1) Stages in order; Cooing, Babbling, Holophrastic, Two word, Telegraphic, Post-telegraphic.
2)
Bruner- Interactional
Lenneberg- Critical Period
Chomsky- Nativist
Piaget- Cognitive
Skinner- Behaviourist
3) Overextension is where a child may see similar objects and overextends the word they know to include these objects, such as a child referring to apples, oranges and grapefruits as "ball".
4) Underextension is where a child does not relate words she knows to other things for example she may refer to her boots as 'shoes' but will not use this term to describe any other shoes, apart from her own.
5) Overgeneralisation is where someone applies regular verb rules to irregular verbs. For example a child may say, 'I falled over,' or 'I runned away'. Links to Chomsky's lad (virtuous error.)
6) A child says 'Daddy go work' as her father leaves for work. We may suggest that the child is at the telegraphic stage, the child has used the verb to go but has missed the auxiliary verb 'is' going to change it to, "Daddy is going to work."
7) A child says "Me like ice cream." They have used the 1st person object pronoun "me" instead of the 1st person subject pronoun (I). However the word order is correct (correct syntax)
8) A child says 'timney' instead of 'chimney'. This is substitution- simpler t sound instead of ch sound.
9) A child says 'ca' instead of 'cat'. This is deletion- last consonant sound t.
10) A child says 'nana' instead of 'banana'. Deletion of unstressed syllable- ba.
11) Halliday's functions:
Instrumental
Language to express needs etc… “I want…”
Personal
Language which expresses individual identity.
Interactional
Language used to develop social relationships.
Regulatory
Language to influencing the behaviour of others. Indicating “Do as I say.”
Representational
Language used for exchanging information.
Heuristic
Language aimed at learning and exploring the world around them. A “tell me why” feel.
Imaginative
Language to tell stories, jokes, to create imaginary worlds/story telling.
12) Jean Berko: "wugs". She presented pictures of imaginary creatures to children and given labels such as "wug". They would then ask what 2 of the creates were, i.e. this is a "wug" what are these? Young children had difficulty but 4/5 year olds could usually label the plural "wugs". The natavists have long ued this example as evidence that language is not memorized.
13) Concrete nouns are probably the most common word class in the average child's 50 first words. This may be because concrete nouns are the physical things around them, local topics, which they can easily understand.
14) In order to establish turn-taking between a carer and a child the carer may set up a question and answer structure to make it clear whose turn it is.
15) The ways in which a parent/carer can make their use of language easier for a child to understand.
Child Directed Speech:
- The use of diminutive for baby-talk: "doggie"
- Higher pitch
- Softer/gentler speech
- Gaps between words
- Talk about local topics
- Scaffolding
- Interaction which is enjoyable
- Open questions
- Echoing
16) Genie was a feral/wild child who was discovered by social workers. At 13 her vocabulary was extremely limited she only had around 20 words. This case is used to support the critical learning period hypothesis, as Genie was never able to fully acquire language.
17) Jim was the son of deaf parents and the only oral language he had was through the television. His parents hoped he would acquire language this way. However his language was limited until a speech therapist was enlisted to work with him. It is used to support the interactive theory.
18) Other theorists include David Crystal, Cruttenden and Aitchison.
19) LAD stands for language acquisition device.
20) At the telegraphic stage children combine content words in the correct syntax but often miss out determiners (a.the) and auxiliary verbs (is doing, am running.)
