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CLA - Coggle Diagram

- - - - Chomsky's Poverty of Stimulus
        
        A child cannot hear every possible structure
- - - - e.g. runned instead of ran
- - - - Cognitive functions
  - - - e.g. Catergorisation
      - e.g. Analogy
      - e.g. Problem Solving
      - e.g. Analysis
- - - - Follow order because of Semantic Complexity and Syntatic Complexity
- - - - Do almost as well with voicles/s/
    - - e.g. After nasals (mans) and vowels
- - - - Varied and responsive interactions positively influenced the child's vocab acquisition
        
        e.g. diverse vocab, asking questions
    - - Regular and meaningful conversations linked to better language outcomes of children
      - Level of attentiveness and provision of linguistics tailored to the child's development were key contributors
    - - Vocab growth supported when mothers incorporated it into everyday activities
        
        e.g. describing actions whilst playing, naming objects
- - - - Claimed she was cognitivly delayed
  - - - Parent's though he would just acquire language
    - - Language expsore was largely from the media
  - - - When asked if it was his fis, the statement was rejected
      - When asked if it was his fish, he responded with 'yes, my **fis*
- - - - Becomes a means of organising and directing thought process
- - - - So, instead of 'run' they say 'runned'