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CLD Speech: Revised - Coggle Diagram

- - - - Developed this after his stay in a youth borstal and observing behaviour while there
    - - This drew criticism from Katherine Nelson (1970) who suggested that children are often defiant and oppositional.
        
        Chomsky described a 'poverty of stimulus' where a child would be subject to such non-standard grammar they could not be expected to learn it from imitation.
      - Kazen, Bellugi and Brown also believed that too often parents care more about politeness than they do grammatical structure and syntax.
  - - - This is supported by the influx of 'virtuous errors' in a child's toddler stage, shows understanding of grammar.
      - Berko-Gleason's 'wug' test shows a syntactic understanding of plurality (3/4 of 5 year olds succeeding)
      - Katamba's research shows that the frequency a child hears an inflection does not affect the order that they are learnt by the child.
    - - LAD is a 'language instinct'
        
        LAD supported by the process of creolisation and the alien fruit experiment
      - It is evident children use language straight away.
  - - - Pre-verbal stage cooing and babbling, exercising the vocal chords, understanding that noise=attention.
        Holophrastic stage communication via single words, often concrete nouns in labelling everything around them.
        Two word stage child can put two words together, happens around 18 months. See Roger Brown (1973)'s grammatical categories for this development.
        Telegraphic stage child uses utterances of 3+ words, but misses grammatical words, happens around age 2.
        Post Telegraphic Stage Children begin to speak longer sentences with grammatical words added.
  - - - Lev Vygotsky somewhat supported this by suggesting language has two roles, one for thought and one for communication.
      - Research in 1990 by Waxman showed that labels helped children recognise differences between categories.
      - Jean Piaget proposed 4 stages that children progress though as their language and thought develops. Sensorimotor (0-2) is when a child interacts with the environment, uses senses and physical movements, incredibly egocentric. Pre-operational (2-6), child learns to speak, develops imaginative focus, child becomes capable of representing the word symbolically in play, largely egocentric, heuristic. Concrete operational (6-11) Child develops empathy and can understand others' POV. Logical thought possible, able to classify objects and understands conservation.
      - Some linguistic issues relating to cognitive development are: Concepts of size and scale, Positions of movement, Time (verb tense and aspect), * Syntax (Passive or active)
  - - - Observed in other languages, Bryant and Barrett suggest its universal.
      - Kaluli Tribe in papua new guinea do not use CDS - kids fine
- - - - categorical and analogical overextension. categorical is when one name for one member of a category is used for all members. analogical is when a word is extended into a different category that makes little sense.