CLA word stuff

Lexical development stages with months

Vegetative (0-2), Cooing (3-6), Babbling (6-10), Proto words (9-12)

Vegetative sounds

Reflexive sounds (crying) with no communication intent

Cooing

Open mouthed soft vowel sounds during comfort, voluntary

Babbling

Repetitive syllables reflect phonemes from environment

Proto words

Babbling sounds match words but not necessarily comprehended and must be consistent

Overextension and types

Applying a label to more referents then it should have. Categorical and Analogical

Categorical overextension

Extending label to members of the same category (all animals = dog)

Analogical overextension

Extending label by function or how its perceived (ball = orange)

Unerextension

Applying a label to fewer referents than it should (teddy = child’s own teddy)

Labelling

Associating sounds/words to objects

Packaging

Learning boundaries of meaning, over/under extension common

Network building

Linking words semantically, understand opposites/similarities

Aitchison’s model of lexical acquesition

Labelling, packaging, network building

Sound/phonological development processes

Addition, deletion, substitution, reduplication

Addition

Adding extra sounds (spoon = sipoon)

Deletion

Removing difficult sounds (banana = nana)

Substitution

Replacing difficult sounds (rabbit = wabbit)

Reduplication

Repeating syllables (bottle = baba)

Morpheme

Smallest unit of meaning

Free morpeheme

Can stand alone (dog, run)

Bound INFLECTIONAL morpheme

Must attach to another morpheme (-s, -ed, -ing)

Virtuous errors and example

Errors that show rule learning/development e.g. overgeneralisations

Stages of spoken language development

Proto word, holophrastic, two word stage, telegraphic, post telegraphic

Holophrastic

Single words relating to referents and whole meaning (milk = I want milk)

Two word stage

Two word semantic relations (agent + action = daddy go)

Telegraphic

Key content words without grammar

Post telegraphic

Increased length of utterances with plurals, tenses

Turn taking

Caregivers model structure and children learn through interaction

Adjacency pairs

First utterance triggers and expected response. Question/answer, Greeting/response

Politeness and face needs

Develop later, children initially use imperatives

Grice's 4 Maxims:

Quality (truth), Quantity (amount), Relevance (on topic), and Manner (clarity).

Grice’s Maxims link to cogntivism

Piaget said children are egocentric to the age of 7, so violating a maxims shows a child still assumes the caregiver understand them regardless