Language and Emotional Development Theories

Timeline created by staciafink
  • Piaget - Cognitive-Developmental Theory

    Piaget - Cognitive-Developmental Theory
    Active knowledge construction in children occurs through interactions with their environments and staged biological maturation.
  • Skinner - Behaviorist Theory

    Skinner - Behaviorist Theory
    Language is a set of verbal behaviors learned through operant conditioning (desired behaviors are reinforced immediately).
  • Chomsky - Nativist Theory

    Chomsky - Nativist Theory
    Language is a unique human accomplishment and all children are innately equipped with a language acquisition device (LAD), which includes a built-in storage capacity for common language rules; universal grammar.
  • Bruner - Constructivist Theory

    Bruner - Constructivist Theory
    Three integrated modes of representation (enactive, iconic, and symbolic representation) guide the manner in which knowledge is stored and encoded.
  • Bowlby - Ethological Theory of Attachment

    Bowlby - Ethological Theory of Attachment
    A child’s emotional connection to a caregiver is an evolved response that promotes survival. The quality of this attachment has a profound impact on a child’s feelings of security and ability to form trusting relationships.
  • Ainsworth - Attachment Theory

    Ainsworth - Attachment Theory
    Identified three main attachment styles (secure, insecure avoidant, and insecure ambivalent/resistant) using her Strange Situation Classification (SSC) technique. She concluded that these attachment styles were the result of early interactions with the mother.
  • Vygotsky - Sociocultural Theory

    Vygotsky - Sociocultural Theory
    Cognitive and language development is a socially mediated process and knowledge is gained through cooperative or collaborative dialogue with a skillful tutor. Vygotsky’s More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD) further explains this sociocultural acquisition of knowledge.
  • Krashen - Monitor Model Theory

    Krashen - Monitor Model Theory
    Set of five hypotheses (Acquisition-learning distinction, Natural Order hypothesis, Monitor hypothesis, Input hypothesis, and Affective Filter hypothesis) that explain second language acquisition and the differences between the “acquired system” and the “learned system.”
  • Swain - Comprehensible Output (CO) Hypothesis

    Swain - Comprehensible Output (CO) Hypothesis
    Language learning takes place when a learner encounters and notices a gap in their linguistic knowledge.
  • Schmidt - Noticing Hypothesis

    Schmidt - Noticing Hypothesis
    Noticing the grammatical features of a language is an essential starting point for language acquisition.