Autonomous linguistic systems in the language of young children

1997 ◽  
Vol 24 (3) ◽  
pp. 651-671 ◽  
Author(s):  
YONATA LEVY
Keyword(s):  
Young Children ◽  
Early Development ◽  
Normal Hearing ◽  
Deaf Children ◽  
Brain Abnormalities ◽  
Form Function ◽  
Formal Syntax ◽  
Early Acquisition

This paper considers cross-linguistic findings concerning the early development of formal, arbitrary, grammatical systems in normal hearing and deaf children and in children with congenital brain abnormalities. The paper reviews evidence showing an early acquisition of grammatical forms. Such learning is typically dissociated from the development of the relevant semantics. Form–function correspondences were not required for the development of morphological paradigms and for certain aspects of formal syntax. This finding held across all the populations studied.It is hypothesized that the autonomous nature of these formal paradigms accounts for their priority in learning cross-linguistically.

Predicting the development of interrogative forms and functions in early years: a corpus-based study of Mandarin-speaking young children

2016 ◽  
Vol 44 (1) ◽  
pp. 216-238 ◽  
Author(s):  
HUI LI ◽  
MENGGUO JING ◽  
EILEEN CHIN MEI WONG
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Age Effects ◽  
Early Years ◽  
Viewing Time ◽  
Tv Viewing ◽  
Form Function ◽  
Early Acquisition ◽  
Rhetorical Questions ◽  
Child Mandarin

AbstractThis study examined the development of and possible predictors of interrogative forms and functions in early childhood Mandarin. All the interrogatives drawn from the Early Child Mandarin Corpus (168 children 2;6, 3;6, 4;6, and 5;6) were analyzed. The main results indicated that (i) there were significant age effects in interrogative forms and functions, with the periods between the ages of 3;6 and 4;6 and between the ages of 2;6 and 3;6 being critical in the early acquisition of interrogative forms and functions, respectively; (ii) the form–function preference was verified, with wh-questions being primarily used to seek information (RfI), and intonation/echo and rhetorical questions being used to request action (RfA); (iii) more than half (59·5%) of the Mandarin interrogatives were used for RfI, whereas only 38·9% of them were used for RfA; and (iv) age, TV viewing time, and parent–child conversation time were the significant predictors of interrogative development.

Standard-Chinese Lexical Neighborhood Test in normal-hearing young children

2011 ◽  
Vol 75 (6) ◽  
pp. 774-781 ◽  
Author(s):  
Chang Liu ◽  
Sha Liu ◽  
Ning Zhang ◽  
Yilin Yang ◽  
Ying Kong ◽  
...  
Keyword(s):  
Young Children ◽  
Normal Hearing ◽  
Standard Chinese

scholarly journals Rapid learning of minimally different words in five- to six-year-old children: effects of acoustic salience and hearing impairment

2015 ◽  
Vol 43 (2) ◽  
pp. 310-337 ◽  
Author(s):  
MARCEL R. GIEZEN ◽  
PAOLA ESCUDERO ◽  
ANNE E. BAKER
Keyword(s):  
Cochlear Implant ◽  
Hearing Impairment ◽  
Normal Hearing ◽  
Task Demands ◽  
Deaf Children ◽  
Matching Task ◽  
Object Matching ◽  
Rapid Learning ◽  
Minimal Pairs

AbstractThis study investigates the role of acoustic salience and hearing impairment in learning phonologically minimal pairs. Picture-matching and object-matching tasks were used to investigate the learning of consonant and vowel minimal pairs in five- to six-year-old deaf children with a cochlear implant (CI), and children of the same age with normal hearing (NH). In both tasks, the CI children showed clear difficulties with learning minimal pairs. The NH children also showed some difficulties, however, particularly in the picture-matching task. Vowel minimal pairs were learned more successfully than consonant minimal pairs, particularly in the object-matching task. These results suggest that the ability to encode phonetic detail in novel words is not fully developed at age six and is affected by task demands and acoustic salience. CI children experience persistent difficulties with accurately mapping sound contrasts to novel meanings, but seem to benefit from the relative acoustic salience of vowel sounds.

scholarly journals Early Development of Locomotor Patterns and Motor Control in Very Young Children at High Risk of Cerebral Palsy, a Longitudinal Case Series

2021 ◽  
Vol 15 ◽  
Author(s):  
Annike Bekius ◽  
Margit M. Bach ◽  
Laura A. van de Pol ◽  
Jaap Harlaar ◽  
Andreas Daffertshofer ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
High Risk ◽  
Young Children ◽  
Early Development ◽  
Muscle Activation ◽  
Brain Lesions ◽  
Very Young Children ◽  
Gait Parameters ◽  
Locomotor Patterns ◽  
Over Time

The first years of life might be critical for encouraging independent walking in children with cerebral palsy (CP). We sought to identify mechanisms that may underlie the impaired development of walking in three young children with early brain lesions, at high risk of CP, via comprehensive instrumented longitudinal assessments of locomotor patterns and muscle activation during walking. We followed three children (P1–P3) with early brain lesions, at high risk of CP, during five consecutive gait analysis sessions covering a period of 1 to 2 years, starting before the onset of independent walking, and including the session during the first independent steps. In the course of the study, P1 did not develop CP, P2 was diagnosed with unilateral and P3 with bilateral CP. We monitored the early development of locomotor patterns over time via spatiotemporal gait parameters, intersegmental coordination (estimated via principal component analysis), electromyography activity, and muscle synergies (determined from 11 bilateral muscles via nonnegative matrix factorization). P1 and P2 started to walk independently at the corrected age of 14 and 22 months, respectively. In both of them, spatiotemporal gait parameters, intersegmental coordination, muscle activation patterns, and muscle synergy structure changed from supported to independent walking, although to a lesser extent when unilateral CP was diagnosed (P2), especially for the most affected leg. The child with bilateral CP (P3) did not develop independent walking, and all the parameters did not change over time. Our exploratory longitudinal study revealed differences in maturation of locomotor patterns between children with divergent developmental trajectories. We succeeded in identifying mechanisms that may underlie impaired walking development in very young children at high risk of CP. When verified in larger sample sizes, our approach may be considered a means to improve prognosis and to pinpoint possible targets for early intervention.

Essential Experiences to Undergird the Early Development of Literacy

1997 ◽  
Vol 91 (1) ◽  
pp. 14-24 ◽  
Author(s):  
A.J. Koenig ◽  
C. Farrenkopf
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Early Development ◽  
Early Life ◽  
Life Experiences ◽  
Visual Impairments ◽  
Literacy Events ◽  
Children With Visual Impairments

This study identified a repertoire of essential early life experiences to which young children with visual impairments need to be exposed to undergird their development of literacy. The authors analyzed 254 stories from three published basal literacy series to identify the experiences necessary to bring meaning to each story. Through analysis and categorization of the data, they then identified 22 global areas of experience as essential. Guidelines for providing these experiences are suggested, including ways to link experiences to early literacy events.

The Dramatic World View Revisited: Reflections on the Roles Taken and Played by Young Children and Adolescents

Dramatherapy ◽  
2008 ◽  
Vol 30 (2) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Landy
Keyword(s):  
Young Children ◽  
Children And Adolescents ◽  
Early Development ◽  
Role Theory ◽  
World View ◽  
Role Playing ◽  
Projective Drawings ◽  
Role Taking ◽  
Continuity And Change

In this article, the author revisits an earlier paper published in 1995, “The Dramatic World View: Reflections on the Roles Taken and Played by Young Children,” which surveyed the ways and means that children acquire and play out roles in their early development. The paper was based on Landy's role theory in dramatherapy and on the observation of his two young children from eight months to four years old. The author adds his reflections upon his children twelve years later based on his observation of their projective drawings and stories. These observations lead to a discussion of role-taking and role-playing processes in the continuing development of individuals from childhood through adolescence. Throughout the article, the author examines the continuity and change of roles as manifested in the developing child's expressive activities.

scholarly journals Differentiating ASD From DLD in Toddlers

2008 ◽  
Vol 15 (3) ◽  
pp. 101-111 ◽  
Author(s):  
Rhea Paul ◽  
Katyrzyna Chawarska ◽  
Fred Volkmar
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Young Children ◽  
Language Development ◽  
Early Development ◽  
Communication Skills ◽  
Autism Spectrum ◽  
Limited Communication ◽  
Spectrum Disorders

AbstractFailure to begin speaking, or acquiring words and word combinations, is the most common presenting problem in young children. For children with very limited communication skills, it can be difficult to differentiate between children suffering from autism spectrum disorders (ASD) and those with a more circumscribed delay in language development (DLD). This article reviews evidence derived from studies of toddlers who present with poor communication and social skills and summarizes characteristics of early development in these children to assist clinicians in differentiating between ASD and DLD in toddlers.

The early acquisition of word meaning

1976 ◽  
Vol 3 (1) ◽  
pp. 117-123 ◽  
Author(s):  
Peter A. Reich
Keyword(s):  
Early Development ◽  
Learning Process ◽  
Word Meaning ◽  
Word Meanings ◽  
Early Acquisition ◽  
Special Case

ABSTRACTThe development of the meaning of shoe in one pre-lingual child, plus additional examples drawn from the literature, support a notion that word meanings start out very narrow and only become overextended later, though sometimes before the word is spoken. This appears to contradict the course of development of meaning hypothesized by Clark (1973). It is argued that the early development of word meaning is simply a special case of a much more general learning process.

Spatial Speech Perception Benefits in Young Children With Normal Hearing and Cochlear Implants

2010 ◽  
Vol 31 (5) ◽  
pp. 702-713 ◽  
Author(s):  
Lieselot Van Deun ◽  
Astrid van Wieringen ◽  
Jan Wouters
Keyword(s):  
Speech Perception ◽  
Young Children ◽  
Cochlear Implants ◽  
Normal Hearing
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