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CLA Theories ((Behaviourism (Skinner), Nativism (Chomsky), Cognitive…
CLA Theories
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JOHN DORE
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Naming or identifying a person, object or experience
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Demanding food, drink, toy, assistance etc
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MICHEAL HALLIDAY
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Directly concerned with obtaining food, drink comfort etc . eg ‘I want’
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Sometimes referred to the ‘here I am!’ function – conveys attitudes, expresses feelings
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Using language to learn – this may be questions or answers or the kind of running commentary that accompanies child’s play
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May also accompany play as children create imaginary worlds / may arise from storytelling. Also jokes, songs etc
Leslie Rescorla (1980)
Categorical overextension - confusing a hypernym (broad category e.g. fruit) with a hyponym (specific example e.g. apple).
Analogical overextension- associating objects which are unrelated but have one or more features in common (e.g. same colour).
Predicate overextension - conveying meaning that relates to absence (e.g. saying ‘cat’ when looking at an empty cat basket’).
Underextension- when the meaning ascribed to a word is narrower than the meaning it has in adult language; using a hyponym instead of a hypernym (e.g. using the word ‘cat’ instead of ‘pet’).
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Aitchison (1987)
Labelling - the process of attaching words to objects; as the child learns more about the world their capacity to connect words with an increasing range of objects grows.
Packaging - in trying to ascertain the boundaries of the label the child sometimes confuses hyponyms giving rise to over- and under- extensions.
Network building - having labelled objects children start to identify connections between them, recognising similarities and differences.
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