the WUG test:

I think that, through the use of imaginary words, Jean Berko was trying to show that the child does know the rules regarding tense and can apply them "wugging", "wugs" and "zibbing", "zibber" but when it comes to identifying titles of jobs, whereas the adult would know that someone who 'zibbed' was a 'zibber' but the child would say zib man as this is quite an adult term and one they wouldn't recognise as yet. 

I runned- this overgeneralisation is due to the child recognising how to use to "ed" rule but not yet knowing where to use it so they add it to words such as runned as they havent learnt that some words alter when they are pluralised as run tuns into ran.

two mouses- again with this word they child has not learnt to say mice, and adds and s on to the words as it is added to dog(s) and cat(s) etc

my foots- this is the same as above. child had not yet learnt to say feet

he feeled shy- the child has generalised the "ed" to feeled as they have not recognised it should be felt

he satted on the truck-

he drived himself-

Explain some of the difficulties a child might encounter in its acquisition of vocabulary from the time it speaks to the age of seven. You can also refer to some phonological features, as well as considering ideas such as the use of concrete and abstract nouns, overextension, acquisition of grammar words etc.

In the first stage of language acquististion, the sensorimotor stage, the child doesn't especially focus on language, more on experienting what they can do with their mouth and bodies. Much of this stage is phonological, playing with mouth movement and moving their bodies language is physical. Imitation is found at this point, when the baby is opening their mouth and playing around with sounds they may hear from caregivers. The context of where these sounds should be made will also be learnt, this stage will last until the child is around 2. During this one or two word stage mainly concrete nouns will be used as abstract ideas will not be familiar to the child.

The next stage, the preoperational stage, focuses very much around talking. Over talking is seen, as the child seems to say everything, even the things that people who are watching the child can see that they are doing, but the child describes it anyway. there is little distinction between thinking and talking aloud at this point. Difficulties during this stage, when the child is talking a lot, may be over extension seeing that a ball looks like an apple so calling it that and seeing that apple is a fruit so calling all fruit "apple". Abstract nouns will most probably be unused during the beginning of this stage as abstract ideas are not seen and concrete nound are easier to learn and the child can see them.

Response to 'Jean Piaget's theory on child language development' article

I think that her 4 stages of language development links to the order a child learns language, as there are a high amount of concrete nouns in a child's first 50 words and there are not many abstract feelings and nouns, they are all items you can see along with action words and personal and social words. 
the use of concrete nouns links to the Jean Piaget theory as she states that a child only really starts to use abstract idea when they get to ages 11 or 12 and before then language is only used to express specific ideas, ones that the child can see, "ball" "apple" etc.

summary

Chomsky:

Chomsky believes that we are all 'hardwired' to learn language,  as children use grammatical and linguistic structures that would not be learned through imitation alone. He believes that each child had an LAD or a language acquisition device, which allows them to posses the knowledge of sentence structure and linguistic devices. the idea of over generalization may back this up, this shows that children have the knowledge of affixes and tenses but use them in the wrong way, for example "Child: Me drawed a cat." could not have been learned from parents or caregivers and shows the child understands the grammatical rule but has applied it to the wrong setting. For example this sentence "Child: When Daddy coming home?" is ordered correctly (in terms of the subject verb and object) which shows that a child may have this innate device, as parents may not always speak with the correct grammar, yet the child will always say things in the correct way.

quotes taken from: http://aggslanguage.wordpress.com/chomsky/

Skinner:

He believed that language was learnt by imitation, by conducting experiments on rats and pigeons he stated that language was just a learnt behaviour and that children picked up language from there environment rather than possessing it a birth. When a child speaks to their parent they pick up words from their sentences and repeat them, "that's disgusting" "gusting" the child repeats what the caregiver says, he believes all language is learnt this way.
He also believed that language was learn by positive and negative reinforcement, he conducted experiments showing how positive and negative reinforcements, the skinner box, he said that if a child were to say something and it was incorrect the parent would correct them, and the child might repeat which would end with the parent confirming this was right which would then result in the child using the correct word next time.


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