scholarly journals Do the Eyes Have It? A Systematic Review on the Role of Eye Gaze in Infant Language Development

2021 ◽  
Vol 11 ◽  
Author(s):  
Melis Çetinçelik ◽  
Caroline F. Rowland ◽  
Tineke M. Snijders
Keyword(s):  
Systematic Review ◽  
Language Development ◽  
Language Learning ◽  
Speech Processing ◽  
Eye Gaze ◽  
Gaze Following ◽  
Object Mapping ◽  
Attentional Cues ◽  
Gaze Cues

Eye gaze is a ubiquitous cue in child–caregiver interactions, and infants are highly attentive to eye gaze from very early on. However, the question of why infants show gaze-sensitive behavior, and what role this sensitivity to gaze plays in their language development, is not yet well-understood. To gain a better understanding of the role of eye gaze in infants' language learning, we conducted a broad systematic review of the developmental literature for all studies that investigate the role of eye gaze in infants' language development. Across 77 peer-reviewed articles containing data from typically developing human infants (0–24 months) in the domain of language development, we identified two broad themes. The first tracked the effect of eye gaze on four developmental domains: (1) vocabulary development, (2) word–object mapping, (3) object processing, and (4) speech processing. Overall, there is considerable evidence that infants learn more about objects and are more likely to form word–object mappings in the presence of eye gaze cues, both of which are necessary for learning words. In addition, there is good evidence for longitudinal relationships between infants' gaze following abilities and later receptive and expressive vocabulary. However, many domains (e.g., speech processing) are understudied; further work is needed to decide whether gaze effects are specific to tasks, such as word–object mapping or whether they reflect a general learning enhancement mechanism. The second theme explored the reasons why eye gaze might be facilitative for learning, addressing the question of whether eye gaze is treated by infants as a specialized socio-cognitive cue. We concluded that the balance of evidence supports the idea that eye gaze facilitates infants' learning by enhancing their arousal, memory, and attentional capacities to a greater extent than other low-level attentional cues. However, as yet, there are too few studies that directly compare the effect of eye gaze cues and non-social, attentional cues for strong conclusions to be drawn. We also suggest that there might be a developmental effect, with eye gaze, over the course of the first 2 years of life, developing into a truly ostensive cue that enhances language learning across the board.

scholarly journals Publikasi Bentuk Fungsi dan Kategori SintaksisTuturan Masyarakat Manduro sebagai Pendukung Perkembangan Bahasa Anak Usia Dini

2018 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
Diana Mayasari ◽  
Nanda Riski Ardhana
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Syntactic Structure ◽  
Analysis Techniques ◽  
Qualitative Descriptive ◽  
Data Validity ◽  
The Subject ◽  
Main Instrument ◽  
Descriptive Method

Researchers assume that with the publication of the speech is expected to be useful especially for teachers and employees in Manduro Elementary in language development through language transmission. The purpose of this research is to describe the syntactic structure of Manduro public utterance in Manduro Village, Kabuh Subdistrict, Jombang Regency, covering syntactic functions and categories. Qualitative descriptive method used in this research. With the subject of research is the device of Manduro Village. Samples were taken by purposive sampling with the aim of taking the device of each hamlet contained in Manduro Village. The researcher is the main instrument assisted by the Swadesh Morris questionnaire. Triangulation is used as a test of data validity. The researchers used inductive analysis techniques. The results obtained in this study are syntactic functions consisting of subjects, predicates, objects, descriptions and appendices that categorized nouns, verbs, and adjectives and adverbs. Based on the results of the research, the syntactic structure of public utterance of Manduro has a universality with the syntactic structure of Indonesian and Javanese, only the structures used are not structural. This is because the sentence is a nonformal speech. The results of this study are expected to be used as a supporter of early childhood language development in Manduro Elementary School through the role of teachers in language learning by using examples and communication with students outside the lesson with the manduro language. Thus language learning occurs in a natural context so that the language of the community is not increasingly experiencing shifts and extinctions as well as in the teaching of syntax and as a ruler of language rules in Indonesia.

scholarly journals Properties of vocalization- and gesture-combinations in the transition to first words

2015 ◽  
Vol 43 (4) ◽  
pp. 890-913 ◽  
Author(s):  
EVA MURILLO ◽  
ALMUDENA CAPILLA
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Learning Process ◽  
Acoustic Properties ◽  
Acoustic Parameters ◽  
Early Stages ◽  
First Words ◽  
Structured Play

ABSTRACTGestures and vocal elements interact from the early stages of language development, but the role of this interaction in the language learning process is not yet completely understood. The aim of this study is to explore gestural accompaniment's influence on the acoustic properties of vocalizations in the transition to first words. Eleven Spanish children aged 0;9 to 1;3 were observed longitudinally in a semi-structured play situation with an adult. Vocalizations were analyzed using several acoustic parameters based on those described by Olleret al.(2010). Results indicate that declarative vocalizations have fewer protosyllables than imperative ones, but only when they are produced with a gesture. Protosyllables duration andf(0) are more similar to those of mature speech when produced with pointing and declarative function than when produced with reaching gestures and imperative purposes. The proportion of canonical syllables produced increases with age, but only when combined with a gesture.

scholarly journals Attention to the mouth and gaze following in infancy predict language development

2014 ◽  
Vol 42 (6) ◽  
pp. 1173-1190 ◽  
Author(s):  
ELENA J. TENENBAUM ◽  
DAVID M. SOBEL ◽  
STEPHEN J. SHEINKOPF ◽  
BERTRAM F. MALLE ◽  
JAMES L. MORGAN
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Social Engagement ◽  
Relevant Information ◽  
Gaze Following ◽  
Eye Tracker ◽  
Face Scanning ◽  
Language Outcome ◽  
Social Scene ◽  
Scanning Behavior

ABSTRACTWe investigated longitudinal relations among gaze following and face scanning in infancy and later language development. At 12 months, infants watched videos of a woman describing an object while their passive viewing was measured with an eye-tracker. We examined the relation between infants' face scanning behavior and their tendency to follow the speaker's attentional shift to the object she was describing. We also collected language outcome measures on the same infants at 18 and 24 months. Attention to the mouth and gaze following at 12 months both predicted later productive vocabulary. The results are discussed in terms of social engagement, which may account for both attentional distribution and language onset. We argue that an infant's inherent interest in engaging with others (in addition to creating more opportunities for communication) leads infants to attend to the most relevant information in a social scene and that this information facilitates language learning.

Prediction plays a key role in language development as well as processing

2013 ◽  
Vol 36 (4) ◽  
pp. 360-361 ◽  
Author(s):  
Matt A. Johnson ◽  
Nicholas B. Turk-Browne ◽  
Adele E. Goldberg
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Initial Formation ◽  
Target Article ◽  
Linguistic Representations ◽  
Learning Domains ◽  
Transitional Probabilities

AbstractAlthough the target article emphasizes the important role of prediction in language use, prediction may well also play a key role in the initial formation of linguistic representations, that is, in language development. We outline the role of prediction in three relevant language-learning domains: transitional probabilities, statistical preemption, and construction learning.

The Road to Language Learning Is Iconic

2012 ◽  
Vol 23 (12) ◽  
pp. 1443-1448 ◽  
Author(s):  
Robin L. Thompson ◽  
David P. Vinson ◽  
Bencie Woll ◽  
Gabriella Vigliocco
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Sign Language ◽  
Language Processing ◽  
Linguistic Form ◽  
The Road ◽  
Signed Languages ◽  
Starting Point ◽  
Universal Feature

An arbitrary link between linguistic form and meaning is generally considered a universal feature of language. However, iconic (i.e., nonarbitrary) mappings between properties of meaning and features of linguistic form are also widely present across languages, especially signed languages. Although recent research has shown a role for sign iconicity in language processing, research on the role of iconicity in sign-language development has been mixed. In this article, we present clear evidence that iconicity plays a role in sign-language acquisition for both the comprehension and production of signs. Signed languages were taken as a starting point because they tend to encode a higher degree of iconic form-meaning mappings in their lexicons than spoken languages do, but our findings are more broadly applicable: Specifically, we hypothesize that iconicity is fundamental to all languages (signed and spoken) and that it serves to bridge the gap between linguistic form and human experience.

scholarly journals Language Education for Preschool Children Based on Bandura's Self-efficacy Theory

2021 ◽  
Vol 4 (12) ◽  
Author(s):  
Chunying Zhang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Self Efficacy ◽  
Learning Experience ◽  
Language Education ◽  
Learning Task ◽  
American Psychologist ◽  
Different Types ◽  
The Relationship

Self-efficacy was proposed by American psychologist Bandura in 1977. This paper explores the relationship between self-efficacy theory and children's language development, and proposes strategies to improve children’s self-efficacy in an all-round way, such as correcting adults’ attitudes towards children’s language learning, paying attention to children’s individual language learning experience, playing a role of peer model demonstration, setting up the moderate difficulty of language learning task, and exerting children's self-efficacy in language learning in different types of language activities.

Language learning with restricted input: Case studies of two hearing children of deaf parents

1981 ◽  
Vol 2 (1) ◽  
pp. 33-54 ◽  
Author(s):  
Jacqueline Sachs ◽  
Barbara Bard ◽  
Marie L. Johnson
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Case Studies ◽  
School Performance ◽  
Nursery School ◽  
Younger Child ◽  
Deaf Parents ◽  
Linguistic Input ◽  
Hearing Children

ABSTRACTTwo hearing children of deaf parents (initially 3;9 and 1;8) had been cared for almost exclusively by their mother, who did not speak or sign to them. Though the older child had heard language from TV and briefly at nursery school, his speech was below age level and structurally idiosyncratic. Intervention led to improvement in his expressive abilities, and by 4;2 the deviant utterance patterns had disappeared. In later years, his spontaneous speech and school performance were normal, though language testing revealed some weak areas. The younger child initially used no speech, but acquired language normally after intervention, with his brother as model. Implications for understanding the role of linguistic input in language development are discussed.

The Role of Pause Cues in Language Learning: The Emergence of Event-related Potentials Related to Sequence Processing

2008 ◽  
Vol 20 (5) ◽  
pp. 892-905 ◽  
Author(s):  
Jutta L. Mueller ◽  
Joerg Bahlmann ◽  
Angela D. Friederici
Keyword(s):  
Language Learning ◽  
Speech Processing ◽  
Event Related Potentials ◽  
Short Exposure ◽  
Acoustic Cues ◽  
Rule Based ◽  
Sequential Dependencies ◽  
Probabilistic Information ◽  
Related Potentials

Humans can derive sequential dependencies from unfamiliar artificial speech within several of minutes of exposure. However, there is an ongoing debate about the nature of the underlying learning processes. In a widely discussed study Peña et al. [Peña, M., Bonatti, L. L., Nespor, M., & Mehler, J. Signal-driven computations in speech processing. Science, 298, 604–607, 2002] argued for the importance of subtle acoustic cues in the signal, such as pauses, in order to switch between two computational mechanisms, which are conceptualized as rule-based versus statistical. The present study was aimed to approach this problem by recording event-related potentials in response to correct and incorrect phrases consisting of bisyllabics after short exposure to either rule-based or random artificial speech streams. Rule-based streams contained dependencies of the form AXC, whereby A elements reliably predicted the C elements and X elements were variable. Participants were exposed to four input and test phases. Two of the input streams were rule-based and contained either only probabilistic information related to the distribution of the AXC stimuli or an additional acoustic cue indicating the boundaries of relevant units. The other two streams were random variations of the rule-based streams. During the test phase in the condition with pause cues, an early negativity and a later positivity emerged for correct and incorrect items in comparison to their acoustically identical counterparts, which were presented after the random control condition. In the noncued condition, only negativities were seen. The timing and the scalp distribution of the negativities were different for correct and incorrect sequences in both the cued and the noncued conditions. The results are interpreted in support of a view of grammatical learning in which both distributional and acoustic cues may contribute to different aspects of syntactic learning.

scholarly journals Language Development in Study Abroad (SA) Context and Relationship with Input and Interaction in SLA

2015 ◽  
Vol 2 (2) ◽  
pp. 95
Author(s):  
Suryani Suryani
Keyword(s):  
Language Development ◽  
Study Abroad ◽  
Language Learning ◽  
Language Learners ◽  
Clear Understanding ◽  
Studying Abroad ◽  
Home Context ◽  
Research Findings ◽  
Communicative Skill

Language learning can occur anytime and anywhere (context). In term of context, language learning can take place whether at home context or at a study abroad context. This article presents the necessary background to existing literature and previous research about language development in various contexts, more specifically in a study abroad (SA) context. Language learners who are studying abroad can lead to language development from a number of perspectives. Research findings revealed that language development can take a variety of forms including grammar, vocabulary, fluency, communicative skill, etc. These research findings will be reviewed in order to have a clear understanding about this issue. Then, this article continues to give a brief explanation on the role of input and interaction in SLA with some views on it.

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