What Is the Role of Reinforcement in Early Language Acquisition?

1988 ◽  
Vol 59 (2) ◽  
pp. 430 ◽  
Author(s):  
Grover J. Whitehurst ◽  
Marta C. Valdez-Menchaca
Keyword(s):  
Language Acquisition ◽  
Early 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.

scholarly journals Prototype constructions in early language acquisition

2009 ◽  
Vol 1 (1) ◽  
pp. 59-85 ◽  
Author(s):  
Paul Ibbotson ◽  
Michael Tomasello
Keyword(s):  
Language Acquisition ◽  
Word Order ◽  
Functional Significance ◽  
Early Language ◽  
General Applicability ◽  
Multiple Cues ◽  
Linguistic Research ◽  
Linguistic Cues ◽  
Reliability And Availability

AbstractIn this paper we bring together several lines of cross-linguistic research to demonstrate the role of prototypicality in young children's acquisition of the transitive construction. Much research has shown that young children are slow to form abstract constructions because they fail to see the more general applicability of syntactic markers such as word order and case marking. Here we attempt to explain this fact by investigating the nature of the language children do and do not hear, specifically, the reliability and availability of the linguistic cues they are exposed to. We suggest that constructions redundantly marked with multiple cues could have a special status as a nucleus around which the prototype forms—which makes it difficult for them to isolate the functional significance of each cue. The implications of this view for language acquisition are discussed within a usage-based framework.

scholarly journals The role of automatic reinforcement in early language acquisition

1996 ◽  
Vol 13 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Mark L. Sundberg ◽  
Jack Michael ◽  
James W. Partington ◽  
Cindy A. Sundberg
Keyword(s):  
Language Acquisition ◽  
Automatic Reinforcement ◽  
Early Language

The Role of Universal Grammar in Nonnative Language Acquisition

2016 ◽  
pp. 288-304 ◽  
Author(s):  
Bonnie Schwartz ◽  
Rex Sprouse
Keyword(s):  
Language Acquisition ◽  
Universal Grammar ◽  
Target Language ◽  
L2 Acquisition ◽  
Concerted Effort ◽  
Early Language ◽  
Standard Assumption ◽  
Domain Specific ◽  
Nonnative Language

Children, at least children acquiring their native language (L1), develop grammars vastly underdetermined by the primary linguistic data available to them, converging on both obvious and subtle properties of the target language (TL), rapidly, (essentially) uniformly, and reflexively (i.e., without effort or intentional instruction). In contrast, (adult) nonnative language (L2) acquisition, even under optimal conditions of TL exposure, displays more varied outcomes, frequently with readily observable divergence from the TL, often despite concerted effort and instruction. The standard assumption in mainstream generative grammar is that (L1) children display target convergence because early language acquisition is guided and constrained by the set of innate domain-specific cognitive structures generally referred to as Universal Grammar (UG). This chapter considers conceptual issues surrounding as well as empirical evidence for and against the claim that (despite initial appearances) some or all of the principles and primes of UG likewise guide and constrain (adult) L2 acquisition.

Event knowledge and early language acquisition

1993 ◽  
Vol 20 (3) ◽  
pp. 591-606 ◽  
Author(s):  
Michael Jeffrey Farrar ◽  
Margaret J. Friend ◽  
James N. Forbes
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Early Language ◽  
Action Verb ◽  
Event Knowledge ◽  
Observation Period

ABSTRACTThe role of event knowledge in early language acquisition was investigated. Thirteen two-year-olds were observed interacting with their mothers over a five-week period. During weekly observational sessions, dyads interacted in both a familiar-event context and an unfamiliar-event context. Events were represented by complex toys (e.g. airport, marina, etc.). In the familiar-event, dyads interacted with the same event-toy during each observation period. In the unfamiliar-event, these same dyads interacted with a different novel toy during each observation period. The results indicated that children's increasing event knowledge facilitated their language development. Specifically, children's lexical type use, action verb use, and MLU increased in the familiar-event, but remained unchanged in the unfamiliar-event. Event knowledge also facilitated children's lexical token use. Results are discussed in terms of the role of event knowledge in language acquisition.

Könyvismertetések

2007 ◽  
Vol 62 (2) ◽  
pp. 253-265
Author(s):  
István Fekete ◽  
Mária Gósy ◽  
Rozália Eszter Ivády ◽  
Péter Kardos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Speech Production ◽  
Perception And Action

DianePecherés RolfA. Zwaan(szerk.): Grounding cognition: The role of perception and action in memory, language, and thinking (Fekete István)     253 CsépeValéria: Az olvasó agy (Gósy Mária) 256 Kormos, Judit: Speech production and second language acquisition (Ivády Rozália Eszter)      260 MarosánGyörgy: Hogyan készül a történelem? (Kardos Péter) 263

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