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64 Cards in this Set
- Front
- Back
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Nature - Inspired/Empiricist Theories
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humans gain all knowledge thru experience, "blank slate"
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B.F. Skinner's Behaviorist Theory
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All learning is the result of operant conditioning
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Operant Conditioning
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Consequences of behavior shape subsequent behaviors
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Operant Conditioning
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Language is not a special behavior
Stimuli in the environment elicit verbal responses or language from children Each step int he process serves to stimulate each successive behavior |
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Applied Behavior analysis (ABA)
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Stems from Skinner's Behaviorist Theory
Principles of operant conditioning= Stimulus, response, and reinforcement |
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Vygotsky's Social Interactionist Theory
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Stresses the importance of social interaction in children's language development
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Vygotsky's Social Interactionist Theory
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All human knowledge exists first on a social plane and then on a psychological plane
Language is a uniquely human ability that is independent of general cognition stating at 2 yrs |
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Zone of Proximal Development (ZPD)
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Difference between a child's actual developmental level as determined by independent problem solving and his/her level of potential development as determined through problem solving in collaboration with a more competent adult or peer (Vygotsky)
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Vogotsky's Social Interactionist Theory
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As children learn language through social interactions with others, their general cognitive abilities are subsequently propelled forward
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Piaget's Cognitive Theory
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There are a series of cognitive stages that children experience
Child must master one stage before moving into the next stage Language is a domain-general ability-follows closely behind children's general cognitive development |
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Cognition Hypothesis
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certain cognitive achievements need to be in place for language achievements to emerge (Piaget)
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Piaget's Cognitive Theory
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Nurture inspired theory
the study of the development of knowledge |
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Piage'ts cognitive Theory
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Children are active agents in constructing their understanding of language
Egocentric =view world only from their perspective True dialogue happens once they can see perspective of others |
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The Intentionality model of Language Acquisition
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Nurture-inspired theory
Children's abilities in language, emotional expression, cognition, social interaction, and object play develop in tandem |
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Intentionality model of Language Acquisition
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Child is responsible for driving language learning forward
Children learn language when what they have in mind differs from what others around them have in mind, because they must express themselves in order to share that info |
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The Competition Model
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Nurture-inspired Theory
Language development draws heavily on the input one hears |
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Competition Model
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Multiple language forms compete with one another until the input strengthens the correct representation and the child no longer produces the incorrect form
Overgeneralization Accounts for 2nd language learning |
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Overgeneralization
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uses the typical past tense even for words it is not correct for
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Usage-Based Theory
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Nurture-Inspired Theory
Children learn language because they have reason to talk Emergence of intentionality during the first year of life Intention Reading |
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Intention Reading
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child can recognize the intentions and mental states of others
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Usage-based Theory
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Corresponds to increasing capacity of infant to communicate with others
Language development in different areas is driven forward by different types of input |
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Nature- Inspired/ Nativist Theories
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Modularity Theory]
Universal Grammar Theory Syntactic bootstrapping Theory Semantic Bootstrapping theory connectionist Theories |
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Fodor's Modularity Theory
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Emphasizes the organization of the cognitive infrastructure of the brain as comprising a series of highly specified modules for various aspects of language processing
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Fodor's Modularity Theory
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Nature-Inspired Theory
Innate capacity- localized domain-specific processors are separate in function from other processors, independent and encapsulated |
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Universal Grammar
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Chomsky
System of grammatical rules and constraints consistent across all the world's languages |
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Universal Grammar
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Nature-inspired theory
language acquisition depends on an innate, species specific module that is dedicated to language and not others forms of learning |
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Universal grammar
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Theory that states that language is not a developmental phenomenon
We are born with linguistic competence; mistakes and omissions in speech are indicative of performance difficulties and not a lack of competence |
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Syntactic Bootstrapping
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Children use syntax surrounding unknown verb order to successfully guess possible meanings of those verbs
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Syntactic bootstrapping Theory
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nature-inspired
Focused specifically on syntactic development Children arrive at the task of language learning with knowledge of syntactic categories and use it ot understand meaning of words that fill various positions in sentences |
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Semantic bootstrapping
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Nature inspired Theory
Children deduce grammatical structures using word meanings that they acquire by observing events around them |
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Connectionism Theory
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Nature inspired
Attempt to create a visual model of the inner-workings of the brain, and simulate the mechanisms responsible for language growth in relationship to input |
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Model in Connectionism Theory
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simulations that are composed of 2 important elements within a larger network: nodes and connections
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Nodes
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simple processing units that are likened to neuron in the brain
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Connections
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What connects the nodes together
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3 factors that are important when linking theory to practice
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whether a theory offers ample support to guide practices in questions
whether there is disconnect between a theory and practice whether someone is enacting a particular practice through simple trial and error |
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Principle of Instruction (English as a 2nd language)
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Cognitive Principles - language processing, rewards of language use
Affective principles - language confidence and risk-taking Linguistic Principles - How native language helps or interferes w/learning 2nd language |
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2 methods of teaching English as 2nd Language
(Not widely Used) |
Audiolingual Method
Silent Way |
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Audiolingual Method
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Method for teaching English as 2nd language
Rote habitual responses to language form |
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Silent Way
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Method for teaching English as 2nd Language
Generate hypotheses about language rules, apply them, and discover errors |
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3 practices informed by theories of languages
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Prevention
Intervention and remediation enrichment |
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Prevention
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Inhibit language difficulties from emerging and reduce the need to resolve such difficulties later in life
*Fostering phonlogical awareness in young children |
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Phonological Awareness
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Ability to focus on the sounds that make up syllables and words
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Intervention and remediation
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Programs or strategies used to help individuals who exhibit difficulties with some aspect of language development
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Enrichment
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Process through which teachers, clinicians, and other adults provide children with an enhanced language learning environment that both builds upon existing skills and promotes the development of new and more advanced language abilities
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What is theory
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Claim or hypothesis that will either hold up over time or will not, based on the accumulated outcomes from careful scientific inquiry
Should be testable using the scientific process |
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Relationship of theory to language development
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provides explanations for how and why children develop their capacity for language across the different domains
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Theories are:
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Explanations for how and why children develop language
They provide foundation for scientific studies, outcomes help refine and replace theories over time |
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Science
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Process of generating and testing theories
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Scientific Method
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Examines adequacy of theories concerning the how and why
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Types of Language Research
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Theoretical Research/Basic Research
Use-inspire Research Practical Research/Applied Research |
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Theoretical/basic Research
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Builds knowledge of language development as uniquely human phenomenon - remarkable for variety of reasons
Saylor and Sabbagh - how children learn new words |
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Use - inspired Research
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Builds connections between theory and practice
Griffin - Afr. american kindergarteners - How does familiarity of English dialect in school affect their reading success |
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Practical/Applied Research
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better help children and adults who may have difficulties in this aspect of development, address specific problems
Rousseau - Effect of environment esp from parents usually test about home, clinics and schools |
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3 aspects of language development
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speech perception
language production language comprehension |
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Speech Perception Studies
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auditory stimuli research
head-turn preference study high-amplitude nonnutritive sucking study behavior testing, MRI |
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Language Production Studies
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tests how children can use language expressively
includes normative research |
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Normative Research
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determines typical milestones, McArthur-Bates, Sander
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Methods of Study
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Observational- audio recordings
Experimental-researcher manipulates variables |
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Language theories should be
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Generally helpful: for providing an explanation of language development; not too limited or too broad
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Adequate theory
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provides explanatory info concerning
what do infants bring to the task of language learning what mechanisms drive language acquisition what types of input support the language learning system |
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nature vs. nurture debate
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infants arrive int he world pre-programmed to acquire language vs. infants learn language through their experiences and do not come into the world with innate language capabilities
*most theories lie somewhere in between nature and nurture |
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domain-specific processes
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dedicated solely to task of comprehending and producing language (modularity theory)
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Domain-general processes
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same processes we use in other situations such as solving problems and perceiving objects and events in the environment
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Types of input that supports the language learning system
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Hearing more and more language: "positive evidence"
Increasing knowledge of social conventions, and desire to interact with others |
