scholarly journals Psychology of Children’s Cognitive toward Language Development

1970 ◽  
Vol 3 (1) ◽  
pp. 40
Author(s):  
Cucu Ardiah Ningrum
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Development ◽  
Language Acquisition ◽  
Data Collection ◽  
Language Development ◽  
Cognitive Process ◽  
Operation Stage ◽  
Pass Through ◽  
Many Sources ◽  
Concrete Operation

This paper aims to explain how the Cognitive Psychology supports the language development on children. The supporting data was taken from some related books and journals. The data collection is conducted through the proper source collection used for obtaining various information related to the topic. Then the information obtained from many sources was analyzed. The result of the analyses shows that the language acquisition process begins even since infancy period. In this process, the cognitive psychology supported it. In the process of acquiring the language, the children will pass through four steps of Cognitive process namely, sensorimotor stage, pre-operational stage, concrete operation stage, and formal operation stage. The entire stages are related to human’s age. In addition there are some assumptions of children’s cognitive development which are children’s schemas, assimilation, accommodation, and equilibration. Keywords: Cognitive, Cognitive Psychology, Language development

scholarly journals The Corpus of Lithuanian Children Language: Development and application for modern studies in language acquisition

Kalbotyra ◽  
2019 ◽  
Vol 71 ◽  
pp. 7-25
Author(s):  
Ingrida Balčiūnienė ◽  
Laura Kamandulytė-Merfeldienė
Keyword(s):  
Experimental Data ◽  
Language Acquisition ◽  
Data Collection ◽  
Language Development ◽  
School Age Children ◽  
Typically Developing ◽  
Language Studies ◽  
Data Compilation ◽  
Late Talker ◽  
Methodological Principles

[full article and abstract in English] This paper describes The Corpus of Lithuanian Children’s Language and its possible applications for modern studies on the first language acquisition. First of all, the procedure of data collection for the Corpus is discussed. Furthermore, the main methodological principles of longitudinal and experimental data compilation and transciption are decribed. Finally, different studies in developmental psycholinguistics which have been carried out so far and which demonstrate possible ways of the application of the Corpus data for different scientific purposes are introduced. The Corpus of Lithuanian Children’s Language developed at Vytautas Magnus University comprises typical and atypical, longitudinal and experimental data of the Lithuanian language development. The Corpus was compiled using different methodological approaches, such as natural observation and semi-experiment. The longitudinal data (conversations between the target children and their caretakers) compiled according to the requirement of natural observation includes transcribed and morphologically annotated speech of two typically-developing children, one late talker, one early talker, one child from a low SES family, and a pair of twins. The data was collected during the period of 1993–2017 and and it can be divided into three cohorts. The semi-experimentaldata (~ 124 hours) comes from numerous studies in narratives and spontaneous dialogues elicited from typically-developing and language-impaired monolingual and bilingual (pre-) school age children. From the very beginning of data collection for the The Corpus of Lithuanian Children’s Language, studies in the develomental changes of typical child language have been carried out. Over the past decade, these studies have been supplemented by statistical analysis of elicited semi-experimental data; the majority of these studies deal with typical vs. atypical (delayed or impaired) language acquisition and with differences between acquision of Lithuanian in a monolingual vs. bi-/polylingual settings. The paper provides an overview of data of The Corpus of Lithuanian Children’s Language, which have been collected from 1993 but still needed to be structurized according to the employed methodology of data compilation and possible applications for different scientific purposes.

Beyond semantics

2019 ◽  
pp. 177-196
Author(s):  
Alexis Wellwood
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Development ◽  
Language Acquisition ◽  
Cognitive Science ◽  
Recent Work ◽  
Formal Analysis ◽  
Formal Theory ◽  
General Concept ◽  
Formal Semantic

The preceding chapters of the book focused on the traditional sorts of data motivating formal semantic treatments of comparatives: productive patterns of inference, judgments of truth/falsity in context, etc. In this concluding chapter, the book connects the formal analysis with recent work in language acquisition, psycholinguistics, and cognitive science more broadly. Considering a number of observations in linguistics, cognitive psychology, and cognitive development, the chapter considers how the formal theory can (or cannot) be leveraged in order to predict or explain such observations. The chapter argues that, even given the same foundational assumptions about how the formal theory relates to conceptualization, the uniform compositional theory of comparatives offered in the book provides the tools for better explanations of such data than its competitors. In the end, the chapter considers the prospects for resolving the indeterminacy of MUCH in terms of a domain-general concept of measurement.

Perkembangan Bahasa dan Seni Siswa Kelas Tinggi Madrasah Ibtidaiyah Negeri I Yogyakarta

2019 ◽  
Vol 2 (2) ◽  
pp. 32-44
Author(s):  
Muhamad Rofi Fauzi ◽  
Salmadina Saktiani
Keyword(s):  
Data Collection ◽  
Language Development ◽  
Qualitative Approach ◽  
Early Age ◽  
Data Collection Technique ◽  
Children’S Work ◽  
Power Of God

The development experienced by humans when explored deeply will make people more confident in the power of God. Simple things such as the process of developing the language and art of children, in fact there is something extraordinary in it, which if disturbed will have an impact on further developments or other aspects.Writing this journal uses a qualitative approach, through observation, interviews, and documentation as a data collection technique. Based on the results of the research conducted, there are some results, namely the indicator of language development of VA class children basically has been achieved in accordance with the task of development at his age. But there are some things that have not been maximized in achieving this, such as the use of synonyms from several words, and metaphorical sentences that do not fully understand. The development of VA class art is in the phase of the Early Realism and the Early Age of Pseudo Naturalism which in the early realism phase In the period of Early Realism, children's work more closely resembled reality. Perspective awareness begins to emerge, but based on one's own vision. Keywords: Language Development, Art, Madrasah

Perkembangan Bahasa Anak Usia 12 Hingga 24 Bulan di Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 66
Author(s):  
Marini Marini ◽  
Khasanah Khasanah
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Model Checking ◽  
Language Development ◽  
Qualitative Method ◽  
Questionnaire Data ◽  
Daily Lives ◽  
Analysis Techniques ◽  
Development Of Language

Abstract The  problem  of this research is : How is the language development of children age 12 to 24 months in Semarang ?. The purpose of this study is to describe widely and deeply about language development the children age 12 to 24 in Semarang. The method used in this research is qualitative method. Data collection is done by observation, interviews, and questionnaire. Data analysis techniques using Miles Hubermen’s model. Checking the validity of the data using triangulation data. The results showed that the development of language of children aged 12 to 24 months in Semarang in expressive is: can produce sound almost perfect in several words; Some of the letters of the words missing from the pronunciation; The missing letters are usually consonants; Haven't been able to pronounce the letter s and r; In General, most people are able to understand the speech of the children is an adult who is close to the child; There is a word that can be spelled perfectly by the child. The words are by and large is the words that are simple and close to the children's daily lives. As for the generally receptive: children can follow and obey what is spoken by adults; The children seem to understand when the adults were talking about them; and children  can understand  to the words that they  heard more than that they can speak.   Keywords: Language, children, expressive, receptive, word.    

The influence of discourse context on children's provision of auxiliary BE

2008 ◽  
Vol 35 (1) ◽  
pp. 129-158 ◽  
Author(s):  
ANNA L. THEAKSTON ◽  
ELENA V. M. LIEVEN
Keyword(s):  
Language Acquisition ◽  
Word Order ◽  
Current Paper ◽  
Discourse Context ◽  
Linguistic Representations ◽  
Prior Use ◽  
Single Child ◽  
Pass Through ◽  
Children's Speech

ABSTRACTChildren pass through a stage in development when they produce utterances that contain auxiliary BE (he's playing) and utterances where auxiliary BE is omitted (he playing). One explanation that has been put forward to explain this phenomenon is the presence of questions in the input that model S-V word order (Theakston, Lieven & Tomasello, 2003). The current paper reports two studies that investigate the role of the input in children's use and non-use of auxiliary BE in declaratives. In Study 1, 96 children aged from 2 ; 5 to 2 ; 10 were exposed to known and novel verbs modelled in questions only or declaratives only. In Study 2, naturalistic data from a dense database from a single child between the ages of 2 ; 8 to 3 ; 2 were examined to investigate the influence of (1) declaratives and questions in the input in prior discourse, and (2) the child's immediately previous use of declaratives where auxiliary BE was produced or omitted, on his subsequent use or non-use of auxiliary BE. The results show that in both the experimental and naturalistic contexts, the presence of questions in the input resulted in lower levels of auxiliary provision in the children's speech than in utterances following declaratives in the input. In addition, the children's prior use or non-use of auxiliary BE influenced subsequent use. The findings are discussed in the context of usage-based theories of language acquisition and the role of the language children hear in their developing linguistic representations.

What is the Role and Nature of Language and Language Development?

2020 ◽  
Vol 20 ◽  
pp. 60-71
Author(s):  
Alessandro Benati
Keyword(s):  
Complex System ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Limited Role ◽  
System Input ◽  
Knowledge Of Language

In this paper, the role and nature of language and language development will be discussed. Research and theory in second language acquisition has demonstrated that (i) language is an abstract, implicit and complex system. Input (ii) plays a key role in language development; despite the fact that some knowledge of language is innate (iii). Overall, language development (iv) is ordered and stage-like and instruction (v) has a limited role. Theoretical and pedagogical implications will be highlighted.

scholarly journals The Role of YouTube Media as a Means to Optimize Early Childhood Cognitive Development

2018 ◽  
Vol 205 ◽  
pp. 00002
Author(s):  
Dwi Asmiarti ◽  
Guntur Winangun
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Data Collection ◽  
Phenomenological Approach ◽  
Optimal Development

Early childhood cognitive development is formed faster in the first four years of life. YouTube as a video-based application media is used as a means to optimize children’s cognitive development by some parents. The objective of this study was to determine the role of YouTube media in optimizing cognitive development in early childhood. The method used is qualitative with a phenomenological approach. Data collection techniques in this study were interviews and observations to parents of YouTube media users as a means of optimizing a more optimal development in aspects of imagination, language, curiosity, and concentration. Thus it can be concluded that YouTube media can be used as a means to optimize cognitive development in early childhood.

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.

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