Busy. Please wait.
Log in with Clever

show password
Forgot Password?

Don't have an account?  Sign up 
Sign up using Clever

Username is available taken
show password

Make sure to remember your password. If you forget it there is no way for StudyStack to send you a reset link. You would need to create a new account.
Your email address is only used to allow you to reset your password. See our Privacy Policy and Terms of Service.

Already a StudyStack user? Log In

Reset Password
Enter the associated with your account, and we'll email you a link to reset your password.
Didn't know it?
click below
Knew it?
click below
Don't know
Remaining cards (0)
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

  Normal Size     Small Size show me how

Children Linguists

Studies of child speak

Frisch, Large & Pisoni Believed that phonotactic probability has been found to affect repetition latency, accuracy, and duration; novel-word learning; ratings of word likeness, and both immediate and long-term memory
Edwards, Beckman & Munson Examined the influence of phonotactic probability on non word repetition accuracy in typically developing children and in adults, and found that the difference in repetition accuracy between high and low frequency sequences of phonemes declines with age
Waxman Found that the most robust findings in the developmental literature is that preschool children succeed in classifying and labelling objects at the basic level long before they do so at other hierarchical levels
Mehler Experimented with the communication between French and American infants and found that they were able to distinguish between utterances in their native languages and ones in another language
Brown, Cross & Wells Thought that the single most important factor affecting language development among young children is the extent to which adults make comments that relate to and extend topics that children have initiated
Tizard & Hughes Discovered that classrooms in which teachers ask the fewest questions of children are those in which children ask the most children
Snow & Goldfield Identified that middle class parents have been found to be more likely to include children in richer discussions of character motives and consideration of cause and effect
Cochran-Smith Proposed that some teachers help children learn to make sense of stories by helping them to think about their own experiences and relate them to the story being read
Teale & Martinez Regarded teachers as people who adopt different reading styles towards children
Nelson & Bonvillian Demonstrated the ability of younger normal children to acquire unfamiliar words for unfamiliar object referents as well as contrived words for such referents
Huttenlocher Observed that the first words produced by children were not always those to which they responded systematically on a comprehension task
Daneman & Case Payed attention of the concept that the semantic complexity of a referent can influence how the world is coded, which in turn can affect comprehension but not production
Chomsky Believed that all children, wherever they were raised, initially possess a distinctive understanding of grammar. This is then later developed into formal speech
Pinker & Jackendoff Found that many of the mechanisms required for language must have evolved in children, specifically for recursion
Skinner Proposed that, for children, language learning is a rather passive process of imitating the speech heard from adults, accompanied by positive reinforcement when they perform it correctly and negative support when they perform it incorrectly
Meltzoff Initiated that cross modal coordination is required in children to bridge the gulf between perception and performance
Clark & Bernicot Established that both children and adults can be imitative in verbal discourse, with adults having a slight edge on their children
Piaget Regarded language development as the result of a child striving to make sense of the world and to extract meaningful patterns, not just about language, but about all aspects of their environment
McCall Invented congenital word deafness, meaning that children lack all aptitude to comprehend language
Liebmann Came up with three sub-types of children: insufficiency, the mastering of singular words and word deafness
Mohanan & Huang Discovered that the correlation between richness of inflection and the pro drop parameter, or a factor of language that determines whether the subject of a clause in a sentence can be inhibited, is at best an inclination
Fletcher & Garman Concluded that the innate, or essential, component was of no importance only if the provision of a simplified, well-formed and redundant corpus enabled non-humans with human-like cognitive capacities to learn language
Palmer Disclosed that specialised principles of organisation unequivocal to language, or a universal grammar, have evolved in children
McNeill Found a division in the specific properties of the language the child is learning, which is split into acquisition of the base component and the transformational component, through the idea that knowledge is distinctive regarding the universal base
Bloomfield Accredited that natural language, for children, is the totality of expressions that can be made in any given speech community, which doesn’t mean that communicative competence is to be connected with performance
Lakoff Learnt that it is more difficult to decide for a model of outgoing capability whether it will be generative in the sense of discrete statements regarding word strings, since no one knows what to expect of a model of social context
Vygotsky Posited exposure of vocabulary and development between thought and language is part of an act of constructivist learning
Berko Concoted the Wug Test, a linguistic experiment that investigates the procurement of the plural and other inflectional morphemes in children that speak English
Created by: 13hored
Popular Linguistics sets




Use these flashcards to help memorize information. Look at the large card and try to recall what is on the other side. Then click the card to flip it. If you knew the answer, click the green Know box. Otherwise, click the red Don't know box.

When you've placed seven or more cards in the Don't know box, click "retry" to try those cards again.

If you've accidentally put the card in the wrong box, just click on the card to take it out of the box.

You can also use your keyboard to move the cards as follows:

If you are logged in to your account, this website will remember which cards you know and don't know so that they are in the same box the next time you log in.

When you need a break, try one of the other activities listed below the flashcards like Matching, Snowman, or Hungry Bug. Although it may feel like you're playing a game, your brain is still making more connections with the information to help you out.

To see how well you know the information, try the Quiz or Test activity.

Pass complete!
"Know" box contains:
Time elapsed:
restart all cards