive theory - language acquisition is part of a wider development of understanding. He argued that children will acquire more complex forms when their intellectual development can cope, so trying to teach them too early will be unsuccessful.
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AGAINST - the 'fis' phenomenon suggests that children's cognitive understanding can be present but their physical development may still impact their ability to use language.
Skinner
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FOR - children do imitate accent and dialect, learn politeness strategies and repeat what they hear around them.
AGAINST - children don't only imitate they can produce sentence they have never heard before. They can hear ungrammatical language around them but can still learn correct language. They do not seem to respond to correction and can imitate but not necessarily understand meanings.
Noam Chomsky
Nativist theory
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FOR - children often experience the same stages of development at similar paces and often make their own rules for language.
AGAINST - children need a lot of input to use language correctly. Also children who have been deprived of socialisation often cannot use language competently.
Language Acquisition Device (LAD) - the capacity to acquire language is innate within humans. The human brain is pre-programmed to acquire grammatical structures. Human languages share many similarities which he calls 'Universal grammar'.
Jean Berko-Gleason
'Fis' and 'Fish' theory - children who were unable to pronounce the 'sh' sound so pronounced the word 'fish' as 'fis' understood what the word was supposed to sound like but could not yet pronounce it correctly. This shows that children's understanding of words is often larger than their ability to use words.
Wug Test - provides evidence for the idea that children overgeneralise. Shows that children have a brief understanding for making words plural form.
Katherine Nelson
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She categorised these first words into four groups: Naming (things or people), Actions / Events, Describing / Modifying, Personal / Social words.
Jerome Bruner
Language Acquisition Support System (LASS) - the idea that caregivers support their children's linguistic development in social situations, by interacting and encouraging the child to respond.
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Vygotsky
Play and language acquisition - Argues that children often use props as 'pivots' to support their play. He observed that children role play adult behaviours as part of exploring their environment.
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Eve Clark
Overextensions - studied first words and found that children overextended the physical qualities of others and features such as shape, sound, taste, movement, size and textures.
Jean Aitchison
Stages of linguistic development: Labelling (linking words to objects), packaging (exploring the labels and to what they can apply to), Network building (making connections between words and understanding similarities and differences in meanings).
Michael Halliday
Functions of speech
Personal - conveying opinions, ideas and identity e.g. me like Charlie and Lola
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Garvey
Play and language acquisition - Studied pairs of children. Observed that children adopt roles and identities, act out story lines and invent objects and settings as part of their role play. This practises their social interactions and helps them to develop field-specific lexis e.g. school, shops, hospital.