Language is a communicative system of words and symbols unique to humans. The origins of language are still a mystery as fossil remains cannot speak. However, the rudiments of language can be inferred through studying linguistic development in children and the cognitive and communicative abilities of primates as discussed by Bridgeman (2003). This essay illustrates the skills infants have that will eventually help them to acquire language. The topics covered are firstly, the biological aspects, the contribution of the human brain to language development? Secondly, key theories of language development will be considered. Is the development innate? Is there a critical period? Thirdly, what must be learned? What are the rudiments infants must master? Finally, how important are the social aspects of language acquisition? Who else is involved in the linguistic development of the infant? Consideration of empirical evidence and academic view points from experts in the field of psychology will be given. The vocal tract crucial to language acquisition would have been unable to develop unless the human brain evolved with it indicates Bridgman (2003). Speech production writes Carslon (2010) must have brain functionality to support and is a lateralised function. However in the main 90% of language production is left hemispheric. Thus the mechanical abilities are localised in the occipital, temporal and parietal lobes. Broca’s area allows speech production and Wernicke’s area accounts for the production of meaningful words. Aphasia in Broca’s area is indicative of slow and laboured dialogue production whilst Wernicke’s area allows fluidity and un-laboured vocalizations however, lacks grammatical sense. Through development the tongue and m... ... middle of paper ... ..., Messer, D., Moore. S., & Sterling, C. (2009). Cognitive Psychology. In G Davey (Eds), Complete Psychology (2nd ed). (pp 234-301). Oxford:Hodder education. Ault. R.L. (1997). Children’s cognitive development. New York: Oxford university press Bjorkland, D.F. (2005). Children’s thinking, cognitive development and individual differences (4th ed). USA: Thomson Wadsworth. Bridgeman, B. (2003). Psychology & evolution, the origins of the mind. California: Sage publications inc. Carlson, N.R. (2010). Psychology of behaviour (10th Ed).Boston: Pearson international edition. Deloache, J., Eisenberg, J., Siegler, R. (2003).How children develop (1st ed). New York: Worth publihsers Gleitman, H., Fridlund, A.J.,Reisberg, D., (2004). Psychology (6th ed). New York: W.W.Norton and company Kuhl, P. (2010). Brain mechanisms in early language acquisition: Neuron, 67, 713- 728.
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The consensus belief is that the capacity for language is innate, while others believe its environmental variables play a deciding role. In the end, it boils down to the nature versus nurture debate. Does the environment we are exposed to or our genetics’ play a larger role?
Smith, E. E. and Kosslyn, S. M. (2009). Cognitive psychology: Mind and brain. New Jersey: Pearson Education
child’s thinking is very different of that of an older child or adult; their thinking during this
When infants are acquiring their first language, adults speak to them differently than they would speak to other adults. This kind of speech is formally named “Infant-Directed speech”, but is also referred to as “baby talk” and “motherese”. Infant-Directed (ID) speech has several properties that distinguish it from Adult-Directed (AD) speech. There is a debate over whether or not ID speech helps infants acquire language or is a hindrance in their language acquisition process Several experiments have been performed to test the effect of ID speech on infants’ language learning. These experiments all used different properties of ID speech. Overall, the experiments have proved that ID speech helps infants acquire language better than AD speech for different reasons. Further studies can be performed on ID speech to learn more about its effects on second language acquisition and on different ages.
5) The Biological Foundations of Language, Does Empirical Evidence Support Innateness of Language? by Bora Lee.
Child development language is a process by which children come to communicate and understand language during early childhood. This usually occurs from birth up to the age of five. The rate of development is usually fast during this period. However, the pace and age of language development vary greatly among children. Thus, the language development of a child is usually compared with norms rather than with other individual children. It is scientifically proven that development of girls language is usually at a faster rate than that of boys. (Berk, 2010) In other terms language development is also a crucial factor that reflects the growth and maturation of the brain. However, this development usually retards after the age of five making it very difficult for most children to continue learning language. There are two major types of language development in children. These include referential and expressive language development styles. In referential language development, children often first speak single words and then join the words together, first into –word sentences and then into th...
Imitation is involved to some extent, of course, but the early words and sentences that children produce show that they are not simply imitating adult speech. Since there is an infinite number of potential sentences implied, children’s complex and creative utterances cannot be explained by a passive response to the language of the environment. In addition, imitation cannot account for common child language mistakes, which are highly unlikely to be failed imitations of what adults would say (Cattell, 2000).
The aim of this essay is to explore language acquisition and compare and contrast different theories of language acquisition and language development. Language in its most basic form is used to communicate our needs and wants. It encompasses a range of modes of delivery including signing, spoken and written words, posture, eye contact, facial expressions and gestures. So how do we learn ‘language’? Are we born with the skills for communication, or is it something that we have to learn or have taught to us? Four theories are looked at in this essay to determine how children acquire and then develop language. These theories include behaviourist, nativist, cognitivist and sociocultural. This essay will highlight some similarities and differences in each theory and what impact these have on a child’s acquisition and development of language. Lastly we will look at the implications of these theories when working with children. Can a classroom teacher deliver a quality literacy program based on just one of these theories or does it need to incorporate components of all four? Sims, (2012) pp. 21 states ‘’High-quality learning experiences in the early years of life enhance children’s cognitive and language skills’’. This places a great responsibility on educators and teachers alike to provide an environment which is rich in learning opportunities that will encourage both the acquisition and development of language.
Balota, D. A. and Marsh, E.J. Cognitive psychology. Key Readings. (2004) Hove: East Sussex: Psychology Press.