Escolar Documentos
Profissional Documentos
Cultura Documentos
Stimulus Response
• B.F. Skinner
Behaviorist Theory
• Parent reinforces with
Child
physical or verbal gestures at
affirmation apple
Process of Operant
Conditioning for Language
• Distinct way of interacting between adults to children
• Use of slower talking speeds, with distinct pauses
between words
• **Spoken at a higher pitch, with exaggerated facial
expressions, i.e., widening eyes
• Simplification of words – bye-bye, night-night, “Yummy
in your tummy!”
• Clear pronunciation of words, short sentences
Child/Infant Directed
Speech
• Helps children learn their words by centering their
concentration on pertinent information and word
breakdowns within continuous speech (sentences)
• Children prefer CDS to Adult Directed Speech and will
seek it out
Child/Infant Directed
Speech
• Does not fully explain the development of language
• Reinforcement, imitation, and modeling are more
supplementary to the acquisition of language
Limitations of Behaviorist
Approach
• Ability to learn language is programmed into
our brains from birth
• Humans must be predisposed for language
development
• Language acquisition device (LAD)
biologically prepares infants to learn rules of
language.
• Universal grammar
Noam Chomsky
Nativist Theory
• Innate system that permits children to combine words
into grammatically consistent novel utterances and
understand the meanings of sentences they hear.
• Contains universal grammar which is a built-in
storehouse of rules common to all human languages and
allows all humans to come into the world prepared to
learn any language.
Language Acquisition
Device
• From birth, infants prefer human voice over other sounds
• There are general milestones regarding language
development that apply to children from all over the
world.
• Only humans are capable of complex sentence structure
• Primates can only acquire basic vocabulary and limited
hand gesture languages (ASL)
• Example
• Environment that is only adults, who speak to each other and the
child using “adult language”
• Environment where the child is surrounded by other children and
adults alter their speech to be age appropriate
Interactionist Theory
Components of
Language Development
Precursors to Language
• Cooing – 2 months
• Vowel sounds (oooo, ah,
eh-eh)
• Babbling – 6 months
• Consonant–vowel
combination (babababa,
mamamama)
• To develop past babbling,
infants need to hear
human speech
• As the infant gets • One theory – infants
older, certain babble test and explore
strings might be used different sound
only in specific arrangements to make
situations – (e.g., meaning and
when looking at a toy, understand how
when near food) language works
Babbling
• 4-6 months: adults
interact with infants
using give-and-take
games (i.e., peek-a-boo, Teaches infant how to
pat-a-cake) take turns in verbal
• 12 months: games exchanges
become more interactive
as infants become active
participants
Precursors to Language:
Turn-Taking Exchanges
Turn-Taking Exchanges
• 8-12 months: infants
show what they want
by pointing or holding
up objects
• Adults label these
movements and infants
learn the link between
word and object
Precursors to Language:
Gestures
Rules about structure and sequence of
Phonology speech sounds
Components of Language
Structure
and
Phonological Development sequence
of speech
sounds
• Early phase:
• First words – can only
pronounce few sounds
• Related to semantic
development “Please”- pee, pees, please
• Abstract terms
• Sarcasm, irony
• Figurative language
• Proverbs
• Literature appreciation
Individual Differences in
Language Development
• Gender (girls > boys)
• Temperament (shy and
difficult are slower)
• Language environment
• Native language
• Language style
• Referential > expressive
Referential Communication
Skills
• Produce messages and know when the
messages we receive are unclear so
that we can ask for more information
– Improves with age
Early Grammatical Development
• Simple sentences
• 3-word sentences
• Follow adult rules piecemeal, gradually
refine and generalize
• Affected by language environment
• Add grammatical morphemes
• Markers that change meaning of sentence
• -ing, on, in, -s, irregular past tense, -’s, etc.
• Structural complexity affects order
acquired
• Overregulation
• Applying rules without appropriate
exceptions
Pragmatic Development
• 2-year-olds have
conversations
• Early childhood
• Turnabout - comment,
request for more information
• Middle childhood
• Shading - gradual
change of topic
• Illocutionary knowledge
- what a speaker means
to say
Speech Registers
• Language adaptations to
social expectations
• Social routines
• Polite language
• Practice in pretend play?
• Children sensitive to speech
registers between 4–7 years
• Important to social
acceptance
Metalinguistic Awareness
Ability to think about
language as a system
4- and 5-year-olds have early
understanding
Grows in middle childhood
Phonological awareness
associated with reading
success
Morphological awareness
Advanced in bilingual
children
• What might be important skills before you are able
to read?
• Reading uses many skills at once
• What are words? Letters? Read from left to right or
right to left?
• Sound-letter correspondence; phonological awareness
• Before learning to read, preschoolers develop
emergent literacy.
• Construct literacy through informal experiences
Fostering Emergent
literacy
• Combines information-processing skills
• Phonological awareness
• Processing speed
• Visual scanning
• Balanced reading instruction combines:
• Whole language
• Phonics
Middle Childhood
Literacy
Let’s see what thi
s looks like.
Cultural Differences in
Language
• Decrements in language may appear in the later half of late adulthood
• Tip-of-the-tongue phenomenon
• Difficulty understanding speech
• Speech of older adults tends to be:
• Lower in volume
• Slower
• Less precisely articulated
• Less fluent
• Why do we see changes?
• Slower information processing speed
• Decline in working memory
Language Changes in
Late Adulthood
DUAL LANGUAGES
Learning Two Languages