scholarly journals Attention to the mouth and gaze following in infancy predict language development

2014 ◽  
Vol 42 (6) ◽  
pp. 1173-1190 ◽  
Author(s):  
ELENA J. TENENBAUM ◽  
DAVID M. SOBEL ◽  
STEPHEN J. SHEINKOPF ◽  
BERTRAM F. MALLE ◽  
JAMES L. MORGAN
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Social Engagement ◽  
Relevant Information ◽  
Gaze Following ◽  
Eye Tracker ◽  
Face Scanning ◽  
Language Outcome ◽  
Social Scene ◽  
Scanning Behavior

ABSTRACTWe investigated longitudinal relations among gaze following and face scanning in infancy and later language development. At 12 months, infants watched videos of a woman describing an object while their passive viewing was measured with an eye-tracker. We examined the relation between infants' face scanning behavior and their tendency to follow the speaker's attentional shift to the object she was describing. We also collected language outcome measures on the same infants at 18 and 24 months. Attention to the mouth and gaze following at 12 months both predicted later productive vocabulary. The results are discussed in terms of social engagement, which may account for both attentional distribution and language onset. We argue that an infant's inherent interest in engaging with others (in addition to creating more opportunities for communication) leads infants to attend to the most relevant information in a social scene and that this information facilitates language learning.

scholarly journals Do the Eyes Have It? A Systematic Review on the Role of Eye Gaze in Infant Language Development

2021 ◽  
Vol 11 ◽  
Author(s):  
Melis Çetinçelik ◽  
Caroline F. Rowland ◽  
Tineke M. Snijders
Keyword(s):  
Systematic Review ◽  
Language Development ◽  
Language Learning ◽  
Speech Processing ◽  
Eye Gaze ◽  
Gaze Following ◽  
Object Mapping ◽  
Attentional Cues ◽  
Gaze Cues

Eye gaze is a ubiquitous cue in child–caregiver interactions, and infants are highly attentive to eye gaze from very early on. However, the question of why infants show gaze-sensitive behavior, and what role this sensitivity to gaze plays in their language development, is not yet well-understood. To gain a better understanding of the role of eye gaze in infants' language learning, we conducted a broad systematic review of the developmental literature for all studies that investigate the role of eye gaze in infants' language development. Across 77 peer-reviewed articles containing data from typically developing human infants (0–24 months) in the domain of language development, we identified two broad themes. The first tracked the effect of eye gaze on four developmental domains: (1) vocabulary development, (2) word–object mapping, (3) object processing, and (4) speech processing. Overall, there is considerable evidence that infants learn more about objects and are more likely to form word–object mappings in the presence of eye gaze cues, both of which are necessary for learning words. In addition, there is good evidence for longitudinal relationships between infants' gaze following abilities and later receptive and expressive vocabulary. However, many domains (e.g., speech processing) are understudied; further work is needed to decide whether gaze effects are specific to tasks, such as word–object mapping or whether they reflect a general learning enhancement mechanism. The second theme explored the reasons why eye gaze might be facilitative for learning, addressing the question of whether eye gaze is treated by infants as a specialized socio-cognitive cue. We concluded that the balance of evidence supports the idea that eye gaze facilitates infants' learning by enhancing their arousal, memory, and attentional capacities to a greater extent than other low-level attentional cues. However, as yet, there are too few studies that directly compare the effect of eye gaze cues and non-social, attentional cues for strong conclusions to be drawn. We also suggest that there might be a developmental effect, with eye gaze, over the course of the first 2 years of life, developing into a truly ostensive cue that enhances language learning across the board.

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

scholarly journals Bayonet-shaped language development in autism with regression: a retrospective study

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
David Gagnon ◽  
Abderrahim Zeribi ◽  
Élise Douard ◽  
Valérie Courchesne ◽  
Borja Rodríguez-Herreros ◽  
...  
Keyword(s):  
Language Development ◽  
Linear Models ◽  
Autism Spectrum ◽  
Early Language ◽  
Verbal Iq ◽  
Logistic Regression Models ◽  
Language Level ◽  
Language Outcome ◽  
Almost All ◽  
The Relationship

Abstract Background Language delay is one of the major referral criteria for an autism evaluation. Once an autism spectrum diagnosis is established, the language prognosis is among the main parental concerns. Early language regression (ELR) is observed by 10–50% of parents but its relevance to late language level and socio-communicative ability is uncertain. This study aimed to establish the predictive value of ELR on the progression of language development and socio-communicative outcomes to guide clinicians in addressing parents’ concerns at the time of diagnosis. Methods We used socio-communicative, language, and cognitive data of 2,047 autism spectrum participants from the Simons Simplex Collection, aged 4–18 years (mean = 9 years; SD = 3.6). Cox proportional hazard and logistic regression models were used to evaluate the effect of ELR on language milestones and the probability of using complex and flexible language, as defined by the choice of ADOS module at enrollment. Linear models were then used to evaluate the relationship of ELR and non-verbal IQ with socio-communicative and language levels. Results ELR is associated with earlier language milestones but delayed attainment of fluent, complex, and flexible language. However, this language outcome can be expected for almost all autistic children without intellectual disability at 18 years of age. It is mostly influenced by non-verbal IQ, not ELR. The language and socio-communicative level of participants with flexible language, as measured by the Vineland and ADOS socio-communicative subscales, was not affected by ELR. Limitations This study is based on a relatively coarse measure of ultimate language level and relies on retrospective reporting of early language milestones and ELR. It does not prospectively document the age at which language catches up, the relationship between ELR and other behavioral areas of regression, nor the effects of intervention. Conclusions For autistic individuals with ELR and a normal level of non-verbal intelligence, language development follows a “bayonet shape” trajectory: early first words followed by regression, a plateau with limited progress, and then language catch up.

What we have to explain in foreign language learning

1996 ◽  
Vol 19 (4) ◽  
pp. 718-718 ◽  
Author(s):  
Robert Bley-Vroman
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Theory ◽  
Foreign Language Learning ◽  
Fundamental Difference ◽  
Human Cognition ◽  
Development Theory

AbstractWhile child language development theory must explain invariant “success,” foreign language learning theory must explain variation and lack of success. The fundamental difference hypothesis (FDH) outlines such a theory. Epstein et al. ignore the explanatory burden, mischaracterize the FDH, and underestimate the resources of human cognition. The field of second language acquisition is not divided into camps by views on “access” to UG.

scholarly journals Finding the key to successful L2 learning in groups and individuals

2017 ◽  
Vol 7 (1) ◽  
pp. 127-148 ◽  
Author(s):  
Wander Lowie ◽  
Marijn Van Dijk ◽  
Huiping Chan ◽  
Marjolijn Verspoor
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Development ◽  
Language Learning ◽  
Second Language Learning ◽  
Large Body ◽  
Individual Characteristics ◽  
Learner Characteristics ◽  
Complex Dynamic ◽  
Over Time

A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.

scholarly journals أثر البيئة في تعلم اللغة

2019 ◽  
Vol 9 (1) ◽  
pp. 110-128
Author(s):  
Ana Achoita
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Language Skills ◽  
Great Influence ◽  
Language Game ◽  
External Factors ◽  
First Time

Language is a means of communicating a person with others. In language learning, especially arabic the environment has a great influence where language skills for the first time through hearing. Environment is one of the influential external factors in language development. Because the environment is a condition where one can practice language activity, for example conversation, speech, race, and language game.

Information Extraction during Instrument Flight: An Evaluation of the Validity of the Eye-Mind Hypothesis

1996 ◽  
Vol 40 (2) ◽  
pp. 77-81 ◽  
Author(s):  
Julianne Fox ◽  
David Merwin ◽  
Roger Marsh ◽  
George McConkie ◽  
Arthur Kramer
Keyword(s):  
Information Extraction ◽  
Relevant Information ◽  
The Other ◽  
Flight Simulator ◽  
Eye Tracker ◽  
Student Pilots ◽  
Attentional Strategies

A study was performed to determine the extent to which flight-relevant information on instruments peripheral to fixation is extracted and used during fixed-wing instrument flight. Twenty student and twenty instructor pilots flew a series of missions in a fixed-wing flight simulator which was interfaced with an eye-tracker. In one mission flight-relevant information was removed from instruments peripheral to fixation while in the other mission peripheral information was intact. Pilots' performance was degraded and eye scan strategies were modified when peripheral information was removed. Furthermore, in several situations instructor pilots' performance was more adversely influenced by the removal of peripheral information than was student pilots' performance. The data are discussed in terms of attentional strategies during flight.

The undergraduate dissertation as a reflection of education for sustainability and professional identity: the faculty of education of Bilbao

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nahia Idoiaga Mondragon ◽  
Inge Axpe Saez ◽  
Ainhoa Berciano
Keyword(s):  
Language Learning ◽  
Professional Identity ◽  
New Technologies ◽  
Relevant Information ◽  
Education For Sustainability ◽  
Educational Transformation ◽  
Content Type ◽  
Current State ◽  
Faculty Of Education ◽  
Sustainable Developmental Goals

Purpose The undergraduate dissertation (UD) can be considered to be a reflection of the influence of the sustainable developmental goals (SDG) and the professional identity of the students. The purpose of this paper is to analyse the extent to which the topics of the UD reflect the SDG, considering, moreover, that they may be related to the professional identity developed by the students throughout the degree. Design/methodology/approach This work researches the topic of 308 UDs graded as “Excellent” in the Faculty of Education of Bilbao (FEB), using a lexical analysis method. Findings The results show two main branches: one associated with Childhood and Social Education Degrees (related to gender equality and socio-educational transformation); and another linked to the Primary Education Degree (language learning, innovation and new technologies). These analyses show the influence of the 5th (40.8%) and 4th (38.4%) SDGs in the topics chosen for the UDs. Research limitations/implications The findings provide valuable insights into the current state of Education for Sustainable Development in the Faculty, but should be complemented with an analysis of the topics of all the UDs, to have a more real vision of the situation. Originality/value This study analyses, for the first time, the topics of the UDs from the perspective of sustainability, taking into account the dissertations that reach a standard of excellence in the FEB. These results provide relevant information that can be very helpful to detect the specific needs for the design and implementation of an awareness-raising action that will lead to working on sustainability in a transversal way in the education degrees of the FEB.

Strategies to Transform the Foreign Language Classroom and Increase Learning Outcomes with the Flipped Model

2015 ◽  
pp. 60-73 ◽  
Author(s):  
Esperanza Granados-Bezi
Keyword(s):  
Higher Education ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Outcomes ◽  
Colleges And Universities ◽  
Higher Learning ◽  
Quality Of Higher Education ◽  
Language Classroom

The scaffolds of American colleges and universities can no longer protect our institutions from the winds of change that penetrate their walls and appear to be threatening their foundations. They also seem incapable of protecting faculties from persistent criticism due to unsatisfactory performance and reluctance to modify educational approaches to meet society's current demands. This chapter reviews some of the most common concerns pertaining not only to the quality of higher education in general but also to that of foreign language teaching in particular. It analyzes the reasons that there is a general sense of dissatisfaction with the results of traditional practices to language learning and discusses the benefits of implementing the flipped model to enhance the quality of instruction. In addition, it underlines the importance of adopting innovative technologies to increase language development in a world in which instructors are expected to be more productive and students have to reach higher learning outcomes.

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