{"id":251,"date":"2014-09-25T21:53:44","date_gmt":"2014-09-25T21:53:44","guid":{"rendered":"https:\/\/courses.candelalearning.com\/lifespandevelopment1x1\/?post_type=chapter&p=251"},"modified":"2016-03-16T18:28:20","modified_gmt":"2016-03-16T18:28:20","slug":"language-development","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/chapter\/language-development\/","title":{"raw":"Language Development","rendered":"Language Development"},"content":{"raw":"

Newborn Communication<\/h2>\r\n[caption id=\"attachment_788\" align=\"alignleft\" width=\"300\"]\"Wide-eyed Baby boy at 8 months.[\/caption]\r\n\r\nDo newborns communicate?\u00a0Certainly, they do.\u00a0They do not, however, communicate with the use of language.\u00a0Instead, they communicate their thoughts and needs with body posture (being relaxed or still), gestures, cries, and facial expressions.\u00a0A person who spends adequate time with an infant can learn which cries indicate pain and which ones indicate hunger, discomfort, or frustration.\r\n\r\nIntentional Vocalizations:\u00a0<\/strong>Cooing and taking turns:\u00a0Infants begin to vocalize and repeat vocalizations within the first couple of months of life.\u00a0That gurgling, musical vocalization called cooing can serve as a source of entertainment to an infant who has been laid down for a nap or seated in a carrier on a car ride.\u00a0Cooing serves as practice for vocalization as well as the infant hears the sound of his or her own voice and tries to repeat sounds that are entertaining.\u00a0Infants also begin to learn the pace and pause of conversation as they alternate their vocalization with that of someone else and then take their turn again when the other person\u2019s vocalization has stopped.\u00a0Cooing initially involves making vowel sounds like \u201coooo\u201d. Later, consonants are added to vocalizations such as \u201cnananananana\u201d.\r\n\r\nBabbling and gesturing:\u00a0<\/strong>At about four to six months of age, infants begin making even more elaborate vocalizations that include the sounds required for any language.\u00a0Guttural sounds, clicks, consonants, and vowel sounds stand ready to equip the child with the ability to repeat whatever sounds are characteristic of the language heard.\u00a0Eventually, these sounds will no longer be used as the infant grow more accustomed to a particular language.\u00a0Deaf babies also use gestures to communicate wants, reactions, and feelings.\u00a0Because gesturing seems to be easier than vocalization for some toddlers, sign language is sometimes taught to enhance one\u2019s ability to communicate by making use of the ease of gesturing.\u00a0The\u00a0rhythm and pattern of language is used when deaf babies sign just as it is when hearing babies babble.\r\n\r\nUnderstanding:<\/strong>\u00a0At around ten months of age, the infant can understand more than he or she can say.\u00a0You may have experienced this phenomenon as well if you have ever tried to learn a second language.\u00a0You may have been able to follow a conversation more easily than to contribute to it.\r\n\r\nHolophrasic speech:<\/strong>\u00a0Children begin using their first words at about 12 or 13 months of age and may use partial words to convey thoughts at even younger ages.\u00a0These\u00a0one word expressions are referred to as holophrasic speech. For example, the child may say \u201cju\u201d for the word \u201cjuice\u201d and use this sound when referring to a bottle.\u00a0The\u00a0listener must interpret the meaning of the holophrase and when this is someone who has spent time with the child, interpretation is not too difficult.\u00a0They know that \u201cju\u201d means \u201cjuice\u201d which means the baby wants some milk!\u00a0But, someone who has not been around the child will have trouble knowing what is meant.\u00a0Imagine the parent who to a friend exclaims, \u201cEzra\u2019s talking all the time now!\u201d\u00a0The friend hears only \u201cju da ga\u201d which, the parent explains, means \u201cI want some milk when I go with Daddy.\u201d\r\n\r\nUnderextension:<\/strong>\u00a0A child who learns that a word stands for an object may initially think that the word can be used for only that particular object.\u00a0Only the family\u2019s Irish Setter is a \u201cdoggie\u201d.\u00a0This\u00a0is referred to as underextension.\u00a0More often, however, a child may think that a label applies to all objects that are similar to the original object.\u00a0In overextension all animals become \u201cdoggies\u201d, for example.\r\n\r\nFirst words and cultural influences:\u00a0<\/strong>First words if the child is using English tend to be nouns.\u00a0The\u00a0child labels objects such as cup or ball.\u00a0In a verb-friendly language such as Chinese, however, children may learn more verbs.\u00a0This may also be due to the different emphasis given to objects based on culture.\u00a0Chinese children may be taught to notice action and relationship between objects while children from the United States may be taught to name an object and its qualities (color, texture, size, etc.).\u00a0These\u00a0differences can be seen when comparing interpretations of art by older students from China and the United States.\r\n\r\nVocabulary growth spurt:<\/strong>\u00a0One year olds typically have a vocabulary of about 50 words.\u00a0But by the time they become toddlers, they have a vocabulary of about 200 words and begin putting those words together in telegraphic speech (I think of it now as 'text message' speech because texting is more common and is similar in that text messages typically only include the minimal amout of words to convey the message).\r\n\r\nTwo word sentences and telegraphic (text message?) speech:\u00a0<\/strong>Words are soon combined and 18 month old toddlers can express themselves further by using expressions such as \u201cbaby bye-bye\u201d or \u201cdoggie pretty\u201d.\u00a0Words needed to convey messages are used, but the articles and other parts of speech necessary for grammatical correctness are not yet used.\u00a0These\u00a0expressions sound like a telegraph (or perhaps a better analogy today would be that they read like a text message) where unnecessary words are not used.\u00a0\u201cGive baby ball\u201d is used rather than \u201cGive the baby the ball.\u201d\u00a0Or a text message of \u201cSend money now!\u201d rather than \u201cDear Mother. \u00a0I really need some money to take care of my expenses\u201c You get the idea.\r\n\r\nChild-directed speech:\u00a0<\/strong> Why is a horse a \u201chorsie\u201d?\u00a0Have you ever wondered why adults tend to use \u201cbaby talk\u201d or that sing-song type of intonation and exaggeration used when talking to children?\u00a0This represents a universal tendency and is known as\u00a0child-directed speech\u00a0or motherese or parentese.\u00a0It involves exaggerating the vowel and consonant sounds, using a high-pitched voice, and delivering the phrase with great facial expression.\u00a0Why is this done?\u00a0It may be in order to clearly articulate the sounds of a word so that the child can hear the sounds involved.\u00a0Or it may be because when this type of speech is used, the infant pays more attention to the speaker and this sets up a pattern of interaction in which the speaker and listener are in tuned with one another.\u00a0When I demonstrate this in class, the students certainly pay attention and look my way.\u00a0Amazing!\u00a0It also works in the college classroom!\r\n

Theories of Language Development<\/h2>\r\nThe first two theories of language development represent two extremes in the level of interaction required for language to occur (Berk, 2007).\r\n\r\nChomsky and the language acquisition device:<\/strong> The view known as nativism advocated by Noam Chomsky suggests that infants are equipped with a neurological construct referred to as the language acquisition device or LAD that makes infants ready for language.\u00a0Language develops as long as the infant is exposed to it.\u00a0No teaching, training, or reinforcement is required for language to develop.\r\n\r\nSkinner and reinforcement:\u00a0<\/strong>Learning theorist, B. F. Skinner, suggests that language develops through the use of reinforcement.\u00a0Sounds, words, gestures and phrases are encouraged through by following the behavior with words of praise or treats or any thing that increases the likelihood that the behavior will be repeated.\r\n\r\nSocial pragmatics:<\/strong>\u00a0Another view emphasizes the child\u2019s active engagement in learning language out of a need to communicate.\u00a0The\u00a0child seeks information, memorizes terms, imitates the speech heard from others and learns to conceptualize using words as language is acquired.\u00a0Many\u00a0would argue that all three of these dynamics foster the acquisition of language (Berger, 2004).","rendered":"

Newborn Communication<\/h2>\n
\"Wide-eyed<\/p>\n

Baby boy at 8 months.<\/p>\n<\/div>\n

Do newborns communicate?\u00a0Certainly, they do.\u00a0They do not, however, communicate with the use of language.\u00a0Instead, they communicate their thoughts and needs with body posture (being relaxed or still), gestures, cries, and facial expressions.\u00a0A person who spends adequate time with an infant can learn which cries indicate pain and which ones indicate hunger, discomfort, or frustration.<\/p>\n

Intentional Vocalizations:\u00a0<\/strong>Cooing and taking turns:\u00a0Infants begin to vocalize and repeat vocalizations within the first couple of months of life.\u00a0That gurgling, musical vocalization called cooing can serve as a source of entertainment to an infant who has been laid down for a nap or seated in a carrier on a car ride.\u00a0Cooing serves as practice for vocalization as well as the infant hears the sound of his or her own voice and tries to repeat sounds that are entertaining.\u00a0Infants also begin to learn the pace and pause of conversation as they alternate their vocalization with that of someone else and then take their turn again when the other person\u2019s vocalization has stopped.\u00a0Cooing initially involves making vowel sounds like \u201coooo\u201d. Later, consonants are added to vocalizations such as \u201cnananananana\u201d.<\/p>\n

Babbling and gesturing:\u00a0<\/strong>At about four to six months of age, infants begin making even more elaborate vocalizations that include the sounds required for any language.\u00a0Guttural sounds, clicks, consonants, and vowel sounds stand ready to equip the child with the ability to repeat whatever sounds are characteristic of the language heard.\u00a0Eventually, these sounds will no longer be used as the infant grow more accustomed to a particular language.\u00a0Deaf babies also use gestures to communicate wants, reactions, and feelings.\u00a0Because gesturing seems to be easier than vocalization for some toddlers, sign language is sometimes taught to enhance one\u2019s ability to communicate by making use of the ease of gesturing.\u00a0The\u00a0rhythm and pattern of language is used when deaf babies sign just as it is when hearing babies babble.<\/p>\n

Understanding:<\/strong>\u00a0At around ten months of age, the infant can understand more than he or she can say.\u00a0You may have experienced this phenomenon as well if you have ever tried to learn a second language.\u00a0You may have been able to follow a conversation more easily than to contribute to it.<\/p>\n

Holophrasic speech:<\/strong>\u00a0Children begin using their first words at about 12 or 13 months of age and may use partial words to convey thoughts at even younger ages.\u00a0These\u00a0one word expressions are referred to as holophrasic speech. For example, the child may say \u201cju\u201d for the word \u201cjuice\u201d and use this sound when referring to a bottle.\u00a0The\u00a0listener must interpret the meaning of the holophrase and when this is someone who has spent time with the child, interpretation is not too difficult.\u00a0They know that \u201cju\u201d means \u201cjuice\u201d which means the baby wants some milk!\u00a0But, someone who has not been around the child will have trouble knowing what is meant.\u00a0Imagine the parent who to a friend exclaims, \u201cEzra\u2019s talking all the time now!\u201d\u00a0The friend hears only \u201cju da ga\u201d which, the parent explains, means \u201cI want some milk when I go with Daddy.\u201d<\/p>\n

Underextension:<\/strong>\u00a0A child who learns that a word stands for an object may initially think that the word can be used for only that particular object.\u00a0Only the family\u2019s Irish Setter is a \u201cdoggie\u201d.\u00a0This\u00a0is referred to as underextension.\u00a0More often, however, a child may think that a label applies to all objects that are similar to the original object.\u00a0In overextension all animals become \u201cdoggies\u201d, for example.<\/p>\n

First words and cultural influences:\u00a0<\/strong>First words if the child is using English tend to be nouns.\u00a0The\u00a0child labels objects such as cup or ball.\u00a0In a verb-friendly language such as Chinese, however, children may learn more verbs.\u00a0This may also be due to the different emphasis given to objects based on culture.\u00a0Chinese children may be taught to notice action and relationship between objects while children from the United States may be taught to name an object and its qualities (color, texture, size, etc.).\u00a0These\u00a0differences can be seen when comparing interpretations of art by older students from China and the United States.<\/p>\n

Vocabulary growth spurt:<\/strong>\u00a0One year olds typically have a vocabulary of about 50 words.\u00a0But by the time they become toddlers, they have a vocabulary of about 200 words and begin putting those words together in telegraphic speech (I think of it now as ‘text message’ speech because texting is more common and is similar in that text messages typically only include the minimal amout of words to convey the message).<\/p>\n

Two word sentences and telegraphic (text message?) speech:\u00a0<\/strong>Words are soon combined and 18 month old toddlers can express themselves further by using expressions such as \u201cbaby bye-bye\u201d or \u201cdoggie pretty\u201d.\u00a0Words needed to convey messages are used, but the articles and other parts of speech necessary for grammatical correctness are not yet used.\u00a0These\u00a0expressions sound like a telegraph (or perhaps a better analogy today would be that they read like a text message) where unnecessary words are not used.\u00a0\u201cGive baby ball\u201d is used rather than \u201cGive the baby the ball.\u201d\u00a0Or a text message of \u201cSend money now!\u201d rather than \u201cDear Mother. \u00a0I really need some money to take care of my expenses\u201c You get the idea.<\/p>\n

Child-directed speech:\u00a0<\/strong> Why is a horse a \u201chorsie\u201d?\u00a0Have you ever wondered why adults tend to use \u201cbaby talk\u201d or that sing-song type of intonation and exaggeration used when talking to children?\u00a0This represents a universal tendency and is known as\u00a0child-directed speech\u00a0or motherese or parentese.\u00a0It involves exaggerating the vowel and consonant sounds, using a high-pitched voice, and delivering the phrase with great facial expression.\u00a0Why is this done?\u00a0It may be in order to clearly articulate the sounds of a word so that the child can hear the sounds involved.\u00a0Or it may be because when this type of speech is used, the infant pays more attention to the speaker and this sets up a pattern of interaction in which the speaker and listener are in tuned with one another.\u00a0When I demonstrate this in class, the students certainly pay attention and look my way.\u00a0Amazing!\u00a0It also works in the college classroom!<\/p>\n

Theories of Language Development<\/h2>\n

The first two theories of language development represent two extremes in the level of interaction required for language to occur (Berk, 2007).<\/p>\n

Chomsky and the language acquisition device:<\/strong> The view known as nativism advocated by Noam Chomsky suggests that infants are equipped with a neurological construct referred to as the language acquisition device or LAD that makes infants ready for language.\u00a0Language develops as long as the infant is exposed to it.\u00a0No teaching, training, or reinforcement is required for language to develop.<\/p>\n

Skinner and reinforcement:\u00a0<\/strong>Learning theorist, B. F. Skinner, suggests that language develops through the use of reinforcement.\u00a0Sounds, words, gestures and phrases are encouraged through by following the behavior with words of praise or treats or any thing that increases the likelihood that the behavior will be repeated.<\/p>\n

Social pragmatics:<\/strong>\u00a0Another view emphasizes the child\u2019s active engagement in learning language out of a need to communicate.\u00a0The\u00a0child seeks information, memorizes terms, imitates the speech heard from others and learns to conceptualize using words as language is acquired.\u00a0Many\u00a0would argue that all three of these dynamics foster the acquisition of language (Berger, 2004).<\/p>\n\n\t\t\t

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Candela Citations<\/h3>\n\t\t\t\t\t
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