Rzgar swara
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Developmental psycholinguistics examines how infants and children acquire their native language, including the ability to comprehend and speak it. There are several stages of language development, beginning with cooing in contentment as a precursor to babbling. Babbling consists of strings of consonant-vowel syllables that emerges around six months and shows the infant is learning sounds of their mother tongue. Canonical babbling at eight months demonstrates acquisition of the distinct features as the infant begins repeating syllables of their native language.
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This document discusses language development in deaf children. It notes that language develops through acquisition and learning, and that all languages are equal in facilitating development when accessible to a child. For typical development, a child needs an accessible language from ages 0-5, when 80% of total knowledge is learned and language develops in the brain. Deaf children of deaf parents and hearing children of deaf parents develop language normally when the language is accessible through full family integration and clear communication. However, deaf children of hearing parents often face communication problems as their need for language grows faster than their skills. Access to an accessible language is critical for cognitive development.
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(2) Researchers disagree on when lateralization is completed, ranging from age 2 to puberty. Earlier completion may enable children to more easily acquire a second language.
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(2) Researchers disagree on when lateralization is completed, ranging from age 2 to puberty. Earlier completion may enable children to more easily acquire a second language.
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2. Neurobiologically, the brain undergoes hemispheric lateralization from ages 5 to puberty, allowing for native-like pronunciation in additional languages. After this period, identity is solidified and native-like acquisition is less necessary.
3. Cognitively, abstract thinking develops from ages 11-16, creating a barrier for free language learning. Emotionally, ego and identity become tied to one's first language, making second language acquisition more difficult and self-conscious after puberty.
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The present continuous tense is used to describe actions that are happening at the moment of speaking. It is formed by using the present tense of the verb "to be" along with the "-ing" form of the main verb. Examples are given of common activities expressed in the present continuous, such as playing, drinking, smoking, watching, dancing, talking, sleeping, swimming, eating, and barking.
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The document discusses several key topics related to language acquisition and cognitive development:
1. It describes hemispheric lateralization in the brain and the roles of the left and right hemispheres in logical/analytic functions and emotional/social functions respectively.
2. It discusses evidence that both children and adults can acquire second languages, though children have advantages from factors like motivation and quality of input.
3. The right hemisphere plays a significant role in early second language learning through strategies like using formulaic utterances and semantic relations.
4. Lower-level language functions like pronunciation depend more on early brain development while higher-level functions depend more on later development.
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The document discusses skills that develop in early childhood, including both physical and speech skills. Physically, children develop skills like self-feeding, dressing, and climbing between ages 2-7. They also develop hand preference and fine motor coordination. In terms of speech, most children can speak in simple sentences by age 2 and continue developing vocabulary and pronunciation. Comprehension of language at this stage depends highly on listening attentively. Emotions also develop as children learn to understand feelings like pride and socialize through speech.
Sign
1) Sign language engages the whole body in communication, unlike spoken language which allows for more distraction. This helps sign language users develop a better understanding of themselves and others.
2) The production and perception of language, whether signed or spoken, involves both voluntary and involuntary physical responses that are tied to our emotions.
3) Studies show that deaf children who learn sign language from an early age have better language development and academic results than those prevented from signing. Engaging the visual cortex is important for language acquisition.
Wild and Isolated Children and The Critical Age Issue for Language Learning
- Several inhumane experiments were conducted where infants were isolated from language exposure to see what language they would develop. In one case, two infants raised by a mute shepherd uttered their first word in Phrygian language at age 2.
- There are reported cases of children found living in the wild and raised by animals as well as children isolated by parents or circumstances from language exposure due to deafness or blindness.
- The language acquisition of children in isolation cases is influenced by the age they are first exposed to language and the extent of any physical, psychological, or social trauma experienced prior to exposure. Early exposure and less trauma lead to better language learning outcomes.
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This document discusses various topics in developmental psychology, including language development, attachment theory, caregiver characteristics, parenting styles, and their long-term effects. It explores how infant-directed speech promotes language learning and how parent-child interactions and secure attachments in early childhood are important for social and emotional development. Caregiver characteristics like sensitivity, responsiveness and mental health can impact attachment and a child's development. Parenting styles like authoritarian, permissive and authoritative each influence behavioral and social outcomes differently. The document considers how this knowledge relates to the author's personal and professional life as a future nurse.
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This is an awareness video -- Please watch & share it to parents of new born/young children who have doubts about their child's hearing or speech abilities | Click on the last slide for YouTube video
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Gestural Literacy in the Prereading Stage: Physical Expressions of Meaning
For children who are reared by deaf parents or those who have a disability that will interfere with oral language development, gesture is essential to literacy acquisition. The features of American Sign Language (ASL)—that is, its vocabulary and grammar—develop in much the same way as oral language does for hearing children. That is, children absorb the language used in their environment, and, given rich interaction with adults and siblings, develop a natural facility with the structure and use of the language that is then somewhat compromised by the introduction of metalinguistic awareness, as we noted in Chapter 5.
It is a good thing for all children to learn a few signs as early as possible, for two reasons. First, young children understand more than they can say. Their receptive vocabulary (words they understand) is more advanced than their expressive vocabulary (words they can say), and motor development and gestural control precede the ability to produce verbal language, so sign language can serve as a bridge to prevent the frustration of not being understood. I remember when a friend called one day and asked me to teach her daughter the sign for "finished," because she had taken to clearing her high chair tray with a dramatic swoop when she didn't want any more food; mom was tired of cleaning cereal off the walls and ready for her daughter to have a more controlled communication option!
A second reason for learning signs is that it adds to children's understanding that concepts, ideas, and emotions can be symbolized and expressed in multiple ways. Just as children learn that words and pictures can represent objects, activities, and emotions, they need to understand that gestures not only perform actions but also represent them. Several years later, then, they might read independently a passage like this from Alvin Ho: Allergic to Girls, School, and Other Scary Things:
Then my dad opened the box.
His whistling stopped.
His breathing stopped.
His feet stopped.
Then he staggered backward.
"WHAAAAAAAAAAT IS THIS?" he wailed. "Johnny Astro, what happened to you?" he cried.
Then he really cried. He put his head in his hands, and his shoulders went up and down. (Look, 2008, pp. 90–91)
With a strong sense of gestural literacy, children can get a true sense of just how upset Alvin's father is by the way he uses his body. When you stop whistling, you might be sort of upset. When your breathing stops and you stagger backward, it's much worse. But when you cry and your shoulders move up and down, you are not just a little upset; you are sobbing. Understanding that gestures communicate feelings and actions enables children to picture scenes as they read them and feel the emotions of the characters along with them. In fact, being able to read and understand the language of gestures is one of the strongest ways to create empathy, which is a crucial skill for buildin ...
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The document summarizes the stages of language acquisition in infants and young children. It discusses how the infant vocal tract develops, the stages of cooing and babbling that begin around 4-8 months, the emergence of first words between 12-18 months, telegraphic speech at age 2, and the achievement of normal speech by ages 5-6. It also provides tips for caregivers to support language development, such as using full sentences, reading books, and expanding the child's vocabulary through descriptive language.
Language aquisition full pres
The document summarizes the stages of language acquisition in infants and young children. It discusses how the infant vocal tract develops in the first year and the progression from cooing and babbling to first words and telegraphic speech. It emphasizes creating a language-rich environment by talking, reading, and expanding on the child's words and phrases to help vocabulary growth from 12-18 months. Motivation and confidence in successful language use also reinforce learning in a stress-free environment tailored to the child's needs and pace.
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presentation first language acquisition
This document discusses language acquisition and processing in the brain. It addresses the critical period hypothesis for first language acquisition and benefits of early versus late language learning. It describes language centers in the left hemisphere for most right-handed individuals. The stages of language development are outlined from babbling to one and two-word stages. Bilingualism and second language acquisition are also discussed, including potential critical periods for pronunciation and syntax acquisition.
Phonlogical acquistion
Children acquire phonology over several years, beginning with babbling in the first year. In the second year, children produce their first words which start with simple syllables and a limited set of sounds. In subsequent years, children learn to pronounce an extensive vocabulary as their sounds and syllables increase in number and complexity. Phonological processes describe common error patterns observed as children acquire their native language's phonology.
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Page 371, exercise 2
This document discusses noun clauses and adjective clauses. It provides 4 examples of sentences containing noun clauses, with the fourth example also containing an adjective clause within the noun clause. The examples discuss ideas such as kids from poverty entering school at a disadvantage, parents thinking it's important to play classical music for babies, talking to babies increasing their language ability, and a study showing kids who hardly play or are not touched much having smaller brains.
Infant Brain Development
Infant brain development occurs rapidly in the first 3 years as neurons form connections, with prenatal development laying the groundwork. Exposure to music during this time can boost higher level thinking as music lessons stimulate the brain. Parents can support development by engaging their baby's senses through touch, sight, sound, smell and language-rich activities like reading, pictures, and singing.
Neurobiological considerations Valeria Caicedo
1. The document discusses neurobiological, cognitive, affective, and linguistic considerations related to second language acquisition.
2. Neurobiologically, the brain undergoes hemispheric lateralization from ages 5 to puberty, allowing for native-like pronunciation in additional languages. After this period, identity is solidified and native-like acquisition is less necessary.
3. Cognitively, abstract thinking develops from ages 11-16, creating a barrier for free language learning. Emotionally, ego and identity become tied to one's first language, making second language acquisition more difficult and self-conscious after puberty.
The present continuous
The present continuous tense is used to describe actions that are happening at the moment of speaking. It is formed by using the present tense of the verb "to be" along with the "-ing" form of the main verb. Examples are given of common activities expressed in the present continuous, such as playing, drinking, smoking, watching, dancing, talking, sleeping, swimming, eating, and barking.
Activity 1.2 e.t.practicum jeanneth calvache
The document discusses several key topics related to language acquisition and cognitive development:
1. It describes hemispheric lateralization in the brain and the roles of the left and right hemispheres in logical/analytic functions and emotional/social functions respectively.
2. It discusses evidence that both children and adults can acquire second languages, though children have advantages from factors like motivation and quality of input.
3. The right hemisphere plays a significant role in early second language learning through strategies like using formulaic utterances and semantic relations.
4. Lower-level language functions like pronunciation depend more on early brain development while higher-level functions depend more on later development.
Neurological, cognitive, affective and linguistic considerations
The document discusses neurological, cognitive, affective, and linguistic considerations in language learning. Neurologically, the left hemisphere is responsible for intellectual, logical, and analytic functions while the right hemisphere handles emotional and social needs. Cognitively, children can learn a second language without formal operational thought, but there is vague lack of empirical data supporting this. Affectively, younger children are less inhibited and less aware of language errors while adults tend to be more tolerant of linguistic differences. Linguistically, factors like bilingualism, code-switching, interference between the first and second languages, the order of acquisition, and the creative construction process must be considered.
Communication and Language Development in Children
Communication develops through stages from birth. Children have different conversational styles like sociable, reluctant, own agenda, and passive based on personality and interactions. Language develops through 6 stages from discoverer to later sentence user as children's vocabulary and grammar skills grow. Factors like hearing, neurological issues, brain injury, disabilities, or physical impairments can affect speech and language development. Understanding a child's communication style and stage helps caregivers best support their development.
Speech, Skills and Emotion of Early childhood
The document discusses skills that develop in early childhood, including both physical and speech skills. Physically, children develop skills like self-feeding, dressing, and climbing between ages 2-7. They also develop hand preference and fine motor coordination. In terms of speech, most children can speak in simple sentences by age 2 and continue developing vocabulary and pronunciation. Comprehension of language at this stage depends highly on listening attentively. Emotions also develop as children learn to understand feelings like pride and socialize through speech.
Sign
1) Sign language engages the whole body in communication, unlike spoken language which allows for more distraction. This helps sign language users develop a better understanding of themselves and others.
2) The production and perception of language, whether signed or spoken, involves both voluntary and involuntary physical responses that are tied to our emotions.
3) Studies show that deaf children who learn sign language from an early age have better language development and academic results than those prevented from signing. Engaging the visual cortex is important for language acquisition.
Wild and Isolated Children and The Critical Age Issue for Language Learning
- Several inhumane experiments were conducted where infants were isolated from language exposure to see what language they would develop. In one case, two infants raised by a mute shepherd uttered their first word in Phrygian language at age 2.
- There are reported cases of children found living in the wild and raised by animals as well as children isolated by parents or circumstances from language exposure due to deafness or blindness.
- The language acquisition of children in isolation cases is influenced by the age they are first exposed to language and the extent of any physical, psychological, or social trauma experienced prior to exposure. Early exposure and less trauma lead to better language learning outcomes.
Jolly phonics letter sounds
Jolly Phonics Letter Sounds Flashcards is a set of flashcards that teach the 42 letter sounds in English. The flashcards feature a letter on one side and a picture representing the sound on the other side. They are designed to help children learn the basic sounds associated with letters as part of learning to read.
Final slides psych 1170 rogie
This document discusses various topics in developmental psychology, including language development, attachment theory, caregiver characteristics, parenting styles, and their long-term effects. It explores how infant-directed speech promotes language learning and how parent-child interactions and secure attachments in early childhood are important for social and emotional development. Caregiver characteristics like sensitivity, responsiveness and mental health can impact attachment and a child's development. Parenting styles like authoritarian, permissive and authoritative each influence behavioral and social outcomes differently. The document considers how this knowledge relates to the author's personal and professional life as a future nurse.
Is your child not able to speak or hear? No worries! here are the next steps…
This is an awareness video -- Please watch & share it to parents of new born/young children who have doubts about their child's hearing or speech abilities | Click on the last slide for YouTube video
Brain Specialization
The document discusses brain lateralization and specialization. The left hemisphere processes external stimuli like speech and interprets words, while the right hemisphere processes internal messages by gathering information and looking for patterns. Gender also influences brain development, as males tend to have more gray matter in the left hemisphere while females have a larger corpus callosum connecting the hemispheres. Learning spoken language relies on auditory processing and practice, while reading requires integrating phonological, visual, and comprehension skills that develop differently for each individual.
How to relate with deaf children
The document discusses improving relationships between hearing parents and deaf children. It aims to examine issues in their relationships, understand the impact of deafness, and propose ways to improve. Specifically, it focuses on the dynamics of relationships which differ between deaf parents-deaf children and hearing parents-deaf children. Hearing parents may struggle to accept their deaf child's identity and communication needs. The seminar provides information to increase parents' understanding of deaf culture and experience to build stronger bonds.
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Is your child not able to speak or hear? No worries! here are the next steps…
Is your child not able to speak or hear? No worries! here are the next steps…
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Gestural Literacy in the Prereading Stage Physical Expressions of.docx
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For children who are reared by deaf parents or those who have a disability that will interfere with oral language development, gesture is essential to literacy acquisition. The features of American Sign Language (ASL)—that is, its vocabulary and grammar—develop in much the same way as oral language does for hearing children. That is, children absorb the language used in their environment, and, given rich interaction with adults and siblings, develop a natural facility with the structure and use of the language that is then somewhat compromised by the introduction of metalinguistic awareness, as we noted in Chapter 5.
It is a good thing for all children to learn a few signs as early as possible, for two reasons. First, young children understand more than they can say. Their receptive vocabulary (words they understand) is more advanced than their expressive vocabulary (words they can say), and motor development and gestural control precede the ability to produce verbal language, so sign language can serve as a bridge to prevent the frustration of not being understood. I remember when a friend called one day and asked me to teach her daughter the sign for "finished," because she had taken to clearing her high chair tray with a dramatic swoop when she didn't want any more food; mom was tired of cleaning cereal off the walls and ready for her daughter to have a more controlled communication option!
A second reason for learning signs is that it adds to children's understanding that concepts, ideas, and emotions can be symbolized and expressed in multiple ways. Just as children learn that words and pictures can represent objects, activities, and emotions, they need to understand that gestures not only perform actions but also represent them. Several years later, then, they might read independently a passage like this from Alvin Ho: Allergic to Girls, School, and Other Scary Things:
Then my dad opened the box.
His whistling stopped.
His breathing stopped.
His feet stopped.
Then he staggered backward.
"WHAAAAAAAAAAT IS THIS?" he wailed. "Johnny Astro, what happened to you?" he cried.
Then he really cried. He put his head in his hands, and his shoulders went up and down. (Look, 2008, pp. 90–91)
With a strong sense of gestural literacy, children can get a true sense of just how upset Alvin's father is by the way he uses his body. When you stop whistling, you might be sort of upset. When your breathing stops and you stagger backward, it's much worse. But when you cry and your shoulders move up and down, you are not just a little upset; you are sobbing. Understanding that gestures communicate feelings and actions enables children to picture scenes as they read them and feel the emotions of the characters along with them. In fact, being able to read and understand the language of gestures is one of the strongest ways to create empathy, which is a crucial skill for buildin ...
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The document summarizes the stages of language acquisition in infants and young children. It discusses how the infant vocal tract develops, the stages of cooing and babbling that begin around 4-8 months, the emergence of first words between 12-18 months, telegraphic speech at age 2, and the achievement of normal speech by ages 5-6. It also provides tips for caregivers to support language development, such as using full sentences, reading books, and expanding the child's vocabulary through descriptive language.
Language aquisition full pres
The document summarizes the stages of language acquisition in infants and young children. It discusses how the infant vocal tract develops in the first year and the progression from cooing and babbling to first words and telegraphic speech. It emphasizes creating a language-rich environment by talking, reading, and expanding on the child's words and phrases to help vocabulary growth from 12-18 months. Motivation and confidence in successful language use also reinforce learning in a stress-free environment tailored to the child's needs and pace.
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Children acquire phonology over several years, beginning with babbling in the first year. In the second year, children produce their first words which start with simple syllables and a limited set of sounds. In subsequent years, children learn to pronounce an extensive vocabulary as their sounds and syllables increase in number and complexity. Phonological processes describe common error patterns observed as children acquire their native language's phonology.
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1) Language and speech development is a complex process that almost every human child succeeds in learning. It involves the development of language, communication of thoughts and feelings through symbols, and speech, the act of expressing thoughts through words.
2) Children progress through different stages in their first few years, starting with babbling, then their first words around 12 months, word combinations around 2 years, and simple sentences by 3-4 years old. Their ability to produce sounds also develops over time as they learn the phonetic patterns of their native language.
3) The development involves both biological and learned aspects. It provides insights into the human mind as children figure out the rules and structures of their ambient language through social interaction
Infancy.ppt. .
Infants develop reflexes and skills in their first months that aid survival. Reflexes like sucking and rooting support feeding, while the moro reflex protects from threats. By 3-4 months, these reflexes are replaced by voluntary actions. Infants also progress from reflexive sleep cycles to more adult-like patterns with less REM sleep. Their senses develop rapidly and they can perceive depth, color, and social cues like attractiveness by their first birthday. Piaget believed infants' cognition progresses through sensorimotor stages as they learn to coordinate actions and perceptions.
Physiological prerequisites of sound production
Children acquire language through a complex process involving both nature and nurture. They progress through distinct stages of phonological, lexical, and grammatical development from babbling to first words to combining words. Early errors reveal rule-governed learning as children segment words into syllables and master their native language's phonemes and phonological processes. Social interaction provides crucial input, though children can acquire language without full exposure through innate language learning capacities.
Week 3 13
The passage discusses different perspectives on language acquisition in children:
1) The innatist/nativist perspective championed by Noam Chomsky, which argues that children are born with innate linguistic knowledge and abilities that allow them to acquire complex grammar even from limited environmental input.
2) The interactionist/developmental perspective, which sees both innate abilities and environmental influences as important. Jean Piaget's work showed how cognitive development influences language acquisition. Lev Vygotsky emphasized the role of social interaction and cooperation with more knowledgeable individuals.
3) The interactionist view sees language acquisition as one example of human learning abilities, influenced by cognitive and social development through interactions with the environment, rather than as an innate,
Early Literacy Workshop at Proud fo My Culture 2020
This document provides information on developing early literacy skills in young children. It discusses how hands-on experiences and play are crucial for building the foundation needed for reading. During the ages of 0-3, brain development occurs rapidly through interactions with caring adults. Reading aloud together, talking, singing, writing and playing are highlighted as key ways to develop skills like print motivation, phonological awareness, vocabulary and narrative skills. The document emphasizes that symbolic thought and reading comprehension are built upon a base of concrete, sensory experiences. It encourages caregivers to incorporate literacy-rich activities into everyday routines and play to help children's brains form connections for future school success.
Pinker mind map2
1) Infants are born with the ability to distinguish speech sounds and begin interacting with language from a very early age.
2) Babies' speech production abilities develop rapidly in the first years as their vocal tract changes and they begin experimenting with sounds.
3) The left hemisphere of the brain handles language abilities for most right-handed individuals, though the localization of language is complex.
Baby talk Theorists challenge view that were born to chat-----.docx
Baby talk: Theorists challenge view that we're born to chat
------------------------------ --------------------
Austin American-Statesman (TX)-June 2, 1996
Author/Byline: Robert S. Boyd, KNIGHT-RIDDER NEWS SERVICEEdition: FinalSection: InsightPage: D1
WASHINGTON -- With a series of random sighs, grunts and gurgles, a newborn baby sets to work on one of life's mysterious tasks -- learning a language.
A few weeks later come happy hums, trills and coos. After about six months, syllables like ba-ba, ma-ma and da-da make their debut.
``She said `Daddy,''' her proud father exclaims, a trifle prematurely. ``She's talking!''
Watching young children master their native tongue is a universal human experience. But scientists still don't fully understand the almost magical process by which infants pick up the unique sounds of English (or Russian or Chinese), and toddlers stuff 10 to 20 new words in their little heads every day.
It's the subject of a raging debate among linguists, neuroscientists and child psychologists, with new research on the brain challenging the dominant theory of language that has prevailed for 30 years.
Speech starts slowly -- a newborn's tongue and throat are designed for nursing, not chatting. But language skills gain speed after one year and virtually explode during the child's third year.
Before he can tie his shoes, the average pre-schooler knows 14,000
words and utters thousands of well-formed sentences he never heard before. Even his mistakes are logical: ``I saw two mans.'' ``We goed to school.''
``A 3-year-old is a grammatical genius,'' says Steven Pinker, a neuroscientist at the Massachusetts Institute of Technology and author of a best-selling book, ``The Language Instinct.''
Until the mid-1960s, most people believed that tots soaked up language, like parrots, by imitating their parents and older children. If they misspoke, they were corrected.
Then an MIT linguist and philosopher, Noam Chomsky, wrote a series of influential books arguing that mimicry and instruction can't explain the complex grammatical structures that pour from the lips of very young children.
Instead of imitation, Chomsky and his followers contend that the ability to speak and understand language is built into the human brain. It's an instinct, they say, inherited in our genes, like chewing or walking.
``We're designed to walk -- we're not taught to walk,'' says Chomsky. ``The same is true for language.''
Children around the world grow up speaking some 5,000 languages, but underlying them all, Chomsky and Pinker assert, is a ``Universal Grammar,'' a set of principles shared by every tongue. Each language applies the principles differently, but they all have things like nouns, verbs, moods and tenses.
Pinker says this universal grammar is ``hard-wired'' into the brain like an operating system .
Language Acquisition
The document discusses theories of language acquisition, including behaviorist, nativist, and interactionist theories. It evaluates these theories based on the stages of language acquisition. The behaviorist theory believes that language is learned through imitation and reinforcement, while the nativist theory, championed by Chomsky, argues that humans have an innate language acquisition device. The interactionist theory sees both nature and nurture as contributing factors, with language developing through interactions with one's environment.
Cognitive development of infants and toddlers
It talks about how Infants psychological processes involved in thinking and knowing develop into young children.
Cognitive development-of-infants and toddlers
This document summarizes cognitive development in infants and toddlers according to Piaget's stages of development. It discusses that from birth to age 2, infants progress through the sensorimotor stage, responding to stimuli through their senses and motor activities. Key developments include gaining object permanence, engaging in circular reactions with objects, and the beginning of symbolic thought and problem-solving. The document also reviews language development milestones like babbling, first words, and combining words into simple sentences.
Language Acquisition
The document discusses three major theories of how children acquire language: imitation, reinforcement, and innateness with active construction of grammar. Researchers study imitation of sounds and syllables, reinforcement through parenting, and innate language abilities to understand this complex process. While imitation and reinforcement may aid language development, innateness appears to be the driving force behind a child's natural and rapid acquisition of their native tongue.
Infant Brain Development
The document discusses infant brain development from birth through early childhood. It notes that neurons develop rapidly before birth and connections between neurons multiply greatly in the first few months of life. Early experiences physically determine how the brain is wired, as connections are strengthened through repetition and pruned if not used. The brain is most plastic and able to learn during the first three years. Deprivation can negatively impact brain development, while sensory stimulation, secure attachments, and adequate sleep support healthy development.
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Rzgar swara
- 1. © Capital Community College Developmental psycholinguistics: The examination of how infants and children acquire the ability to comprehend and speak their mother tongue.
- 2. Autonomic The part of the nervous system that automatically controls the body functions necessary for life, and thus areas of the brain not directly responsible for language and speech.
- 3. Autonomic
- 4. Iconic One-to-one relationship between signs and their referents (e.g. lowering the pitch of your voice on ‘deep’ when you describe someone by saying he ‘speaks in deep voice’). For example, the hungrier a baby becomes, the louder and the longer the crying will be.
- 5. Iconic
- 6. Sings which have a random and arbitary relationship with their referents (e.g. ‘sun’ is a small word but a tiny object; micro-organism is a large word but a tiny object. Symbolic
- 7. Symbolic
- 8. Cooing In contrast to crying, infants at this early stage of oral production express ‘coo’ of contentment which are precursors to babbling.
- 9. Cooing
- 10. © Capital Community College Emerging during the second six months of a baby’s life, this stage of language production is the first indication that an infant is actually learning sound in its mother tongue. Babbling Strings of consonant-vowel syllable clusters produced by infants.
- 11. Babbling
- 12. An infant’s initial attempts to produce syllables, usually beginning at the age of about six months. Marginal Babbling
- 14. The repetition of syllables by infants beginning at about eight months of age which first shows that they are acquiring distinct features of the mother tongue, e.g. Chines babies begin to babble with tones. Canonical babbling
- 16. Segmental phonemes Vowels and consonants: sounds which are relatively easy to divide into individual units of sound.
- 18. Suprasegmental Feature of speech beyond the individual sound such as pitch, stress, rhythm, and intonation.
- 19. Suprasegmental