Child Development Ninth Edition Laura E Berk Chapter
Child Development Ninth Edition ● Laura E. Berk Chapter 9 Language Development © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Components of Language Phonology Rules about structure and sequence of speech sounds Semantics Vocabulary – words and word combinations for concepts Grammar Pragmatics • Syntax – rules for sentences • Morphology – grammatical markers Appropriate and effective communication © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Theories of Language Development Nativist Interactionist § Language § Inner capacities acquisition device and environment (LAD) biologically work together. prepares infants to § Social context is learn rules of important. language. § Universal grammar © 2013 Pearson Education, Inc. All rights reserved. 3
Child Development Ninth Edition ● Laura E. Berk Support for Biological Language Preparedness § Animal language § Language seems to be unique to humans. § Brain structures § Regions predisposed to language processing § Sensitive period § During brain lateralization © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Broca’s and Wernicke’s Areas Figure 9. 1 © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Deaf Children’s Language § Deaf children develop language even with: § Minimal input § Later than hearing children, but do develop § Homesign § Inconsistent input Figure 9. 2 Adapted from Singleton & Newport, 2004. § Extract rules © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Language Development in Children with Williams Syndrome § Rare disorder § Children born with low IQs, but strong orientation toward the social world § Good at memorizing but poor at grammatical rule learning § Cases indicate that language is not as separate from other human mental abilities as Chomsky’s LAD assumes. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Limitations of Nativist Perspective § No agreement on universal grammar rules § Contradicts observation of development § More experimentation, learning involved § Theory lacks comprehensiveness § Ignores quality of language input § Ignores role of social experience © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Interactionist Perspective § Information-processing theories § Connectionist model § Statistical learning capacity § Brain studies § Social interactionist theories § Native capacity combines with rich language environment © Thomas Perkins | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Getting Ready to Talk: Receptivity to Language § Newborns sensitive to speech § Especially mother’s § Categorical speech perception § Ability to distinguish phonemes § Distinguish phonemes of own language around 6– 8 months § Statistical analyzers and rule learners © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Language Learning Video Click here to view a video on the topic of language learning. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Infant-Directed Speech © Anna Lurye | Dreamstime. com ü Short sentences ü High pitch ü Exaggerated expression ü Clear pronunciation ü Distinct pauses ü Clear gestures ü Repetition © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk First Speech Sounds § Cooing – 2 months § Vowel sounds § Babbling – 6 months § Consonant–vowel combination § Universal timing § Range expands © Jin Peng | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Becoming a Communicator § Joint attention § Give-and-take § Preverbal gestures § Protodeclarative § Protoimperative § Word–gesture combinations © Ruslan Huzau | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Language Development Across Cultures Video Click here to view a video on the topic of language development across cultures. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Parent–Child Interaction: Impact on Deaf Children § Deaf children with hearing parents not fluent in sign language show delays in development of language and makebelieve play. § Deaf children of deaf parents do not have the same difficulty. § Deaf children need access to deaf adults and peers to experience natural language learning. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Phonological Development § Early phase: § First words – can only pronounce few sounds § Related to semantic development § Understand more than can say § Phonological strategies § Later development § Refine syllable stress patterns – related to meaning © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk One-Year-Olds Know Pronunciations Figure 9. 4 Adapted from Swingley & Aslin, 2002. © 2013 Pearson Education, Inc. All rights reserved.
Phonological Strategies Child Development Ninth Edition ● Laura E. Berk § § § Minimal words Add ending consonant Adjust vowel length Add unstressed syllables Produce full word, correct stress pattern § May still need to refine sounds © Sam 74100 | Dreamstime. com § Mostly complete by age 5 © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Early Semantic Development § Comprehension before production § Five-month lag § First words linked to cognition, emotion § Vocabulary spurt – 18 to 24 months § Fast-mapping § Form networks of related concepts © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk For Discussion: Comprehension vs. Production At all ages, language comprehension develops ahead of language production. To illustrate this concept, discuss your own learning experiences. For example, when acquiring a second language, you comprehend words, phrases, and conversations with greater ease and accuracy than when asked to produce the same words, phrases, and conversations. In addition, although you may comprehend the key elements in a lecture or assigned reading, you may have difficulty reproducing these elements in a testing situation. Furthermore, as pointed out in the text, recall is more difficult than recognition. Therefore, if we rely solely on what children produce or recall, we may greatly underestimate what they actually know or comprehend. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Vocabulary Growth Differences for English and Italian Learners Figure 9. 5 Reprinted from Cognitive Development, Vol. 10, No. 2, M. C. Caselli et al. , “A Cross-Linguistic Study of Early Lexical Development, ” p. 172, copyright 1995, with permission from Elsevier. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Individual Differences in Language Development § § Gender Temperament Language environment Language style § Referential § Expressive © Oksix | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Quality of Home Literacy and Its Effect on Vocabulary Development Figure 9. 6 Adapted from Tamis-Le. Monda et al. , 2006. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Types of Early Words Object and Action State • More objects than actions • Objects are easier concepts, adults rarely name verbs • Influenced by culture and language • Modifiers or labels for attributes – size, color, possession • Learn general distinctions before specific © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Early Semantic Development § § Underextensions Overextensions Word coinages Metaphors © Miroslav Ferkuniak | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Elementary Age Semantic Development § Big vocabulary increase § Fast-mapping continues § Analyze word structure § Use words precisely, understand multiple meanings – metaphors, puns Figure 9. 7 Adapted from Anglin, 1993. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Adolescent Semantic Development § Abstract terms § Sarcasm, irony § Figurative language § Proverbs § Literature appreciation © Hongqi Zhang | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Factors Contributing to Semantic Development § Adult feedback § Cognitive processing § Working memory – phonological store § Strategies § § § Lexical contrast Mutual exclusivity bias Shape bias Syntactic bootstrapping Social information © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Early Grammatical Development § Telegraphic speech § 2 -word combinations § High content words § Simple sentences § 3 -word sentences § Follow adult rules piecemeal, gradually refine and generalize § Affected by language environment © Aleksieieva Larisa | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Awareness of Subject– Verb–Object Word Order Figure 9. 9 From Y. Gertner, C. Fisher, & J. Eisengart, 2006, “Learning Words and Rules: Abstract Knowledge of Word Order in Early Sentence Comprehension, ” Psychological Science, 17, p. 686. Reprinted by permission. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Development of Grammatical Morphemes § Structural complexity affects order acquired § Overregulation § Applying rules without appropriate exceptions © Tellophoto | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Complex Grammatical Forms Negatives • Nonexistence • Rejection • Denial Questions • Rising intonations • Subject–verb inversion • Correct yes–no questions precede whquestions Other Complex Constructions • Connectives • Embedded sentences • Tag questions • Indirect object–direct object • Passive sentences © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Views on Grammar Development Product of Cognitive Development • Semantic bootstrapping • Direct observation of language structure • Categories for bootstrapping Inborn Capacities • Language-making capacity Environmental Support • Adults correct indirectly with reformulations • Asking for clarification • Recasts • Expansions © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Pragmatic Development § 2 -year-olds can have effective conversations § Early childhood – turnabout § Middle childhood § Shading § Illocutionary knowledge © Galina Barskaya | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Testing for Referential Communication Skills Figure 9. 11 Adapted from Hurewitz et al. , 2000. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Development of Narrative Skills § Leapfrog narratives – 4 years § Few evaluations § Chronological narratives – 4½ to 5 years § Classical narratives – 6 years § Narrative styles learned from adults § Topic-associating style § Haiku style © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Speech Registers § Social routines § Polite language § Children sensitive to speech registers early: 4 – 7 years § Important to social acceptance © Phartisan | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Metalinguistic Awareness § Ability to think about language as a system § 4 - and 5 -year-olds have early understanding § Flowers in middle childhood § Phonological awareness associated with reading success § Morphological awareness § Advanced in bilingual children © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Learning Two Languages Learn both • No problems with language at the same development • Good at both by preschool time One, then the other • Takes 3 to 5 years to be as good as same-age native speakers of second language Both offer cognitive advantages of bilingualism. ü Attention, reasoning, concepts, flexibility ü General language skills © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Types of Bilingual Education § Language immersion § Strong in Canada § English-only § Favored in U. S. § Bilingual education § Support and instruction in native language while learning English © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk For Discussion: Examining Genetic and Environmental Influences on Language Development Chapter 9 presents a wealth of research on factors contributing to children’s language development. List genetic and environmental influences on language development. Consider advances in vocabulary, grammar, and pragmatics. How does this information support the interactionist perspective on language development? © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk This multimedia product and its contents are protected under copyright law. The following are prohibited by law: § Any public performance or display, including transmission of any image over a network; § Preparation of any derivative work, including the extraction, in whole or in part of any images; § Any rental, lease, or lending of the program. © 2013 Pearson Education, Inc. All rights reserved.
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