LANGUAGE DEVELOPMENT AT EARLY CHILDHOOD: AN OVERVIEW IN THE CONTEXT OF PSYCHOLINGUISTICS

Language acquisition is the process during which humans acquire the capacity to see, create and utilize words to get it and communicate. It includes the picking up of differing capacities involving language structure, phonetics, and a broad lexicon. Language development is thought to proceed by ordinary processes of learning in which children acquire the forms, meanings, and uses of words and utterances from the linguistic input. Language ability is an indispensable place among human intellectual abilities and language is considered to be the most important component of the human mind language development starts from the first cry until a child is able to speak a word. It includes the picking up of differing capacities involving language structure, phonetics, and a broad lexicon. Talking is like an action and it is shaped by motives of many kinds. As an interdisciplinary field, psycholinguistics in the world revealed at the intersection of psychology and linguistics in the 1950s. It is seen that studies on language development have increased in recent years. This study is describe how language developed at the early childhood.

The interactional ecology of homestay experiences: Locating input within participation and membership

Study abroad homestays are generally assumed to provide visitors with opportunities to learn language ‘in the wild’ by participating in the host family’s everyday life. Ultimately such participation is accomplished via individual episodes of interaction as the visitor is socialized into the family’s mundane routines and rituals. Building on research into second language interaction in the lifeworlds of learners beyond the classroom, this study considers (1) how interactants in one homestay context draw on a range of ecologically available resources to co-accomplish participation and membership, and (2) how such participation affords the guest with an expanding repertoire of resources, including linguistic elements and new participatory practices. The study uses multimodal conversation analysis (CA) to discuss two extended extracts from naturally occurring interaction collected between a novice L2 English speaker and his homestay family. The analysis suggests that language learning is more complex than the mere provision of linguistic input: new lexical items and practices emerge within the interactants’ respective lifeworlds in relation to locally situated contingencies, and can be occasioned and explained via recourse to a range of material and embodied affordances beyond just language. Input, therefore, is sequentially and ecologically located in the broader business of an ongoing collective sociality and primarily serves the two key interactional imperatives of progressivity and intersubjectivity.

The limits of automatic sensorimotor processing during word processing: investigations with repeated linguistic experience, memory consolidation during sleep, and rich linguistic learning contexts

While a number of studies have repeatedly demonstrated an automatic activation of sensorimotor experience during language processing in the form of action-congruency effects, as predicted by theories of grounded cognition, more recent research has not found these effects for words that were just learned from linguistic input alone, without sensorimotor experience with their referents. In the present study, we investigate whether this absence of effects can be attributed to a lack of repeated experience and consolidation of the associations between words and sensorimotor experience in memory. To address these issues, we conducted four experiments in which (1 and 2) participants engaged in two separate learning phases in which they learned novel words from language alone, with an intervening period of memory-consolidating sleep, and (3 and 4) we employed familiar words whose referents speakers have no direct experience with (such as plankton). However, we again did not observe action-congruency effects in subsequent test phases in any of the experiments. This indicates that direct sensorimotor experience with word referents is a necessary requirement for automatic sensorimotor activation during word processing.

Online comments as input enhancement

Chapelle (2003) proposed three general types of input enhancement that help L2 learners “acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning” (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle’s different types of input enhancement “can be and have been operationalized through help options” primarily utilized in the teaching of reading, listening, writing, grammar, and vocabulary such as glossed words, video/audio control features, captions, subtitles, and grammar explanations (p. 79). As understood from Cárdenas-Claros and Gruba’s classification of help options, input enhancement can only be accomplished through one process: salience, modification, or elaboration. In this article, we argue that YouTube comments have the potential to be (1) a help option that facilitate both listening comprehension of the videos and vocabulary learning and that (2) input enhancement accomplished by comments can be achieved by a combination of different types of input enhancement. Put another way, the aural input of a YouTube video can be salient, modified, and elaborated, thanks to the various types of comments YouTube videos often receive.

Caregiver linguistic alignment to autistic and typically developing children

Background: Language development is a highly interactive activity. However, most research on linguistic environment has focused on quantity and complexity of linguistic input to children, with current models showing that complexity facilitates language in both TD children and autistic children.Aims: We investigate the presence and sensitivity of caregivers’ active reuse of their children’s language (linguistic alignment), and how well it predicts language development beyond other measures of linguistic input, taking also into account the child’s cognitive, social and linguistic abilities.Methods: We measure lexical, syntactic and semantic types of caregiver alignment in a longitudinal corpus involving 32 adult-autistic child and 35 adult-TD child dyads, with children between 2 and 5 years of age. We assess the extent to which caregivers repeat their children’s word, syntax and semantics, and whether this predicts language development beyond more standard predictors. Results: Caregivers tend to re-use their child’s language in a way that is related to the child’s individual, primarily linguistic differences. Caregivers’ alignment provides unique information improving our ability to predict future language development in both typical and autistic children. Conclusions: We provide evidence that language acquisition also relies on interactive conversational processes, previously understudied. We share open-source scripts to systematically extend our approach to new contexts and languages.

The limits of automatic sensorimotor processing during word processing: Investigations with repeated linguistic experience, memory consolidation during sleep, and rich linguistic learning contexts

While a number of studies have repeatedly demonstrated an automatic activation of sensorimotor experience during language processing in the form of action-congruency effects, as predicted by theories of grounded cognition, more recent research has not found these effects for words that were just learned from linguistic input alone, without sensorimotor experience with their referents. In the present study, we investigate whether this absence of effects can be attributed to a lack of repeated experience and consolidation of the associations between words and sensorimotor experience in memory. To address these issues, we conducted four experiments in which (1 and 2) participants engaged in two separate learning phases in which they learned novel words from language alone, with an intervening period of memory-consolidating sleep, and (3 and 4) we employed familiar words whose referents speakers have no direct experience with (such as plankton). However, we again did not observe action-congruency effects in subsequent test phases in any of the experiments. This indicates that direct sensorimotor experience with word referents is a necessary requirement for automatic sensorimotor activation during word processing.

Researching Pre-school Teachers’ Knowledge of Oral Language Pedagogy Using Video

The Observing Language Pedagogy (OLP) tool uses videos of authentic classroom interactions to elicit the procedural knowledge which pre-school teachers can access, activate and use to support classroom decision-making. Three facets are captured: perceiving (the ability to identify salient language-supporting strategies); naming (the use of specific professional vocabulary to describe interactions); and interpreting (the ability to interpret the interactions observed). Prior research has shown that the OLP predicts classroom quality; with naming and interpreting proving the strongest predictors. This study examines OLP responses from 104 teachers to consider the nature of their pedagogical knowledge (perceiving, naming, interpreting), and describe differences between expert teachers (those leading language-supporting classrooms) and non-expert teachers (those leading lower quality classrooms). It offers insight into the nature of language-related expertise and to guide design of teacher professional development, suggesting a tri-fold focus on knowledge of linguistic input, relational pedagogy and cognitive challenging interactions.

Pragmatic Prediction in the Processing of Referring Expressions Containing Scalar Quantifiers

Previous research in cognitive science and psycholinguistics has shown that language users are able to predict upcoming linguistic input probabilistically, pre-activating material on the basis of cues emerging from different levels of linguistic abstraction, from phonology to semantics. Current evidence suggests that linguistic prediction also operates at the level of pragmatics, where processing is strongly constrained by context. To test a specific theory of contextually-constrained processing, termed pragmatic surprisal theory here, we used a self-paced reading task where participants were asked to view visual scenes and then read descriptions of those same scenes. Crucially, we manipulated whether the visual context biased readers into specific pragmatic expectations about how the description might unfold word by word. Contrary to the predictions of pragmatic surprisal theory, we found that participants took longer reading the main critical term in scenarios where they were biased by context and pragmatic constraints to expect a given word, as opposed to scenarios where there was no pragmatic expectation for any particular referent.

Consistent Construction of Evaluation Threshold Values and Rules for Heterogeneous Linguistic Input Information

This study firstly proposes a simpler method for evaluating one certain object’s quality with multiple criteria according to some preset evaluation threshold values that are real numbers. In real life, numerous individual valuations are provided with distributional linguistic input information and with multiple criteria, and thus they can become heterogeneous. Against this background, by using OWA weight functions we propose an extended setting and some methods to generate distributional evaluation threshold values which are suitable for the corresponding thresholds-based evaluation method. Some special definitions and formulations are also well provided with necessary analyses and comments. A numerical example of reservoir evaluation and effect are also illustrated.

IMPLICIT LANGUAGE APTITUDE: CONCEPTUALIZING THE CONSTRUCT, VALIDATING THE MEASURES, AND EXAMINING THE EVIDENCE

This article discusses the conceptualization, measurement, and validity of a recently emerged construct in the field of second language acquisition (SLA)—implicit language aptitude (alternatively “implicit aptitude”). Implicit aptitude is a set of cognitive abilities that enable learners to make unconscious computations of the distributional and transitional probabilities of linguistic input. Implicit aptitude is key to an accurate understanding of the cognitive foundation of language learning and contributes significantly to the advancement of SLA theory and pedagogy. The article starts by clarifying the concept and components of implicit aptitude, elaborating its role in SLA theories, identifying its attributes, and discussing its measurement. It then synthesizes the empirical evidence on its divergent, convergent, and predictive validity, which refers to whether it is distinct or separable from explicit aptitude, whether measures of implicit aptitude are correlated, and whether it is predictive of learning outcomes, respectively. Next, the article provides an overview of the seven empirical studies included in this special issue that examined implicit aptitude from various perspectives. The article concludes by identifying future directions.