They could re-learn the language they had lost
While after puberty
That they are exceptional for children's language
They differ substantially from structures found in adult speech
inner feelings of the child
preparation for vocal communication
child
caregiver
child's first vocalizations
caregiver responses 1° communication attempts
articulation skills
control of their vocal apparatus
vowel
consonant
1° psycholinguistic stage
1° understandable words.
exposure to mother tongue
successfully made the transition from an iconic creature to an
iconic creature
intonal clues
holophrases use simple terms
contextual
gestural
1° one-word statements.
words they invent and use
Members
Children generally do not regain their language
Lenneberg claimed that children under
the age of 3 or 4
Correct "bad grammar" That the attribution of language to brain areas ended at puberty
After adolescence lateralization
was impossible
How or what children learn
from adult feedback This includes
Reward for 'good Greater range than adult-directed speech
grammar'
Longer pauses between statements
Or how they discover and construct the correct
grammar rules
In a particular way called maternal speech
I would not answer the question of
Greater rhythmicity
Examples of A critical period
models are
obvious "teeth" Adults correct children's syntax
Slower tempo
The role of correction Some people talk to babies and young children
Expressions
"Why is the sun like: Adults tend to favor higher pitch
shining?"
Touch
.The role of child-directed speech Facial expression
.The role of imitation Also in communication devices such as
Eye contact
Is in greater doubt Children show a preference for this type the nature
of conversation. Point out
The first theory concerning
They cannot imitate structures The importance of imitation development of human intelligence
that they have not yet learned
crying Primitive
Jean
Due to the fact that children the first
is about the processes children apply as they create
generally
their knowledge of the world
sensorimotor
interaction is the 4 stages of cognitive development:
consists of two parts preoperational
the second
concrete operation
cooing 02 months Pre-language
sees language acquisition as part of broader intellectual development. formal operation stage
DETERMINANTS
babbling
06 months Cognitive Theory on native language learning,
Behaviourism appeared to be a new
syllabic sets approach to psychology Is generally a psychological theory
canonical babbling
advanced in part as a response to
conventional grammar.
08 - 12 months J.B. Watson bases on the analyses of
the rule of the behaviourist human behaviour
words that refer to objects stimulus-response
It concentrates on spoken language
Behaviourist
Theory All learning is a demonstration of habits as the consequence
of reinforcement and reward
12 - 18 months holophrastic stage The one-word Stages is governed by operating principles.
LANGUAGE ACQUISITION Theories
Learning is the same for each individual
Linguist Noam
use idiomorphs Chomsky
eighteen to skills as uniquely human
twenty-four months The age considers infants’ language
express more complex information
interpretation of the child’s speech is
by context. strictly related to the structure of the brain
‘mini sentences’
The two-word
open-
class words
Braine’s theory
classifying
pivot-class words Nativist or His work on syntax and changed
Innateness Theory transformational grammar linguistics explanations of grammatical rules and transformations
became
Start producing more complex and longer the focus of psychological investigations on language use
grammatical structures
The telegraphic
control the order diversity and the natural-language
composition of syntactic rules. sophistication syntax is too difficult for children to
learn from what they hear
head-complement
and subject-VP patterns
discovered by the child from the data available to him/her.
Issues The assumptions of Chomsky’s hypothesis were that:
language explosion
understanding five times as many Furthermore, children would not learn their
Later development first language so fast if they did not rely on
inflectional morphemes
and non-lexical some innate capacity
variation in word-forms
determiners Competence Perception
and auxiliary verbs Competence and Performance a fact, of a system and event
its pronunciation is close to adult language Learn
unobservable ability to do something
Initiate a conversation
Comprehencion and Production Concrete manifestation or realization of competence
Give responses
Discourse Performance
for help, for an action
Identify if the information is
Listening and reading (proficiency)
Nature or nurture Comprehension
Children speak what they hear at home Language and thought
Speaking and writing (performance)
-Cajacuri Lajo Lady
Production
Imitation
Esteban Aliaga Nicoll Input One is born with an innate knowledge of language
-Mendoza Aquino Gianella Not demonstrated in our genes
Early language learning (echo)
-Pablo Machaca Jackeline
Children imitate the surface structure of language.
Determines Language depends on cognitive development
-Tejada Cristobal Angie Piaget
how linguists describe and explain the interaction of the two