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Language acquisition [Spoken] - Coggle Diagram
Language acquisition [Spoken]
THEORIES
behaviourists
: language develops through imitating others language and gaining positive/negative feedback
social interactionism
: early language can be influenced by adults adjusting their speech patterns
cognitivism
: language will grow when childrens ideas develop
nativism
: language is innate
KEY WORDS
stopped sounds:
where air is momentarily stopped from being released
reduplication:
same vowel-consonant combination is repeated
variegated babbling:
as above except vowel sounds change
consonant cluster:
number of consonants combined
frictional sounds:
vibrations whilst air is released
PHONOLOGICAL SIMPLIFICATION
deletion:
child drops a consonant at the end of a word
cluster reduction:
two or more consonants together, one is dropped
substitution:
replace consonant with an easier one
addition:
when an unnecessary vowel is added to the end of a word
assimilation:
consonant is changed because of another influence in a different word
reduplication:
repeated phonene
voicing:
voicless consonants are replaced by vocal equivalents
de-voicing:
voiced consonants are replaced by voiceless
THEORISTS
BRUNER
suggests there is a language acquisition support system LASS
this is a system where caregivers support their childs linguistic development
HALLIDAY
early language development has 7 functions
instrumental
: to get something
regulatory
: to make requests or give orders
interactional
: to relate to others
personal
: to convey a sense of personal identity and express views/feelings
heuristic
: to find out about immediate environment
imaginative
: to be creative
representational
: to convey info
B.F. SKINNER
behaviourist
coined the term skinner box where he tested negative/positive reinforcement
tested on rats and pigeons = sceptical as didnt focus on people
lang is learnt through positive and negative reinforcement
imitation + reward
CHOMSKY
nativist
suggested everyone is born with an innate ability to understand rules of language
LAD language acquisition device
VYGOTSKY
language comes with understanding
the zone of proximal development
the difference what a child can do with and without guidance
collaborative play essential to learning
logical mistakes made on rules they know
CHILD DIRECTED SPEECH
exaggerating prosodic cues:
using exaggerated inotation patterns eg higher pitch
recasting:
phrasing sentences in different ways
expansion:
restating what the child has said in a more sophisticated manner
labelling:
providing the name of objects using simplified vocab
over articulating:
using more precise sounds contained in words
THEORISTS
GRUNWELL
all children make predictable pronunciation errors called phonological processes
RESCLORA
categorical
: a word is used to refer to things in a similar category eg car to describe all vehicles
analogical
: a word is used to refer to things that arent in the same category but have a similar function
BERKO + BROWN
a child referred to his fish as a 'fis'
adult: is this your fis?
child: no my fis
adult: is this your fish?
child: yes my fis
children can recognise and understand a wider range of phonemes than they can produce
LENNEBURG
the critical period hypothesis states without linguistic interaction before ages 5-6 lang development is limited
NELSON
children learn to label objects/nouns first as they're physical and easy to identify
AITCHINSON
over extension:
applying a label to more referents than it should have
under extension:
applying a label to fewer referents than it should have
labelling
associating sounds with objects in the world around
packaging
starting to explore the extent of labels
network building
making connections between the labels theyve developed