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Children Linguists
Studies of child speak
| Linguist | Investigation |
|---|---|
| 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 |
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