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CLA
Acquisition theories
| Term | Definition |
|---|---|
| Operant conditioning | The idea that either a positive or a negative response given by a caregiver can influence the way in which a child talks on future occasion (Skinner) |
| Positive reinforcement | The positive feedback given to a child which is through to encourage similar performance again (Skinner) |
| Negative reinforcement | The lack of feedback, correction or negative feedback that might prevent a child from making the same error repeatedly (Skinner) |
| Tabula rasa | Latin for ‘blank slate’ and the term used to describe the idea that children are born with undeveloped, fresh brains |
| Language Acquisition Device (LAD) | As proposed by Chomsky (the idea that all humans are born with an innate language learning capacity) |
| Universal grammar | Term coined by Chomsky – the notion that all human languages possess similar grammatical properties which the brain is ‘hard wired’ to be able to decode and use |
| Virtuous errors | Grammatical errors that are understandable and local through an incorrect assumption being made about grammar rules (Chomsky) |
| Critical period | The age at which a child will be most receptive to learn language (suggested by Lenneberg to be up to age of 5) |
| Cognitive development | A child’s development of thinking and understanding |
| Language Acquisition Support System (LASS) | System as proposed by Bruner (ie the caregivers and other individuals who play a key role in a child’s language development) |
| Scaffolding | The support provided by caregivers through modelling how speech ought to take place, in order to help the child’s language development (Bruner and Vygotsky) |
| Egocentric | Thinking only of themselves, without understanding or regard for the feelings of others (Piaget) |
| Object permanence | An understanding that objects continue to exist even when they can’t be seen or touched (Piaget) |
| More Knowledgeable Other (MKO) | The older participant in an interaction who might offer support to a child so that they can further their own development or learning (Vygotsky) |
| Zone of Proximal Development (ZPD) | Describes the area between what a child can already do and that which is beyond their reach. It is the area into which a caregiver might enable the child to progress by offering the necessary support or scaffolding to facilitate learning (Vygotsky) |
| Usage-based linguistics | A model that emphasise that language structure emerges from use in that linguistic patterns are formed and become what we know as grammatical constructions (Tomasello) |
Created by:
MB-J
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