Time Parsing, Normal Language Acquisition, and Language-Related Developmental Disorders

2000 ◽  
pp. 13-23 ◽  
Author(s):  
Jill Boucher
Keyword(s):  
Language Acquisition ◽  
Developmental Disorders ◽  
Normal Language

The Role of Musical Development in Early Language Acquisition

2018 ◽  
pp. 565-591
Author(s):  
Anthony Brandt ◽  
L. Robert Slevc ◽  
Molly Gebrian
Keyword(s):  
Language Acquisition ◽  
Cultural Transmission ◽  
Developmental Disorders ◽  
Native Language ◽  
Current Understanding ◽  
Early Language ◽  
Music And Language ◽  
Language And Music ◽  
Infant Brain

Language and music are readily distinguished by adults, but there is growing evidence that infants first experience speech as a special type of music. By listening to the phonemic inventory and prosodic patterns of their caregivers’ speech, infants learn how their native language is composed, later bootstrapping referential meaning onto this musical framework. Our current understanding of infants’ sensitivities to the musical features of speech, the co-development of musical and linguistic abilities, and shared developmental disorders, supports the view that music and language are deeply entangled in the infant brain and modularity emerges over the course of development. This early entanglement of music and language is crucial to the cultural transmission of language and children’s ability to learn any of the world’s tongues.

Caregiver-Child Interactions and Their Impact on Children’s Fluency

2004 ◽  
Vol 35 (1) ◽  
pp. 46-56 ◽  
Author(s):  
Nan Bernstein Ratner
Keyword(s):  
Language Acquisition ◽  
Communication Styles ◽  
Future Research ◽  
Speech And Language ◽  
Relevant Research ◽  
Research Support ◽  
Treatment Protocols ◽  
Strong Focus ◽  
Parental Interaction ◽  
Normal Language

There is a relatively strong focus in the stuttering literature on the desirability of selected alterations in parental speech and language style in the management of early stuttering. In this article, the existing research support for such recommendations is evaluated, together with relevant research from the normal language acquisition literature that bears on the potential consequences of changing parental interaction style. Recommendations with relatively stronger and weaker support are discussed. Ways in which children’s communication styles and fluency may be altered through newer fluency treatment protocols are contrasted with older, more general parent advisements. Finally, directions for future research into the efficacy of recommendations made to the parents of children who stutter (CWS) are offered.

Normal language acquisition

1997 ◽  
Vol 4 (2) ◽  
pp. 70-76 ◽  
Author(s):  
Leslie Rescorla ◽  
Jennifer Mirak
Keyword(s):  
Language Acquisition ◽  
Normal Language

scholarly journals The enigma of speech and language acquisition in human - A genetic approach

2009 ◽  
Vol 1 (2) ◽  
pp. 258-263
Author(s):  
Jayanta Kumar Kundu ◽  
Suman Pratihar ◽  
Rudra Prasad Nath
Keyword(s):  
Amino Acids ◽  
Language Acquisition ◽  
Human Chromosome ◽  
Genetic Approach ◽  
Splice Form ◽  
Rich Region ◽  
Human Ability ◽  
Normal Language ◽  
Functional Copy ◽  
Glutamine Rich Region

The use of language is one of the most vital traits that distinguish human from other species. The gene FOXP2 (fork head box P2) is relevant to the human ability to develop language. FOXP2 is situated on human chromosome 7q31, and its major splice form encodes a protein of 715 amino acids. It contains a glutamine rich region consisting of two adjacent polyglutamine tracts, encoded by mixtures of CAG and CAA repeats. Two functional copy of FOXP2 seem to be required for acquisition of normal language in human. The chimpanzee, gorilla and the rhesus macaque FOXP2 proteins are all identical to each other and carry only one difference from the mouse and two differences from the human protein, whereas the orangutan two differences from the mouse and three from humans. This gene is also important on particular aspects of cognition awareness or grammatical processing.

scholarly journals The Multidimensional Battery of Prosody Perception (MBOPP)

2021 ◽  
Vol 5 ◽  
pp. 4
Author(s):  
Kyle Jasmin ◽  
Frederic Dick ◽  
Adam Taylor Tierney
Keyword(s):  
Language Acquisition ◽  
Language Processing ◽  
Developmental Disorders ◽  
Typically Developing ◽  
Acoustic Features ◽  
Temporal Cues ◽  
Accurate Perception ◽  
Linguistic Focus ◽  
Grammatical Structures ◽  
Compound Sentence

Prosody can be defined as the rhythm and intonation patterns spanning words, phrases and sentences. Accurate perception of prosody is an important component of many aspects of language processing, such as parsing grammatical structures, recognizing words, and determining where emphasis may be placed. Prosody perception is important for language acquisition and can be impaired in language-related developmental disorders. However, existing assessments of prosodic perception suffer from some shortcomings.  These include being unsuitable for use with typically developing adults due to ceiling effects and failing to allow the investigator to distinguish the unique contributions of individual acoustic features such as pitch and temporal cues. Here we present the Multi-Dimensional Battery of Prosody Perception (MBOPP), a novel tool for the assessment of prosody perception. It consists of two subtests: Linguistic Focus, which measures the ability to hear emphasis or sentential stress, and Phrase Boundaries, which measures the ability to hear where in a compound sentence one phrase ends, and another begins. Perception of individual acoustic dimensions (Pitch and Duration) can be examined separately, and test difficulty can be precisely calibrated by the experimenter because stimuli were created using a continuous voice morph space. We present validation analyses from a sample of 59 individuals and discuss how the battery might be deployed to examine perception of prosody in various populations.

Language Development in Children with Developmental Disorders

2016 ◽  
Author(s):  
Andrea Zukowski
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Cognitive Abilities ◽  
Developmental Disorders ◽  
Critical Importance

This chapter discusses a number of developmental disorders that impact language acquisition, and their possible relevance to understanding how language is typically acquired. The chapter begins with a discussion of whether language can be selectively impaired relative to general cognitive abilities, and whether it can be selectively spared. The second half of the chapter discusses how exactly language does and does not “go wrong.” The topics include the relevance of “deviance” and whether there is any evidence for it, and a discussion of the critical importance of both cross-disorder comparisons of the same linguistic phenomena, and of cross-linguistic comparisons of children with the same disorder.

Computer-Based Exploratory Learning Systems for Handicapped Children

1981 ◽  
Vol 10 (2) ◽  
pp. 125-132
Author(s):  
Leo D. Geoffrion
Keyword(s):  
Language Acquisition ◽  
Language Skills ◽  
Learning Systems ◽  
Learning Needs ◽  
Exploratory Learning ◽  
Handicapped Children ◽  
Computer Based ◽  
Normal Language ◽  
Special Learning Needs ◽  
Answering Questions

Computer-based exploratory learning systems are programs which emphasize using the computer to help children learn by manipulating their surroundings instead of answering questions posed by others. For example, in exploratory learning students might improve their reading and language skills by using the computer to draw pictures, write and edit stories, solve problems or play games. Pilot research with handicapped students using LOGO, CARIS, the Talking Typewriter, and other computer-based exploratory learning systems has shown that this approach may be more effective for reading and language skills because it parallels more accurately the stages of normal language acquisition and because it adapts more easily to their special learning needs. Particularly interesting is the finding that handicapped children often demonstrate skills thought to be beyond their ability.

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