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CLA - Coggle Diagram

- - - - CDS (Child directed Speech)
        Child lead conversations, where the caregiver uses techniques to allow the child to lead, encouraging or correcting them alongside them speaking
        Features:
        Higher intimation
        Slow clear speech
        Frequent questions
        Frequent, longer pauses
        Repetition
        Plural pronouns or nouns rather than pronouns
        Diminutives
        Grammatically simpler sentences
        Recast
        Expansion
        Mitigated Imperatives
    - - IRF
        It is a discourse structure which establishes a more powerful speaker, who sets constrains on the other person
        The response part can lead to reinforcing what is good or bad behaviours
    - - Face and Politeness Theory
        Pos Face: need to feel valued
        Neg Face: need to feel freedom
        Politeness strategies are used to avoid FTAs, in CLA this would be having a child say "Thank you"
        Politeness is learned through interaction and mimicry or through reinforcement
    - - Halliday's Seven functions:
        1) Instrumental - fulfil a need
        2) Regulatory - control the behaviour of another
        3) Interaction - develop relationships
        4) Personal - express views
        5) Heuristic - explore the world around them
        6) Imaginative - explore something during play
        7) Representational - give/ receive information
    - - Vygotsky's play theory:
        Children use props as 'pivots' to support their play
        Children role play adult behaviours (imitating the adults around them) as part of exploring their environment
- - - - Berko - The Wug test
        The wug test shows that children can naturally apply language rules
        Children are given a pseudo word and asked to pluralise it, they can successful apply the '-s' suffix and prove that language rules come innately (Wug -> Wugs)
    - - Phonological acquisition happens in a natural process that cannot be sped up no matter how much interaction occurs
        Early 8 - m, b, j, y, n, w, d, p, h
        Middle 8 - t, k, g, f, v, j, (ng, ch)
        Late 8 - sh, th, s, z, l, r, (zh)
        
        Phonological simplification:
        Deletion - omitting a sound
        Substitution - swapping one sound for another
        Addition - adding a sound to make it easier to say
        Assimilation - changing one sound for another
        Reduplication - repeating the same sound
        Consonant Cluster Reduction - removing a group of consents
        
        Related to Jean Aitchinson
    - - Eve Clark
        Over-extension = When a word is extended out of its normal usage
        Analogical over-extension - A word is extended to a different category
        Categorical over-extension - A word is extended in the same category
        Under-extension = When a words meaning is narrowed to a specific usage/ instance
        
        Related to Jean Aitchison
        
        Jean Aitchison:
        3 stages of acquisition
        1)Labelling - link between sounds and words (Phonological)
        2)Packaging - Understanding a word's range of meaning (Eve Clark)
        3)Network building - Grasping connections between words (Cognitive - developing a wider understanding of the environment where those words are used)
    - - Bellugi - Pronoun Acquisition
        1) Child uses names, not pronouns
        2) Child use I or Me instead of their name
        3) Child correctly applies object and subject pronouns
      - Bellugui - Negation Acquisition
        1) Child use no or not (Two word stage)
        2) Child uses no or not infront of verbs and uses can't and don't (can get mixed)
        3) Child standardises usage and starts using did't and won't
      - Bellugi - Question Formation
        1) Two-word stage - uses rising intonation
        2) telegraphic stage - uses interrogative pronouns
        3) uses subject-verb inversion and auxiliary verbs
- - - - Berko and Brown - Fis Phenomenon
        A child cannot say "Fish" properly and instead says "Fis", the child rejects any mimicry of what he actually says until "Fish" is said to him, he reply's "Yes, my fis"
        This shows that he cognitively understands what a fish is and how to say it, but he himself still cannot
    - - Katherine Nelsons First Word Theory
        60% of first words are Nouns
        Followed by Verbs -> Adjectives/Adverbs -> Personal/ Social words
        Nouns are first as they are needed to develop their understanding of the world around them
    - - Pragmatics:
        Implicature - What we mean, rather than what we say
        Inference - Interpreting what other people mean or infer
        Politeness - Using the right words to be polite
        Conversational management and turn-taking -> knowing when to speak and how long for (Grice's maxims)
        For a child to be able to use these skills they first have to cognitively understand the world around them, the conversations being held, and the words used
        
        Relates to Grice's Maxims
        
        Supported by Brown and Levison
    - - Garvey's play theory:
        Children adopt roles/ identies, act out story lines and invent objects and settings as a part of play
        Play helps them practice social interaction and develop field-specific lexis
        Children are show they cognitively understand the roles they are taking on and also are imitating the roles from the adults around them
- - - - Genie (The Feral Child)
        Genie had no interaction until she was 13 and when she was found she couldn't develop language
    - - Rescorla
        Overheard speech (TV) doesn't help a child develop their language and is not a replacement for interaction
    - - Grice's maxims
        Quantity - Informative
        Quality - Truthful
        Relation - Relevant
        Manner - Clear
        Children learn these through interaction with adults, immiting their speech and understanding how conversations are constructed
        
        Relates to Childhood games - Peekaboo
        
        Peekaboo
        Helps children learn about turn-taking in conversations
    - - Dore's Eight Functions:
        1) Labelling - naming an object
        2) Repeating - repeating an adults utterance
        3) Answering - responding to another
        4) Requesting action - asking for something
        5) Calling - getting someone's attention
        6) Greeting - greeting someone
        7) Protesting - objecting to a request
        8) Practicing - using language when no adult is present