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CLD REVISION (SPEECH) - Coggle Diagram

- - - - according to this theory, a child can be trained to repeat certain actions if they get a favorable response / positive reinforcement
        
        a lack of any positive response will discourage repetition of the action. negative reinforcement.
        
        everyone is born with a blank slate and children learn to speak through imitation
- - - - children seem to go through the same predictable stages of development whatever the input. this questions positive and negative reinforcement.
        
        few children receive explicit grammatical correction according to Kathrine nelson parents are more interested in politeness and truthfulness than grammatical accuracy
- - - - coined the term language acquisition device which went against the traditionally held view that the human brain might be a tabula Rosa (blank slate)
        
        the term universall grammar is also used to describe this global capacity to learn languages at similar rates and similar ways
        
        the idea that virtual errors can be used to support the LAD a child makes a error in inflections grammar or syntax whilst attempting to apply the rules they recognize for the language around them
- - - - Chomsky theory seems to downplay the part played by interaction between children and their careers it also doesn't recognize the function behind children's language
        
        Bard and Sachs 1977 case study of Jim (a hearing child of deaf parent) whose language was delayed despite hearing language on the TV and radio- shows that exposure of language is not enough interaction is crucial.
- - - - outlined four cognitive stages : sensorimotor (0-2) , preoperational( 2-6/7), concrete operational (6/7-11/12), formal operational(11-16)
        
        focuses on the need for conceptual understanding to be present before language can reflect it
        
        for example a child would not be able to use comparative adjectives (small, smaller smallest) unless they had first understood the concepts of size and scale. use of the passive voice and subordinating in complex sentences also suggests progression in conceptual level
- - - - some studies have focused on children who have learned to speak fluently despite having relatively low cognitive level- so called ' cocktail party chatterers (Jean Aitchison)
- - - - suggested the importance of a language acquisition support system (LASS) which refers to the caregivers and other important participants within a child life
        
        suggested that the way in which carers question, encourage and support the child through scaffolding enables children to gradually develop their speech
        
        concentrated more on the need for quality input from care givers to facilitate learning rather than on imitation and positive / negative reinforcement
- - - - children of all backgrounds and languages tend to progress through similar stages predictably - so this challenges the idea that children exposed to child - directed speech will tend to develop more quickly
        
        some cultures eg. the Kaluli tribe in Papua New Guinea) dont appear to use CDS at all to young children yet the youngsters language seems to develop at the same rate else where
- - - - two- word- stage : word order here starts to follow conventional English syntactical patterns
        
        telegraphic stage: omission of grammatical lexis
        
        post- telegraphic stage
- - - - suggest that having an intended outcome or motivation for using language, a child will then be motivated themselves further to use language
        
        insturmental, regulatory, interactional, personal, heuristic, imaginative, representational
- - - - repeating : repeats what a adult has just a said
        
        answering : answers adults question
        
        requesting action: unable to push a peg through a hole says uh uh whilst looking at a parent
        
        calling: shouts for a parent across the room
        
        greeting: shouts hi
        
        protesting: shouts when parent attempts to put on shoe
        
        1 more item...
- - - - focused on the importance of the caregiver to act as a more knowledgeable other
        
        through supporting the child from a position of having more knowledge and unerstanding they can direct the child to move within the zone of proximal development - the area just beyond what a child is able to already do
        
        supports Brunner's theory of social interaction
- - - - the case of Genie is some times used to support this theory. between the ages of 20 months and 13 years Genie was locked up and exposed to no social interaction or talk . when she was discovered in 1970 she had no speech. despite numerous interventions she was not able to acquire language beyond a very basic level
        
        A less empathetic description of this period would be as sensitive or optimal , which reinforces that early childhood is the best time for a child to acquire language
- - - - uses pseudo words like Wug to ensure the child has never been exposed to the word previously
        
        76% of 4-5 year old's were able to deduce what the plural of the noun wug would be
        
        the results seem to suggest that children have an ability to understand grammatical inflections and transfer them to other examples they've never heard before. this supports Chomsky's nativist theory