scholarly journals The development of linguistic prediction: Predictions of sound and meaning in 2-to-5-year-olds.

2018 ◽  
Author(s):  
Chiara Gambi ◽  
Fiona Gorrie ◽  
Martin John Pickering ◽  
Hugh Rabagliati
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Language Processing ◽  
Ice Cream ◽  
Children’S Learning ◽  
Ice Creams ◽  
Children's Learning

Language processing in adults is facilitated by an expert ability to generate detailed predictions about upcoming words. This may seem like an acquired skill, but some models of language acquisition assume that the ability to predict is a pre-requisite for learning. This raises a question: Do children learn to predict, or do they predict to learn? We tested whether children, like adults, can generate expectations about not just the meanings of upcoming words but, also, their sounds, which would be critical for using prediction to learn about language. In two looking-while-listening experiments, we show that two-year-olds can generate expectations about meaning based on a determiner (Can you see one…ball/two…ice-creams?), but that even children as old as five do not show an adult-like ability to predict the phonology of upcoming words based on a determiner (Can you see a…ball/an…ice-cream?). Our results therefore suggest that the ability to generate detailed predictions is a late-acquired skill. We argue that prediction may not be the key mechanism driving children’s learning, but that the ability to generate accurate semantic predictions may nevertheless have facilitative effects of language development.

Language Acquisition and Cerebral Specialization in 20-Month-Old Infants

1993 ◽  
Vol 5 (3) ◽  
pp. 317-334 ◽  
Author(s):  
Debra L. Mills ◽  
Sharon A. Coffey-Corina ◽  
Helen J. Neville
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Left Hemisphere ◽  
Language Processing ◽  
Neural Activity ◽  
Event Related Potentials ◽  
Language Abilities ◽  
Different Types ◽  
Related Potentials ◽  
Anterior Posterior

The purpose of the present study was to examine patterns of neural activity relevant to language processing in 20-month-old infants, and to determine whether or not changes in cerebral organization occur as a function of specific changes in language development. Event-related potentials (ERPs) were recorded as children listened to a series of words whose meaning was understood by the child, words whose meaning the child did not understand, and backward words. The results showed that specific and different ERP components discriminated comprehended words from unknown and from backward words. Distinct lateral and anterior-posterior specializations were apparent in EW responsiveness to the different types of words. Moreover, the results suggested that increasing language abilities were associated with increasing cerebral specialization for language processing over the temporal and parietal regions of the left hemisphere.

Mothers’ Use of Questions and Children’s Learning and Language Development

2020 ◽  
pp. 212-231
Author(s):  
Imac Maria Zambrana ◽  
Tone Kristine Hermansen ◽  
Meredith L. Rowe
Keyword(s):  
Language Development ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals MENINGKATKAN PERKEMBANGAN BAHASA ANAK USIA DINI DENGAN METODE BERCERITA

2019 ◽  
Author(s):  
Eka Rizki Amalia
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Language Development ◽  
Emotional Development ◽  
Early Education ◽  
Intellectual Ability ◽  
Effective Learning ◽  
Children’S Learning ◽  
Learning Patterns ◽  
Children's Learning

Children's language develops from easy to complex. The development of children's language is a combination of social interaction, emotional development, intellectual ability, and physical and motoric development. Early education has an important role in developing children's potential. The teacher must use methods that are in accordance with the children's learning patterns. Every child has their own needs and effective learning patterns. The needs and patterns of children's learning are a priority that must be fulfilled optimally. Therefore, teachers must be able to sort out what methods are effective for developing language in children. This paper discusses language development in early childhood with the storytelling method.

scholarly journals The Roots of the Early Vocabulary in Infants' Learning From Speech

2008 ◽  
Vol 17 (5) ◽  
pp. 308-312 ◽  
Author(s):  
Daniel Swingley
Keyword(s):  
Language Acquisition ◽  
Speech Sound ◽  
Speech Stream ◽  
Children’S Learning ◽  
Word Forms ◽  
Phonological System ◽  
Children's Learning

Psychologists have known for over 20 years that infants begin learning the speech-sound categories of their language during the first 12 months of life. This fact has dominated researchers' thinking about how language acquisition begins, although the relevance of this learning to the child's progress in language acquisition has never been clear. Recently, views of the role of infancy in language acquisition have begun to change, with a new focus on the development of the vocabulary. Infants' learning of speech-sound categories and infants' abilities to extract regularities in the speech stream allow learning of the auditory forms of many words. These word forms then become the foundation of the early vocabulary, support children's learning of the language's phonological system, and contribute to the discovery of grammar.

The Acquisition of Evidentiality

2018 ◽  
pp. 184-201
Author(s):  
Stanka A. Fitneva
Keyword(s):  
Language Development ◽  
Cognitive Processes ◽  
Experimental Studies ◽  
Target Language ◽  
Children’S Learning ◽  
Explanatory Factors ◽  
Socialization Processes ◽  
Children's Learning

How do children learn the evidential system of their language? The primary goal of this chapter is to summarize existing research on this topic. Its secondary goal is to position this research within a broader framework of investigating language development focusing on the learner, the target language, and the environment as key explanatory factors. The chapter reviews both observational and experimental studies, the latter exploring the production and comprehension of evidentials as well as their use in assessing the reliability of information. This research provides insight primarily into the contributions of cognitive processes to children’s learning of evidentials. The data, however, also hint at how the environment, in particular socialization processes, could help children break the code of evidentials, suggesting that this may be the next frontier of research in the area.

THE EVOLVING CONTEXT OF THE FUNDAMENTAL DIFFERENCE HYPOTHESIS

2009 ◽  
Vol 31 (2) ◽  
pp. 175-198 ◽  
Author(s):  
Robert Bley-Vroman
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Language Processing ◽  
Native Language ◽  
Universal Grammar ◽  
Foreign Language Learning ◽  
Fundamental Difference ◽  
Foreign Language Acquisition

Foreign language learning contrasts with native language development in two key respects: It is unreliable and it is nonconvergent. At the same time, it is clear that foreign languages are languages. The fundamental difference hypothesis (FDH) was introduced as a way to account for the general characteristics of foreign language learning. The FDH was originally formulated in the context of the theory of rich Universal Grammar, and this theory has guided much foreign language acquisition research over the past two decades. However, advances in the understanding of language have undermined much of the supporting framework.The FDH—indeed all of SLA research—must be rethought in light of these advances. It is proposed here that (a) foreign language grammars make central use of patches, which are also seen as peripheral phenomena in native languages; (b) non-domain-specific processes are used in foreign language acquisition, but that these are also employed—although more effectively because they are integrated into the language system—by native language development; and (c) foreign language online processing relies heavily on the use of shallow parses, but these are also available in native language processing, although less crucially.

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