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Child Language Developement Theory’s, PINKER 1994, Satterly 1987 - Coggle…
Child Language Developement Theory’s
Nature vs nurture
The nature vs nurture debate involves the extent to which aspects of behaviour are inherited or acquired.
NATURE is what we think of as pre-wiring and is influenced by genetic inheritance and other biological factors.
NURTURE is generally taken as influence of external factors after conception ie life experience and individual learning experience
Skinner 1938- behaviourism
Behaviourism is a theory of learning which states all behaviours are learned through interaction with the environment - operant conditioning. Thus, how we behave is simply a response to environmental stuff.
POSTIVE REINFORCEMENT - rewards for doing something good
NEGATIVE REINFORCEMENT - punishment for doing something wrong
PAVOLOVS’ DOGS 1902- dogs could be trained to react to any stimulus that they came to associate with food
LITTLE ALBERT EXPERIMENT-WATSON AND RAYNOR 1920- conditioned to fear rats
Behaviourism assumes that children copy adults. It also assumes that adults reinforce those behaviours actively conditioning them. It also assumes that children imitate features from others eg - accents,dialect and vocabulary. Finally it assumes that children learn politeness and pragmatic , it’s not inate. This is evidenced by all cultures having politeness features and pragmatics but not all the same.
CHALLNGES TO BEHAVIOURISM
CHOMSKY “far from justified” and “ gross and superficial”
children don’t just copy other or we could all be the same
Research was conducted on rats and pigeons not humans
Hard to prove in experiments- largely discounted
Chomsky 1989 nativism
LAD ( lanaguge acquisition device)- an instinctive mental capacity which enables infants to acquire and procure language
UNIVERSAL GRAMMAR all languages are basically the same
POVERTY OF THE STIMULUS children still learn languages even when exposed to poor examples of it
OPPOSED ‘TABULA RASA’ VIEW that we are not born blank slates
Common rates of progress in all children suggests commonalities in cognative development
VIRTUOS ERROR children experiment with lanaguge eg adding a past tense suffix to irregular material verb such as ‘goed’
Children are able to say things they have never heard before
“ biological birth right”
SENGHAS 1995 deaf children in nicragua collaborated on their own sign language showing their own inate ability
CHALLNGES TO NATIVISM
Lanaguge is more than just grammar
LENNEBERG 1967 critical period hypothesis - 5yrs?13yrs? This is the belief that children must be exposed to language before a curtain age if they are going to acquire it properly
Children need interaction to interact to a full
VICTOR 1800 was found in the woods at 11 yrs old. The boy learned to communicate via sign language but never spoke
GENIE 1970 was a victim of severe neglect and isolation. Discovered at 13,after years of intensive work, her speech developed to that of a three year old and never progressed from there.
EVANT 2014 there is scant empirical evidence
Piaget 1970 cognative theory
Emphasis on the active role of children in their own development
Language is only one of many human cognative activities
The role of maturation in children’s increasing capacity to understand their world
Transitions take place at about 18 months , 7 years and 11 or 12 years ie rapid rates of progress
Animism : everything is alive
Egocentricity : attribute their own feelings and intentions to everything else
Object permanence: between 4 months and 2 years. Bower 1974 suggested it was even earlier
“ the cognative approach has been taken to mean that before the age of transition children are not capable (no matter how bright) of understanding things in a curtain way, and has been used as a basis for scheduling the school curriculum”
CHALLNGES TO COGNATIVE THEORY
Children with cognative development difficulties are still able to process through the stages of development
Piagets research was based on limited data: family and friends from simular socio economic and ethnic groups
The fix phenomenon( Berko and Brown 1997) suggests a gap between cognative and physical ability
REPACHOLI AND GOPNIK 1997 four stages are too simplistic- 18 months old in an experiment were able to recognise food preferences in others ( broccoli vs crackers)
Bruner 1966 social interaction theory
Importance of environment especially at home
Foregrounds role of caregivers
Language acquisitions support system LASS
Meaning is created through negotiation with others
Any utterance can make sense if the ‘adult’ is aware of the context
Comprehensibility is more important than grammar in early development
Routines/repetition support language/learning including game play
VINCENT born to deaf parents and didn’t learn language until he started school
PINKER 1994
Satterly 1987