module4 development of language [search engine powerpoint.com][1]

8/6/2019 Module4 Development of Language [Search Engine Powerpoint.com][1]

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The Development of Language

Chapter 9Language and Communication


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How do we develop the ability to

communicate?

Module Objectives:

What are the elements of speech?

How do children develop speech?

How do children learn the meaning of words?


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Infants begin making sounds atbirth. They cry, coo, and laughbutin the first year they dont really do

much talking

It could be argued that infants DOcommunicate with others, but do not have

language


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What is Language?

Think about your languagemaybe you evenspeak more than one! What makes alanguage?

This is a broad conceptlanguage is a systemthat relates sounds or gestures to meaning.

- Language is expressed through speech, writingand gesture.


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There are four distinct elements tolanguage

-Phonology refers to the sounds of a language

- Semantics is the study of words and their meaning

- Grammar refers to the rules used to describe thestructure of a language

- Which involves syntaxor rules that specify how

words are combined to form sentences

- Pragmatics is the study of how people use language tocommunicate effectively


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Children must learn to hear thedifferences in speech sounds andhow to produce them; they must

learn the meaning of words andrules for combining them into

sentences and they must learneffective ways to talk with others


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PhonemesThe basic building blocks of language

- The unique sounds that can be joined to create words- The sound of p in pin, pet, and pat

- The sound of b in bed, bat, and bird

I

nfants can distinguish many of these sounds, someof them as early as 1 month after birth

- Can discriminate sounds they have never heard beforesuch as phonemes from a foreign language


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The language environment forinfants is not solely auditory.

Much language exposure comesfrom face-to-face interaction with

adults


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Infants use many tools to identitywords in speech. They dontunderstand the meaning of the

word yet, but they can recognize aword as a distinct configuration of

sounds


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Parents and adults help infantsmaster language sounds by talking

in a distinctive style

Think on your own

In what distinctive way do adults talk toinfants?How can this help infants master the

language?


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Language developmentInfants are equipped for language even before birth,

partly due to brain readiness, partly because ofauditory experiences in the uterus

- Children around the world have the same

sequence of early language development

Newborns prefer to hear speech over other sounds-they prefer to listen to baby talk- the high pitched,

simplified and repetitive was adults speak to infants

The sound of a human voice, whether familiar orstrange always fascinates infants


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Adults Use Infant-Directed Speech

Adults speak slowly and with exaggerated changes inpitch and loudness and elongated pauses betweenutterances

- Also known as parentese, motherese, or child-directed speech

Infant-direct speech may attract infants attentionmore than adult-directed speech because its slower

pace and accentuated changes provide the infantwith more salient language cues

- Helps infants perceive the sounds that are

fundamental to their language


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When talking to girls, adults usemore words like doggie andblankie whereas with boys,

adults use more words like dogand blanket.

Girls hear twice as manydiminutives.


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If infant-directed speech helpsinfants perceive sounds that areessential to the development of

their language

What about children whocannot hear?


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Deaf ChildrenAbout 1 in every 1,000 American infants is born deaf

- Over 90% of deaf children have hearing parents

- These children are often delayed in language andcomplex make-believe play

Mommy Daddy Baby


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Deaf infants and toddlers seem to master signlanguage in much the same way and at about

the same pace that hearing children masterspoken language.

- Deaf 10-month-olds often babble in signs: theyproduce signs that are meaningless but resemblethe tempo and duration of real signs


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Deaf ChildrenCompared to hearing children, babbling of deaf

children is delayed

- However, if they are exposed to sign language developmentwill be right on schedule with normal-hearing childrens

speech development

Hearing dog, infants in the middle of the first year oflife may first say dod then gog before finally saying

dog correctly

- The same gradual progression will occur with sign language infants will make mistakes at first before making thecorrect sign for dog


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Speech ProductionAt 2 months, infants begin making sounds that

are language-based- Starts with cooing

They begin by producing vowel-like sounds,such as ooooo and ahhhh

At 5 to 6 months, infants begin making speech-

like sound that have no meaning

- Cooing turns into babbling


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Baby Talk

Babbling is the extended repetition ofcertain single syllables, such as ma-ma-ma,da-da-da, ba-ba-ba that begins at 6-7months of age.

Babbling is experience-expectant learning- All babies babble

- All babies gesture

- The sounds they make are similar nomatter what language their parents speak


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BabblingOver the next few months, babbling incorporates

sounds from their native language.

Even untrained listeners can distinguish betweenbabbling infants who have been raised in cultures in

which French,A

rabic, or Cantonese languages werespoken.

- Many cultures assign important meanings to the

sounds babies babble:

- ma-ma-ma, da-da-da and pa-pa-pa are usuallytaken to apply to significant people in the infants

life


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First Words

Infants first recognize words, then theybegin to comprehend words

A

t about 4 months of age, infants willlisten longer to a tape repeating theirown name than to a tape of different butsimilar name

At about 7-8 months of age, infantsreadily learn to recognize new wordsand remember them for weeks


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At 6 months if an infant hears

either mommy or daddy, theylook toward the appropriate

person.


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By their 1st

birthday, infantsusually say their first words,usually an extension of babbling.

By the age of 2 most children have a vocabulary

of a few hundred words, and by age 6 thevocabulary includes over 10,000 words!


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The Importance of SymbolsChildren begin using gestures, which are symbols

shortly before their first birthday.

Gestures and words convey a message equallywellsometimes gestures pave the way for language

- In one study, 50% of all objects were referred tofirst by gesture and, about 3 months later, by word

(Iverson & Meadow, 2005)


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After children know

that objects havenames, a gesture is a

convenient substitutefor pronouns like itor that and often

cause the adult to saythe objects name


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Names for everything!

Once an infants vocabulary reachesabout 50 words it suddenly begins tobuild rapidly, at a rate of 50-100+ words

per month, mostly nouns.

This language spurt occurs around 18

months and is sometimes called theNaming explosion.


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Productive VocabularyEarly productive vocabularies of children

in the US include names for people,objects, and events from the childseveryday life.

- Frequent events or routines are alsolabeled, such as up or bye-bye

- Nouns predominate the earlyproductive vocabularies of children


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The rate of childrens vocabularydevelopment is influenced by the

amount of talk they are exposed toThe more speech that is addressedto a toddler, the more rapidly the

toddler will learn new words


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Word Comprehension

Fast Mappingis the process of rapidly learning anew word simply from the contrastive use of afamiliar word and an unfamiliar word

The childrens ability to connect new words tofamiliar words so rapidly that they cannot beconsidering all possible meaning for the new

word


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Example of Fast MappingIn a preschool classroom, an experimenter drew a

childs attention to two blocks asking the child toget the celadon block not the blue one

From this simple contrast, the child inferred that the

name of the color of the requested object wasceladon

After a single exposure to this novel word, about halfthe children showed some knowledge of it a week

later by correctly picking the celadon color child froma bunch of paint chips


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Give Fast-Mapping a try

Answer the following questions on you own.


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1. This is a snurk. It walks on its flaxes. How many flaxesdoes a snurk have?

2. Snurks have twice as many flaxes as ampolinks. Where are

the amopolinlks?3. Snurks are covered with garslim. Garslim is like __________?4. Like dogs, snurks can wag their pangeers. Where is the

pangeer?5. Do you think snurks can bispooche? Why or why not?


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These questions put you back in

toddlers shoes listening to adultsspeak. Like toddlers, you all must relyon context to comprehend the strange

vocabulary to describe the snurk.

In absence of adequate context,comprehension is impossible (as you

experienced in question #5).


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Early Errors in Language

One common inaccuracy is underextensionusing a word too narrowly.

- Using the word cat to refer only to thefamily cat

- Using the word ball to refer only to afavorite toy ball


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Sarah refers to the blanket shesleeps with as blankie. When

Aunt Ethel gives her a new blanketSarah refuses to call the new one a

blankie she restricts that wordonly to her original blanket.


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OverextensionThe use a given word in a broader context

than is appropriate- Common between 1 and 3 years of age- More common than Underextension

Toddlers will apply the new word to agroup of similar experiences

- Open for opening a door, peeling fruit, orundoing shoelaces


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Language ErrorsChildren overextend because they have not

acquired another suitable word or becausethey have difficulty remembering a moresuitable word

Examples:- Ball referring to ball, balloon, marble, egg, or apple- Moon referring to moon, half-moon shaped lemon

slice, or half a Cheerio

- Car referring to a car, bus, truck, or tractor- Daddy referring to dad or any man- Doggie referring to dog or any four-legged animal


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These sentences are brief and to thepoint, containing only vital

information

More cookie, Mommy go, Daddy juice,Sue dogs


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By about 2 years of age, children have theability to produce more complex sentences

(four or more words per sentence).

The longer sentences are filled with grammaticalmorphemes (words or endings of words thatmake sentences more grammatical).

A 1 -year-old might say kick ball but a 3-year-old would be more likely to say I amkicking the ball


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Overregularization

Speech errors in which children treat irregular formsof words as if they were regular.

- Applying rules to words that are exceptions to the rule

- This leads young children to talk about foots, tooths,sleeps, sheeps and mouses.

Although technically wrong, Overregularization is asign of verbal sophistication because it showschildren are applying the rules to grammar.


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Between 3 and 6 Years ofAgeChildren learn to use negation

- That isnt a butterfly

Children learn to use embedded sentences- Jennifer thinks that Bill took the book

Children begin to comprehend passive voice asopposed to active voice

- The ball was kicked by the girl as opposed to Thegirl kicked the ball

By the time most children enter kindergarten,they use most of the grammatical forms of their

native language with great skill


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The development of language inchildren is amazing, but how do

they do it?

There are several theories that attempt to

explain how we develop language


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Infants Are Conditioned to Speak

Behaviorists believe that all learning is acquired

step-by-step, through associations andreinforcements

A

ccording to this view, the reinforcement of thequantity and quality of talking to child affect rate oflanguage development.

When a 6 month-old says, ma-ma-ma they areshowered with attention and praise. This is exactlywhat the baby wants and will make the soundsagain to get the same rewards.


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Say Ma-Ma..Children who are spoken to more and praised by

caregivers tend to develop language faster.

Parents are great intuitive teachers- we name itemsfor infants and praise infants when they repeat ourwords.

For instance, parents typically name each objectwhen they talk to their child, Here is your bottle,There is your foot, You want your juice?

Parents name the object and speak clearly andslowly, often using baby talk to capture the infantsinterest (Gogate et al., 2000).


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What Do the Linguists say?

Noam Chomsky believes language is a product of

biology and is too complex to be mastered so earlyand easily by conditioning.

Chomsky noted that children worldwide learn therudiments of grammar at approximately the same agebecause the human brain is equipped with a languagedevice.

- including intonations and structure of language


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Our Brain is Specialized for Language

LAD (language acquisition device) is an area of ourbrain which facilitates the development of language.

Chomsky believes that the LAD facilitates language

and enables children to derive the rules of grammarfrom everyday speech, regardless of the nativelanguage.

Language is experience-expectant, words areexpected by the developing brain-Chomsky believesthat children are pre-wired for language


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Think about a successfulconversation

What factors influenceeffective communication?


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Using Language to Communicate

For effective oral communication:

- People should take turns, alternating as speakerand listener

- A speakers remarks should relate to the topicand be understandable to the listener

- A listener should play attention and let thespeaker know if his or her remarks do not makesense


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Taking Turns

Soon after 1-year-olds begin to speak, parentsencourage their children to participate inconversational turn-taking

By age 2, spontaneous turn-taking is common inconversations between children and adults

By age 3, children have progressed to the pointthat if a listener fails to reply promptly, the childrepeats his or her remark in order to elicit aresponse


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Taking TurnsParent: Can you see the bird?

Infant (cooing): oooooh

Parent: It is a pretty bird.

Infant: oooooh

Parent: Youre right, its a cardinal.

Parents having a conversation with a 6-week-old

infant still involve taking turns. To helpchildren along, parents often carry both sides ofthe conversation to demonstrate how the rolesof speaker and listener alternate.


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Initiating a ConversationThe first attempt to deliberately communicate typicallyemerges at 10 months

- Usually by touching or pointing to an object whilesimultaneously looking at another person

At 1 year, infants begin to use speech to communicate andoften initiate conversations with adults

- First conversation are about themselves but this rapidlyexpands to include objects in their world

By preschool, children begin to adult their messages to matchthe listener and the context

- School-age children speak differently to adults and peers- Preschool children give more elaborate messages to

listeners who are unfamiliar with a topic than to listenerswho are familiar with it

Cli k th i t f


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Click on the picture for aninteresting article on language

development


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Whats Next?

How Do Our Emotions Develop?

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