scholarly journals Perkembangan Bahasa Anak dan Implikasinya dalam Pembelajaran

2018 ◽  
Vol 18 (1) ◽  
pp. 15-26
Author(s):  
M. Syahran Jailani
Keyword(s):  
Language Development ◽  
Social Relationship ◽  
Essential Factor ◽  
Development Of Language

This article aims to discuss the importance of language, where language is the ability to communicate with others. Language is an essential factor that distinguishes humans from animals. Language is closely related to individual thinking development. The development of individual thinking appears in the development of language, namely the ability to form understanding, compile opinions and draw conclusions. Whereas, development is a process that must be experienced by each individual, this development is qualitative and related to maturity and systematic. Language development in children is very important because through language, children can express thoughts, so that others understand it and create a social relationship. So, it is not surprising that language is considered as an indicator of a child's success

New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces

2017 ◽  
Vol 2 (12) ◽  
pp. 40-54
Author(s):  
Jamie B. Boster ◽  
Joann P. Benigno ◽  
John W. McCarthy
Keyword(s):  
Language Development ◽  
Augmentative And Alternative Communication ◽  
Developmental Theory ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Devices ◽  
Development Of Language ◽  
Communication Needs ◽  
System Interfaces ◽  
Language Content

Innovations in technology have resulted in increased use of tablets, mobile devices, and applications as augmentative and alternative communication (AAC) systems for children with complex communication needs (CCN). Although research has been conducted on the specific characteristics of AAC technologies, many interfaces remain replications of prior communication devices with little consideration of the features of newer platforms. A greater concern is that these interfaces may not be based on empirical evidence or derived from key developmental language theories. As such, these interfaces may place additional demands on children with CCN instead of supporting their development of language content, form, and use. The purpose of this paper is to discuss potential interface supports for AAC systems that capitalize on current technologies and draw upon key tenets of developmental theory.

Predictions of Actions and Their Justifications in False-Belief Tasks: The Role of Executive Function

2014 ◽  
Vol 45 (4) ◽  
pp. 500-510 ◽  
Author(s):  
Adam Putko ◽  
Agata Złotogórska
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Language Development ◽  
Executive Control ◽  
Working Memory Capacity ◽  
Mental States ◽  
False Belief ◽  
Current Location ◽  
False Belief Tasks ◽  
Development Of Language

Abstract The main objective of this study was to examine whether children’s ability to justify their action predictions in terms of mental states is related, in a similar way as the ability to predict actions, to such aspects of executive function (EF) as executive control and working memory. An additional objective was to check whether the frequency of different types of justifications made by children in false-belief tasks is associated with aforementioned aspects of EF, as well as language. The study included 59 children aged 3-4 years. The ability to predict actions and to justify these predictions was measured with false-belief tasks. Luria’s hand-game was used to assess executive control, and the Counting and Labelling dual-task was used to assess working memory capacity. Language development was controlled using an embedded syntax test. It was found that executive control was a significant predictor of the children’s ability to justify their action predictions in terms of mental states, even when age and language were taken into account. Results also indicated a relationship between the type of justification in the false-belief task and language development. With the development of language children gradually cease to justify their action predictions in terms of current location, and they tend to construct irrelevant justifications before they begin to refer to beliefs. Data suggest that executive control, in contrast to language, is a factor which affects the development of the children’s ability to justify their action predictions only in its later phase, during a shift from irrelevant to correct justifications.

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.    

Hybridität als Motor und als Ergebnis von Sprachwandel

Glottotheory ◽  
2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Csaba Földes
Keyword(s):  
Language Development ◽  
Cultural Production ◽  
Language Change ◽  
Adaptive System ◽  
Complex Adaptive System ◽  
Explanatory Variable ◽  
Essential Factor ◽  
Language Functions ◽  
Complex Adaptive ◽  
Linguistic Innovation

AbstractThis paper deals with constellations in which, as consequences of linguistic interculturality, elements of two or more languages encounter each other and result in something partially or completely new, an – occasionally temporary – “third quality”, namely hybridity. The paper contributes to the meta-discourse and theory formation by questioning the concept, term and content of “linguistic hybridity”. It also submits a proposal for a typology of linguistic-communicative hybridity that consists of the following prototypical main groups, each with several subtypes: (1) language-cultural, (2) semiotic, (3) medial, (4) communicative, (5) systematic, (6) paraverbal and (7) nonverbal hybridity. At last, the paper examines hybridity as an explanatory variable for language change. In conclusion, hybridity is generally a place of cultural production, with special regard to communication and language it is potentially considered as an incubator of linguistic innovation. Hybridity can be seen as the engine and as the result of language change, or language development. It represents an essential factor by which language functions and develops as a complex adaptive system. Hybridity operates as a continuous cycle. By generating innovation, it triggers language change, which in turn, leads to further and new hybridizations. The processuality of hybridity creates diversity, while at the same time it can cause the vanishing of diversity.

Parents' Perceptions about the Role of Hearing in the Development of Language and Speech in Children

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Shukrije Baruti ◽  
Keyword(s):  
High Schools ◽  
Language Development ◽  
Primary Schools ◽  
Hearing Impairments ◽  
Development Of Language

The purpose of this research was to understand the perceptions of parents on the difficulties of children in language development and speech when they also have hearing impairments. The research focused on three cities in Kosovo, Gjilan, Prishtina and Prizren. Respondents of this research are 60 parents of children with hearing impairments, of the mentioned high schools. The questionnaire measured the opinions of parents regarding the topic we have for research, primary schools in the municipalities of Gjilan, Pristina and Prizren that are participants in this research. This questionnaire included 29 questions. In conclusion, it is understood that the lower the level of hearing in children, the lower is the development of language and speech in children, p <0.01, r = -531 **.

Communication and Language Development of Young Children With Autism: A Review of Research in Music

2017 ◽  
Vol 39 (2) ◽  
pp. 323-329 ◽  
Author(s):  
Potheini Vaiouli ◽  
Georgia Andreou
Keyword(s):  
Young Children ◽  
Language Development ◽  
Music Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Target Language ◽  
Positive Effects ◽  
Young Children With Autism ◽  
Development Of Language ◽  
Therapy Interventions

Research demonstrates connections among children’s music actions, their engagement abilities, and their language development. Although the link between music and the engagement abilities of young children with autism is well established, there is not enough evidence on the effectiveness of music strategies and music therapy interventions to promote language development of young children with autism. The purpose of this review is to examine and analyze current literature on the systematic use of music and music therapy interventions as effective strategies for the development of language and preverbal and verbal communication abilities in young children with Autism Spectrum Disorders. Findings align with previous reviews on the positive effects of music as an age-appropriate, communicative medium. Also, the review pinpoints to the collaboration of music therapists and speech and language pathologists for the design and implementation of interventions that embed music and target language development of young children with autism.

What no bedtime story means: Narrative skills at home and school

1982 ◽  
Vol 11 (1) ◽  
pp. 49-76 ◽  
Author(s):  
Shirley Brice Heath
Keyword(s):  
Language Development ◽  
Language Use ◽  
Cognitive Styles ◽  
Ethnography Of Communication ◽  
Literacy Narratives ◽  
Literacy Events ◽  
Narrative Skills ◽  
Development Of Language ◽  
Written Materials ◽  
Home And School

AbstractAbstract “Ways of taking” from books are a part of culture and as such are more varied than current dichotomies between oral and literate traditions and relational and analytic cognitive styles would suggest. Patterns of language use related to books are studied in three literate communities in the Southeastern United States, focusing on such “literacy events” as bedtime story reading. One community, Maintown, represents mainstream, middle-class school-oriented culture; Roadville is a white mill community of Appalachian origin; the third, Trackton, is a black mill community of recent rural origin. The three communities differ strikingly in their patterns of language use and in the paths of language socialization of their children. Trackton and Roadville are as different from each other as either is from Maintown, and the differences in preschoolers' language use are reflected in three different patterns of adjustment to school. This comparative study shows the inadequacy of the prevalent dichotomy between oral and literate traditions, and points also to the inadequacy of unilinear models of child language development and dichotomies between types of cognitive styles. Study of the development of language use in relation to written materials in home and community requires a broad framework of sociocultural analysis. (Crosscultural analysis, ethnography of communication, language development, literacy, narratives.)

scholarly journals AUSTRALIAN ENGLISH AND CANADIAN ENGLISH AS TWO EXAMPLES OF LANGUAGE DEVELOPMENT

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 276-279
Author(s):  
Andrii Pavlovych
Keyword(s):  
Language Development ◽  
Indigenous People ◽  
Geographical Location ◽  
Considerable Influence ◽  
Canadian English ◽  
British English ◽  
Development Of Language ◽  
Australian English

The article is devoted to the development of English in Australia and Canada. The analysis of historical, social and political prerequisites of formation of English in Australia and Canada has been conducted. The influence of extralinguistic factors on the development of English in the abovementioned countries, the universalization of vocabulary, grammar and phonetic structure of the language is described. The geographical location and lifestyle of Indigenous people and migrants had a significant impact on the development of Australian English. Concerning Canadian English, it should be mentioned that Canada is a bilingual country and French, and French, as well as American and British English, had a considerable influence on the development of language in this country.

Word Learning in Two Modalities

2020 ◽  
Vol 22 ◽  
Author(s):  
Emily Anne McHugh
Keyword(s):  
Language Development ◽  
Word Learning ◽  
Response Times ◽  
Spoken Word ◽  
Presentation Modality ◽  
Picture Condition ◽  
Main Effect ◽  
Development Of Language ◽  
The Impact

           A majority of research on language development has focused on examining spoken word learning and its role in the development of language, but there has been more limited research investigating the role of gesture and signed words in language development. This study investigated the impact of modality of word presentation on the learning of an associated meaning, the impact of modality of meaning presentation on the learning of an associated word, as well as the impact of crossing modalities on the speed and accuracy of learned associations. Participants viewed short videos of a person saying a non-word or making a sign paired with either a picture or a written definition.  Outcome variables were accuracy and response times for recall of meanings.            The analysis of accuracy revealed a significant interaction between presentation modality and meaning modality. Accuracy in the nonword-picture condition was at ceiling and thus, significantly greater than accuracy in the nonword-definition condition and nonsign-picture condition. Analysis of response times found the main effect of meaning format to be statistically significant. Participants were significantly slower when meaning was presented as a definition compared to when it was presented as a picture. These results suggest that meaning associations with novel signs are learned equally fast and accurate as those associated with novel words. Additionally, they suggest that people recall imageable meanings faster than definitions. Finally, results also indicate that typically functioning adults maintain a robust ability for learning word-picture associations likely developed in childhood.

Learning discourse topic management in the preschool years

1986 ◽  
Vol 13 (2) ◽  
pp. 231-250 ◽  
Author(s):  
Susan H. Foster
Keyword(s):  
Language Development ◽  
Physical Environment ◽  
First Year ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
Prelinguistic Communication ◽  
Development Of Language ◽  
Discourse Topic ◽  
Modular Framework

ABSTRACTThe ability of children aged 0;1 to 2;6 to initiate and maintain topics of conversation is explored using videotaped data of mother–child interaction collected at home. An analysis of both verbal and non-verbal behaviours suggests that initially children attract attention exclusively to themselves as topics of conversation. The emergence of manipulative skills from 0; 5 and the development of deictic gestures from around the end of the first year facilitate the initiation of topics concerned with items in the physical environment. Finally, with the development of language, reference to intangibles becomes possible. In maintaining topics, children are initially capable of extended sequences only within the context of routines, but by 2;6 are able to maintain coherent topics independently. The implications of the analysis presented for understanding the role of prelinguistic communication in language development are discussed against the background of a modular framework.

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