Susanna Reid Interviews Alex Turner

I: its ten years since you did your first gig as the arctic monkeys
AT: uh yeah
I: June 2003
AT: Mhm
I: the grapes
AT: yep(.) that’s where it all began(1) life’s changed forever
*5 second break while music video plays*
I: you’ve had very successful albums but the (.) reviews for this one(1) 10 out of 10(.) 10 out of ten(.) 5 stars
AT: ohhh
I: has that been in your way a bit?
AT: well i(.) uh *laughs* I didn’t really read reviews(.) although I have in the last week(1) maybe that’s because they’ve all been really good like(.) so I knew there was nothing to be afraid of
I: people have their own interpretations of your music(.) and(.) and your lyrics particularly speak to people in a certain way(.) Essentially this album is a lot of songs about(1) wanting(1) the girl-
AT: its trouble
 (.) and getting drunk and texting the girl(.) and wanting to go back to the girl(.) Yeah its trouble!
AT: yeah(.) it sorta always as’ been with(.) uh(.)uh*takes deep breath* this really is what I’ve been banging on about the whole time really its not as under the microscope perhaps our first record was very kinda like I was(.) pointing at things and talking about em’(1) whereas’ now its(.) maybe it’s a little bit more come from within somewhere

I: What comes first is it(.) is it the lyrics or is it an(.) an inspirational piece of(1) like a hook or something
AT: its different everytime(1) I (.) On this record a lot of it came from(1) the music and I spose’ the drums and the bass really(1) and id have those guys sorta record(1) little ideas that we’d all had  and id kinda write to these kinda scratchy recordings of that rather than sit there with the acoustic guitar or somethin’(1) I think that’s responsible for the (10 the way melodies move a little bit on this

I: Theres a song on the album the last one I Wanna Be Yours(1) which is not your words at all
AT: No
I: tell us a bit about that
AT: well that(.) the words to I Wanna Be Yours come from a poem by John Cooper Clarke(1) im a very big fan of his work

WUG test and grammar through the 4 stages

The WUG test.

Why did she choose those words?
I believe she chose those words to un familiarise the participant, if she used a word like duck, the participant would most likely know what a baby duck was called, where as if she used an imaginary word, the participants have to think about what possible answers there could be

Overgeneralisations

I runned – child is using a regular verb ending over an irregular one, because regaular ones are the most common

two mouses – child is using a regular noun ending for an irregular noun

my foots

he feeled shy

he satted on the truck

he drived himself.

All these examples are a form of over generalisation, children assume that all rules apply for regular and irregular nouns verbs and adjectives. This supports Chomsky’s theory of innateness

child is using a regular verb ending over an irregular one, because regular ones are the most common, they are also adding regular suffix/prefixes onto words because they are common, and the child thinks that that is how you say all the pre-suffixes, this is a classic example of overgeneralisation in children.

15 months: Holophrastic stage

• Bye Mummy – mummy; in direct contact with child.
• Isee – two phrases merged into one
• Allgone - two phrases merged into one

In the holophrastic stage, the child can only say and process one word at a time, and cannot create phrases. They may force tow separate words together because they cannot grasp the concept of two words, phrases or sentences.

20 months: Two word stage

• All fall down -
• Teddy tired – using adjectives; abstract; tired – form exposure. Referring to more things around her, has a sense of what things are
• Gone, where Mummy gone? - Repetition of gone
• More juice – imperative, could have different meanings, child wants more, there could be more, could be a question

At this stage the child is starting to use two words to create more of a meaning to their words, but cannot use conjunctives, prepositions or articles yet. In the two word stage all the words the child uses are still mainly what I directly around the child; words like Mummy, juice and teddy. But the child is learning words like tired; feelings and emotions.

28 months

• Teddy's hat came off – preposition
• Harry's got a big, big green truck – using more than one adjective, big and green, getting more sense of describing things

At this stage(Telegraphic) the child is learning how to construct sentences and can use basic adjectives like big, the child is gaining more sense of the world around them. Also at this stage the child will be starting to use questions, by inverting; it is, to is it, to form a question.

36 months

• Little Luke hit me, he did – me, Luke – sense of who she is and who other people are
• I am going to see Harriet another day tomorrow – another day tomorrow, using two phrases to describe the same thing – network building
• I don't like faces, I want to see children's ITV – subject pronouns start to appear, acquisition of negation

In this stage the child is learning to make connections between words (Network Building) words like; another day; tomorrow. She is also learning proper nouns like other people’s names.

40 months

• Look at my knee. I felled over in the playground – definite article
• Once upon a time there was a little girl and she got beautiful hair and then the monster killed her and then she got dead and then and then the beautiful fairy came and made them better again – she got dead – over generalising; she got sick.

At this stage the child is able to structure sentences, but is making some key grammatical mistakes, like over-generalisation; she got beautiful, dead; the child is overgeneralising from she got sick. Another example is I felled; the child is using a regular verb ending for an irregular verb.

Jean Piaget Cognitive theory

Piaget – overview
studied development of genitive processes from child-adulthood, often talked about correlation between cognitive and language skills.

Sensorimotor Stage
1^st stage of 4; Piaget believed children learned language in 4 stages, Sensorimotor lasts until child is 2 years old, focused on movement and physical reactions, small babies don’t realise they can control their own bodies, play is based on figuring out how to perform basic motor activities. Then complex tasks like crawling and walking. Starts experimenting what they can do with their mouth, learns how to imitate sounds care givers make

Preoperational Stage
Begins at around 2 years, last till about 6 years. Defining feature – egocentricity; the child seems to talk constantly, but talks about things that do not need to be said out loud. Describing what they are doing, though it is easily visible. Child shows no awareness that others may have a viewpoint/opinion. Piaget sees little distinction at this stage of development between talking with others and thinking aloud.

Concrete Operational Stage
Begins at 7, ends around 11; child is capable of using logic & solving problems in the form of stories, providing the story deals with facts, and not theories and concepts. Language at this stage is used to refer to specific and concrete facts rather than mental concepts. Piaget believes  some people remain in this stage for the remainder of their live.

Formal Operational Stage
begins at 11-12 earliest; ; the child can start to use abstract reason to make mental distinction between themselves and an idea they are considering, at this stage children learn to express and debate theories and different concepts, like maths, philosophy & logic.

Piaget believed that these four stages of cognitive and linguistic development were universal, no children ever skipped any of the four steps.

Jean Piaget Cognitive theory

Piaget – overview
studied development of genitive processes from child-adulthood, often talked about correlation between cognitive and language skills.

Sensorimotor Stage
1^st stage of 4; Piaget believed children learned language in 4 stages, Sensorimotor lasts until child is 2 years old, focused on movement and physical reactions, small babies don’t realise they can control their own bodies, play is based on figuring out how to perform basic motor activities. Then complex tasks like crawling and walking. Starts experimenting what they can do with their mouth, learns how to imitate sounds care givers make

Preoperational Stage
Begins at around 2 years, last till about 6 years. Defining feature – egocentricity; the child seems to talk constantly, but talks about things that do not need to be said out loud. Describing what they are doing, though it is easily visible. Child shows no awareness that others may have a viewpoint/opinion. Piaget sees little distinction at this stage of development between talking with others and thinking aloud.

Concrete Operational Stage
Begins at 7, ends around 11; child is capable of using logic & solving problems in the form of stories, providing the story deals with facts, and not theories and concepts. Language at this stage is used to refer to specific and concrete facts rather than mental concepts. Piaget believes  some people remain in this stage for the remainder of their live.

Formal Operational Stage
begins at 11-12 earliest; ; the child can start to use abstract reason to make mental distinction between themselves and an idea they are considering, at this stage children learn to express and debate theories and different concepts, like maths, philosophy & logic.

Piaget believed that these four stages of cognitive and linguistic development were universal, no children ever skipped any of the four steps.

Different theories

Innateness Theory – Chomsky

·         Children learn language from exposure

·         He believed the exposure to be fragmentary, and incomplete(Partial)

·         Observed that children had a natural ability to learn their native language – they are born naturally with the ability

·         Concluded that children would deduct their own linguistic rules, they would tend to over generalise; ’mices’ ‘sheeps’ ‘runned’ are all very common.

·         Revealed theory about the nature of the child mind structure

·         Developed the theory of LAD (Language Acquisition Device)

B.F Skinner – Imitation and Behaviourism

·         Children begin to coo and babble which are not provided with any rewards

·         Once child mimics caregivers language, which gets rewarded

·         Result; when children speak a recognisable word, they are praised, and cooing and babbling are not praised, and are forgotten

Social interactionist theory(s)

·         Bruner – believed in 3 modes of representation, these are ways of in which children process and manipulate information
1. Enactive
child has little in mental faculties, meaning they think physically rather than mentally e.g. saying what they are doing as they are doing it. Knowledge is what the child can control or do with movements, like pointing. Enactive knowledge is a key development for physical activities like riding a bike and swimming.
2. Iconic
When mental images develop in a child’s mind that allows them to retain pictures in their minds. This enables them to draw, and certain images or icons that they see or recall they can now express in pictures. Some drawings will be drawn from past experiences and exposure to familiar objects and figures e.g. caregivers.
3. Symbolic
The symbolic stage  is the stage of when a child starts to symbolize or associate a certain word with a particular object or visa versa, children begin to categorise certain objects and begin to develop basic logic, and can solve problems.