1482003
Beschreibung
Karteikarten von Hazel Meades, aktualisiert more than 1 year ago
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Erstellt von Hazel Meades
vor etwa 10 Jahre
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| Frage | Antworten |
| Cognitive theory | An idea suggested by Piaget that children are born with basic mental structure which enables them to acquire language. The theory is about developmental stages. Language development goes hand in hand with intellectual development as the children must understand concepts before they can use them correctly. |
| Zone of Proximal Development (ZPD) | The distance between a student's ability to perform a task with help and a student's ability to perform it independently. The gap where learning occurs - the gap between what they know and can practically achieve. |
| More Knowledgeable Other (MKO) | Suggested by Vygotsky, this is someone with better understanding than the learner. Often a parent will be an MKO and will help the child through the ZPD. |
| Social interactionist theory | Suggested by Vygotsky in 1962, this is the idea that you socialise and it helps to develop your cognitive abilities. It allows communication which becomes internalised and can lead to "inner speech". |
| Language Acquisition Support System (LASS) | Suggested by Bruner, this theorises that children need social intervention to learn things like turn-taking, politeness ect. |
| Child-Directed Speech (CDS) | Suggested by Bruner. When adults change their language to scaffold a child's learning. |
| Scaffolding | Suggested by Bruner. Interactional support structured by the adult to help the child develop. |
| Language Acquisition Device (LAD) | Suggested by Chomsky, it is this innate, unique device that enables us to learn language. |
| The "Wug" Experiment (1985) | Conducted by Jean Berko-Gleason, this supports Chomsky's idea of LAD. They gave 4-5 year olds a picture of an imaginary creature called a "wug" and 3/4s of children formed the regular plural "wugs" when shown pictures of more than one creature. |
| The "Fis" Phenomenon (1960) | Berko-Brown found that the child knew what the correct pronounciation for "fish" was but couldn't articulate it. When asked "is this your fis?" he said no but when asked "is this your fish?" he said yes. This supports the idea that children will produce certain forms when they're "ready". |
| Nativist | Humans have an inbuilt capacity to acquire language e.g: Chomsky. |
| Behaviourist | Language is acquired through imitation and reinforcement e.g: Skinner. |
| 8 Functions of Language | Categories that Michael Halliday proposed language consisted of. They are: personal, heuristic, regulatory, representational, instrumental, imaginative, interactional and performative. |
| Personal | One of Michael Halliday's 8 functions of language to express opinions/feelings e.g: ouch, gosh etc. |
| Heuristic | One of Michael Halliday's 8 functions of language - learn about the environment e.g: wassat? |
| Regulatory | One of Michael Halliday's 8 functions of language - influence behaviour of others e.g: shut the door! |
| Representational | One of Michael Halliday's 8 functions of language - convey facts/info |
| Instrumental | One of Michael Halliday's 8 functions of language - fulfils a need |
| imaginative | One of Michael Halliday's 8 functions of language - creating an imaginary world |
| interactional | One of Michael Halliday's 8 functions of language - maintain social relationship |
| Performative | One of Michael Halliday's 8 functions of language - language that attempts to control reality e.g: curses, magic. |
| Dore's functions | Labelling, repeating, answering, calling, practising (using language when no adult is present), requesting action (asking for something to be done for them), protesting and greeting. |
| Labelling (Aitchison) | The first stage of a child's linguistic development as proposed by Jean Aitchison. The child labels what they can see. First words connect to their experiences of the world, dominated by the senses. |
| Packaging | The second stage of a child's linguistic development as proposed by Jean Aitchison. The child starts to explore label applications via under and overextension. |
| Network-building | The third and final stage of a child's linguistic development as proposed by Jean Aitchison. The child makes connections between words, understanding their meanings, similarities and differences. As a result they may begin to use hyponyms more accurately. |
| Katherine Nelson | 4 categories for 1st words: naming (things or people AKA nouns), actions/events (verbs), describing things (adjectives), personal/social words. |
| Crystal | Likely semantic fields of 1st words could be: food, body parts, clothing, animals, vehicles, household objects or locations. Children, often in pairs, begin to "talk funny" deviating from the norm and the sounds themselves tend to be the focus of play. Sometimes speech may be dialogic in form but one child performs both parts. Other present children tend to ignore this, not treating them as communicative. |
| Categorical overextension | Rescorla found that this makes up 60% of overextensions. The name for one member of a category is used for all members of the category e.g: apple for all round fruits. |
| Analogical overextension | Rescorla found that this makes up 15% of overextensions. A word for an object in one category is used for one in a different category e.g: ball used for a round fruit. |
| Mismatch statements | Rescorla found that this makes up 25% of overextensions. Words are used to label objects that have no apparent connection/logic. E.g: a child says duck on looking at an empty pond. |
| Ursula Bellugi (pronouns) | Identified 3 pronoun stages. 1. Child uses own name e.g: Tom play. 2. Child recognises I/me and their different uses in a sentence e.g: I play toy, me do that. 3. They use pronouns according to subject and object e.g: I play with the toy, give it to me. Singular are learned before plurals, they learn 1st, then 3rd, then 2nd person pronouns, confusions continue for some time after the third year and the earliest to appear often refer to concrete things e.g: it, this, that. |
| Roger Brown (1970s) | Found that children from all cultures make the same relationships between grammatical concepts. He suggested meaning relations for the 2 word stage: recurrence, agent+action, negation, agent+affected, possessor+possession, nomination, entity+location, action+location, action+affected and entity+attribute. |
| Bellugi (negatives) | Only once the child has an understanding of auxiliary verbs can they begin to form negatives. Stage 1 - just add "no" to the start or end of the statement e.g: "no wipe finger" Stage 2 - adds "no" in the correct sentence position without auxiliary verbs e.g: "I no want envelope" Stage 3 - All negatives are formed correctly by changing the auxiliary verbs accordingly e.g: "I haven't got any sweets" |
| Brown | Correct usage 90% of the time indicates acquisition. |
| Acquisition of morphemes | 1. Present tense progressive e.g: -ing 2. Prepositions 3. Plural -s 4. Past tense irregular e.g: run/ran 5. Possessive 's 6. Uncontractible copula e.g: is, was 7. Articles e.g: the, a 8. Past tense regular e.g: -ed 9. Third person regular e.g: he runs 10. Third person irregular e.g: has 11. Uncontractible auxiliary verb e.g: they were running 12. Conctractible copula e.g: she's happy 13. Contractible auxiliary e.g: she's running |
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