(CLA) Child Language Theorists ❤
Hallidays functions
Instrumental
Food, drink, comfort
''I want''
Imaginative
Fulfill a need
Typically includes concrete nouns
Used to tell stories/create imaginary constructs
Accompanies play
Regulatory
Used to influence the behaviours of others
Persuading
Commanding
Requesting
Interactional
Used to develop realtionships and ease interaction
''I love you mummy''
''Thank you''
Personal
Express opinions, attitudes, feelings
Representational/Informative
Used to relay or request information
Heuristic
Used to explore, learn, discover
Questions
Running commentary of actions
Jean Burko
Berko and Brown
1960
Comprehension comes before production
Child rejected adults way of saying fish
Can understand but cant say it themselves
Behaviourist
John Dore
Functions of language
Labelling
Naming an person, object or experience
Greeting
Greeting someone
Protesting
Objecting to requests
Calling
Getting attentiion
Requesting
Asking for something
Practicing
Using language when noone is present
Answering
Responding to an utterance
Repeating
Repeating what an adult has said
Lenneberg
Critical period hypothesis
Deaf children make up their own language
Without linguistic interaction before the age of 5/6 language is severely limited
1967
Stages of language development happen at the same time for almost all children
Child directed speech ❤
Higher/melodic pitch
More frequent and longer pauses
Slower and clearer speech
Repetition
grammatically simpler sentences
More questions
Tag questions
Provide the answer
Use of diminutives
Smaller version of what is being described
doggie
Can suggest affection
Use of nouns rather than pronouns
''Mummy is getting a drink''
David Crystal
Stages
One
What children say have three purposes
Get something they want
Get someones attention
Draw attention to something
Two
Ask questions
'Where' comes first
Three
Asking lots of different questions
Signal with intonation alone
Four
Increasingly complex sentence structures
Begin to explain things, ask for explanation (Why)
Five
Regularly use language for everything they need
Give information
Asking/answering questions
requesting directly/indirectly
Suggesting
Offering
Stating
Expressing
Before speech
Babbling
First words
Cries, burps, burbles
Cooing, gaga
Learn by trial and error
Genie
1970
Not exposed to language for many years
Never communicated in words
Locked away for 13 years
Sinclair and Coulthard
Feedback loop
Initiation 1
Mother asks a question
Response 2
Child provides a response
Feedback 3
Mother gives praise
1975
ALWAYS PRESENT IN DATA SETS‼
Jean Aitchison
Overextension
Under extension
3 steps
Packaging
Network building
Labelling
Roger Brown
Mean length utterance
MLU
1969
Regression - less errors as they get older
Stages
MLU 1.1-2.0
Stage 1
MLU 2.0-2.5
Stage 2
MLU 2.5-3.0
Stage 3
MLU 3.0-3.5
Stage 4
MLU 3.5-4.0
Stage 5
Two word stage
Agent + action
Dividing total number of words by the number of utterances made
Acion + object
Agent + object
Action + location
Object + location
Possessor + possession
Object + attribute
Demonstrative + object
Exploring labels and where they can apply
Over/under extension
Linking words to objects to which they refer, understanding labels
Making connections between words
Understanding similarities
Opposites in meaning
Hypernym (Animal)
To hyponym (Cat, Dog, Hamster)
Once they expand their vocab they use network building to sort the words
A categorical term is used to represent more categories than it actually does
Child refers to all animals as doggie
All lions as kitty
When a categorical term is used in language improperly by using it for one object instead of all objects that belong in that category
Occurs when they are initially acquiring and developing language
Motherease
The way mothers speak to their children
Fathers have more influence on the social impact
Noam Chomsky 🎉
Navist
Babies are born with an innate knowledge of the structure of language
Universal grammar
Innate mental grammar that helps humans acquire language
Same for every country
Children will make the same mistake no matter how many times corrected
Garvey
Play and language acquistion
Studied pairs of children
Observed children adopt roles and identities
Children act out stories
Children invent objects and settings
Part of roleplay
Practise social interactions
Helps them develop field specific lexis
Schools
Shops
Hospitals
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'.
AGAINST - children need a lot of input to use language correctly. Also children who have been deprived of socialisation often cannot use language competently.
Vygotsky 🎉
Zone of proximal development
Independently
Guided
Not at all
Input and cognition
More knowledgeable other pushes them out
''Children are apprentices''
AGAINST - children from cultures that do not promote a lot of adult-child interaction can still be articulate and fluent users of language.
papua new guinea
Don't use CDS
Play and language
Argues that children use props as pivots to support play
Children roleplay adult behaviour
To explore their environement
B.F Skinner 🎉
Behaviourism
Conditioning
Conditioning chamber
Reinforcement
Negative
Punishment
Ignoring
Denial
Positive
Reward
Repetition
Completing requests/demands
'Biology plays no part'
Until behaviour is learnt
Pigeons
May hinder children
Bruner 🎉
Scaffolding
Parents support
Asks questions to initiate response
Not all cultures use CDS
LASS
Language Acquisition Support System
caregivers support their children's linguistic development in social situations
Social interactionist theory
Four phases of parent/child interaction
Gaining attention
Attracting the childs attention
Querying
Asking the child a question
Ask to identify
Label
Asking the child what the object is
Telling the child what the object is
Feedback
Responding to the child's utterances
Piaget🎉
Object permeance must come first
Can think it but cannot vocalise it
Depends on cognitive development
Have to acquire a concept before they can use language
Cognitive
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.
Language acquisition is part of a wider development
Argued that children acquire a more complex forms when their intellectual development can cope
Teaching them too early is unsuccessful
INTERACTION🎉
BEHAVIOURIST🎉
COGNITIVE🎉
INTERACTION🎉
INNATENESS🎉
Katherine Nelson
60% of first words are nouns
Against Piaget
First objects named are small and easily handled by children
Naming things
Actions/Events
Personal/Social
Modifying things
Fis phenomenon
Wug test
Children can apply a grammatical rule
Evidence for Chomsky
Pluralisation
Wug doesnt exist
Never seen it before
No one taught them
Fis/Fish
Deb Roy Speechome Project
Watched how a childs language developed
Associated words with things
Bye - by the door
Water in the kitchen
Model the language acquisition of a child over the first three years of life
Stages
Sensorimotor
Birth to 2 years
Preoperational
2 to 7 years
Tomasello
Language structure emerges from language use
Children use patterns
Language builds on cognitive skills
Intention reading
Determine that goals/intention of the adult when they use linguistic conventions
Learn these conventions from them culturally
'can you open the door for me?' , must understand it is a request
Pattern finding
Must do in order to extract abstract linguistic schemas or constructions from the individual utterances
'the dog wants food' 'the dog wants a ball' can work out 'the dog wants the bowl'.
Pinker
Blank slate
Language is an instinct
Unique to humans
Spiders ability to weave webs
Clarke-Stewart
Mothers talk more
Larger vocab
Jim
Child of two deaf parents
Never spoken to properly
Only stimulus was TV
Didn't develop language properly
Even with speak therapy didn't develop the same
Ibbotson
Learn language in patterns
Learn hot then learn cold
Where is X
I wanna X
More X