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Child Language Devel
FINAL review
| Question | Answer |
|---|---|
| 3 major language theories | 1. nativism 2. behaviorism 3. Interactionalism (combined approach) |
| what do the components of language (1.Form, 2. Content, 3. Use) correlate with | 1. Form = structure (syntax) 2. Content = meaning (semantics) 3. Use = function (pragmatics) |
| the major theories focus on aspects of language such as? | ***Cognitive-linguistic interaction*** -form (syntax) -content (semantics) -pragmatics (use) |
| nature vs. nurture | nativism vs behaviorism -Nativism=biological -Behaviorism=environmental |
| Noam Chomsky (1960s) | Nativist (nature) -"all humans acquire knowledge" |
| Nativism | humans possess a capacity for language (which requires MINIMAL environmental support to develop) -language is INNATE and INHERENT |
| Linguistic Universals | there are underlying commonalities in ALL languages relating to syntax -rules for organizing words -distinguish subject vs. predicate -clauses -rules to indicate tense + plurality -common sounds |
| subject and predicate | subject: refers to person place or thing being described predicate= provides info about the subject |
| language acquisition | discovering and applying rules of native language |
| Language Acquisition Device (LAD) | -describes the brain's mechanism for having innate capacity for learning language (not a physical organ) -our brains are built for the ability to understand language rules (such as syntax) -the LAD supports language by serving as a reservoir of rules |
| what explains why children acquire complex grammatical structures so quickly without explicit instruction | the LAD is used to explain this phenomenon |
| Transformative Generative Grammar | explains the ability to produce unlimited number of grammatical sentences -every sentence has a deep and surface structure - |
| DEEP syntactic structure | -based on universal rules -"The girl is going to hit the ball - question ?" |
| TRANSFORMATIONAL syntactic rules | -based on language specific rules -"Is the girl going to hit the ball?" |
| Behaviorism | BF Skinner: -language is LEARNED, IMITATED, not a self-initiated act -language is not innate |
| Define Operant | any behavior whose frequency of occurrence changes as a consequence of the response that follows it -events following the target behavior are critical to learning because they control whether or not the behavior is reproduced |
| Operant Conditioning | shaping (voluntary) behaviors through responses such as reinforcement or punishment when a behavior occurs -response either increases or decreases the likelihood of that behavior being reproduced under similar circumstances |
| define Reinforcement | Responding in a way that will INCREASE a desired behavior -can be positive or negative -must be immediate, contingent to the behavior |
| positive reinforcement | a stimulus being PROVIDED after a behavior to increase the frequency of that behavior -contingent on that behavior |
| negative reinforcement | a stimulus being REMOVED after a behavior to increase the frequency of that behavior -contingent on that behavior |
| define Punishment | providing an ADVERSE STIMULUS after a behavior to DECREASE the frequency of that behavior |
| learning language with operant conditioning | 1. CG provides model 2. Child imitates model 3. CG will reinforce accurate imitations (by giving child what they want, responding with another comment, or giving attention |
| What are the 3 major Interactionalist theories | 1. Semantic 2. Social 3. Cognitive |
| Interactionalism | combined approach- neither nature or nurture, but BOTH -current view: combined interaction between biological factors and language learning environment |
| Semantic Interactionalism (and key figure) | -Bloom -Semantic Revolution: focusing on the intended message or meaning in early language |
| Social interactionalism (and key figure) | -Vygotsky: -Language acquisition is the result of Social Interaction. "Interaction with environment is key to develop higher cognitive function” -Children have INTENT to communicate (not passive). They attempt to comm. with CGs, who provide models |
| OwKM | "others who know more" -anybody who knows more than the child, will promote the child's cognition |
| what can be considered as a social/environmental factor | interactions in the environment with OwKM -experiences -cultural factors |
| ZPD: Zone of ______ Development | (proximal) -guided learning WITHIN THE RANGE of tasks that can't be accomplished alone, but can with help from OwKM. -learning is done through temporary scaffolding, and CG will lessen amount of assistance over time |
| scaffolding | -temporary support -segmentation of tasks into smaller steps (or reintroducing supports if child failing more than succeeding) |
| 3 steps of scaffolding | 1. CG and child discuss the task at hand and the skills it requires (objects are labeled, instruction and modeling are provided) 2. language is learned; becoming private speech 3. draws upon what child already knows |
| Private speech | -children talk to themselves, guiding them through a cognitive task they are learning -promotes memory (recall) and problem solving (formulate and execute plans) -Begins external, becomes internalized) -EX: tying shoes, simon says |
| what does private speech suggest? | -they are internalizing language -children are proficient enough in language to expand their cognition -high academic achievement |
| Vygotsky's theory of cognition | -cognitive development is the result of the interaction between child's factors (BIOLOGY), and environmental/cultural factors (SOCIAL) -Cognition and Language are bidirectional (they influence each other) -"children are an agent in learning" |
| 4 biological factors labeled as precursors by Vygotsky | -BIOLOGICAL skills that need to be in place for cognition and language. these are innate abilities 1. memory 2. attention 3. perception 4. sensation |
| Cognitive interactionalism (and key figure) | -Piaget -LANGUAGE development is the result/product of COGNITIVE development -language is NOT INNATE, but the cognitive precursors for it ARE. and only emerges as product of those precursors (organization and development) |
| what does piaget say about children compared to adults | "kids don't think the same as adults" (because of difference in cognitive ability) -but both are able to add new info |
| Piaget's theory of cognition development | -children are able to understand and adapt to their environment because of their cognitive processes |
| Schemata | cognitive framework for helping children process, identify, organize, and store information (a category) -mental filing cabinets to organize knowledge |
| Assimilation | a new stimulus fits into an existing schema (filing cabinet) |
| Accomodation | -a new stimulus does not fit into existing schema -new schema is created to accommodate (for equilibrium) |
| example of schema, assimilation, and accommodation | 1. schema: types of RS (parent, sibling, peers, fam) 2. assimilation: meet new person and placing them into existing category for RS type (from above) 3. accommodation: meeting new person who isn't one of the existing RS (teacher) |
| equilibrium | -for maintaining cognitive balance between existing schemata (assimilation) and creation of new schemata (accommodation) -for self-regulation and stable understanding |
| Piaget 4 stages of INTELLECTUAL development (birth to 15y.) -rules of stages | Stages are not independent or held to rigid timeframes, they integrate into the next stage. 1. Sensorimotor 2. Pre-Operational 3. Concrete Operations 4. Formal Operations |
| 1. Sensorimotor Intelligence -primary skills | -birth to 2 years old -physical interaction: reflexive and motor behaviors -doesn't manipulate ideas conceptually(weather/climate) 1. intention (causality/means to end) 2. object permanence |
| 2. Preoperational thought -developing skills | -2 to 7 years old -most rapid period in LD -beginning to think conceptually -physical problem solving (counting on fingers) 1. developing ToM (perspective taking) 2. conservation (quantity vs. size). child is relying on perception |
| 3. Concrete Operations -primary skills | -7 to 11 years old -concrete/logical thinking (solves word problems) -follows rules -categorize stimuli based on order and levels 1. conservation 2. perspective taking (developed) |
| 4. Formal Operations -primary skills | -11 to 15 years old -cognitive abilities are fully developed -reasons (thinks logically) -abstract thinking -can solve problems mentally 1. developing moral judgement |
| Distancing | Increasing the “distance” between the real-world object (referent) and its representation (vehicle) -symbolic representation understanding comes in levels with progression -distancing from PHYSICAL properties -EGG example |
| Object Permanece | Understanding the existence of objects and people in their absence. |
| Causality | The understanding that events can cause other events |
| Define Means to Ends: | There are ways/means of obtaining a goal (end) |
| Piaget similar to Vygotsky's ideas | SAME: both constructivists, -support idea of cognition and social environment -social forces influence development -both have constructs that support language (adaptation vs internalization |
| Piaget vs. Vygotsky ideas | P: ADAPTATION - 4stages | dev. is limited | schematic mind | equilibrium V: INTERNALIZATION -no stages | dev. is continuous | ZPD | private speech |
| Cognition defined | The mental action or process of acquiring knowledge and understanding through thought, experience, and the senses |
| Define Perception | The processes by which a person selects, organizes, integrates, and interprets the sensory information s/he receives. -visual or auditory |
| What is an accent? | an accent relates to differences or variations in speech production or pronunciation |
| What is a dialect? | relates to both language and speech differences |
| Identify 7 variables that influence speech and language: | 1. Region 2. Social class, education, and occupation 3. Race and ethnicity 4. Gender 5. Situation or context 6. Peer group association or identification 7. First language community or culture |
| Bilingualism | ability to understand 2 languages | the regular use of |
| When can't a child be a candidate for SLP services | if their variations in language are due to dialectal/cultural influences |
Created by:
liz gelles
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