CMD 306 Exam 3

Chomsky
Language is Innate

Skinner
Language is learned
Children come as empty vessels

Vygotsky
Language is the result of social interaction
Combines biology and social together to promote language

Piaget
Language is the resuly of cognition

Bloom
Study structure of early language in context of speaker's intended message
Context drives semantics which drives language

Believe in a combined approach

Language is a universal experience for all humans regardless of culture, language, or geography
There are underlying commonalities in all languages relating to syntax

Nativist approach
Rules for organizing words
distinguish between subject vs. predicate
allow for embedding vlauses
some common sounds

Considered in terms of its function
Serves as a reservoir of all the syntactic rules required by the child's language environment
Active critical period of language learning birth-9 years

A system of abstract symbols and rule governed structured the conventions of which are acquired

Explains the ability to produce unlimited number of grammatical sentences
Every language has deep and surface structures

Deep, universal rules

Surface, language specific rules

any behaviour whose frequency of occurance changes as a consequence of the response that follows it

Conditions voluntary behaviors through reinforcement when a behavior occurs
Consquences can increase or decrease the liklihood that similar behaviors occur under similar circumstances

Occurs when frequency of behavior increases as a consequence of the response

Chomsky
Language is Innate

A stimulus that increases the frequency of a response when it occurs contingent on that response

A stimulus that increases the frequency of a response when it is removed contingent on that response

Caregiver provides models
Child imitates models
Closest imitations are reinforced by the caregiver(giving what the child wants, responsing with another comment, giving attention)

Semantic, Social, Cognitive

Oppurtunities that family/caregivers have to provide help kids need to make steady progress in development

A child learns a given task through guidance, the adult will gradually withdraw supports and reintroduce supports if child is failing more than succeeding

Cognitive development is the result of the interaction between child's factors(innate abilities, self-depicted exploration) and environmental/cultural factors(social experiences)

Children talk to themselves
Used to guide through interactions

Language guides us through actions, pay attention, memorize and recall
Language moves from an external activiy "out loud" becomes internalized
Observed in make-believe play and is linked to academic achievement

Memory
Attention
Perception
Sensation

Other Who Knows More(OKM)
Cultural factors
Social experiences

Cognitive structures that helps children process, identify, organize, and store information (a catergory)

A cognitive process whereby a new stimulus is fitted into an exisisting schema

A cognitive process whereby new schemas are created for information that does not fit existing schemata

A cognitive process to maintan balance between existing schemata(assimilation) and the creation of new schemate(accomadation)

the ability to speak 2 languages

Birth-2 years
Highly reflecive and motor orientate
Does not manipulate ideas conceptually
Primary skills developed is object permanance
Means to an end relate to language development

2-7 years
Child begins to think conceptually, catergorize things in environment
can solve physical problems
studies in conservation and egocentricity

7-11 years
Able to think logically in concrete physical problems
can place stimuli into catergories based on order and level

11-15 Years
Cognitive abilities become fully developed
child can think abstractly, solve problems mentally, develop and test hypotheses
reasons and thinks logically, abstractly

Stages are NOT Independent
Ages attached to stages are not absolute

Child relates to new stimuli from a greater and greater distance
(EGG)

The idea that the stimulus or object can represent something else

understanding the existence of objects and people in their absence

Constructivists
Believed that social forces set the limits of development

The mental action of process of acquiring knowledge and understanding through thought, experience, and the senses

The processes by which a person selects, organizes, integrates and interprets the sensory information they recieve

Visual
Auditory

Relates to differences or variations in speech production or pronunciation

relates to both language and speech differences

RSRSGFP
Region
Social Class, education/occupation
Race/Ethnicity
Situation
Gender
Peer group association
First language community

the ability to speak 2 languages