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Kathleen R. Fahey • Lloyd M. Hulit • Merle R. Howard
Contents - VII -
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
Gwssary 420
Rej"erences and Suggested Readings 433
Name Index 480
Subject Index 485
Preface
N ew to This Edition
This edition is again available in a digital fo1T11at. The seventh edition provides
not only revie,v opportunities but also application opportunities to deep en
understanding.
• Several Vide o Examples in each chapter allo,v readers to see and hear
content and examples that enhance learning of key concepts. Students
read a b,;ef description of ,vhat the video is about and 'Natch a video that
demonstJ-ates the concept.
• The Video Reflection feature gives readers access to a video, a thought-
provoking question that pops up from the eText, a hint for thinking
about the ans,ve1~ and a ,vrite-in area into ,vhich students apply content
by typing a ,vritten response. Detailed feedback is provided after students
sub1nit their ,vritten response, thereby im1nediately providing the co1Tect
ans,ver.
• At the end of each major section of text, students have access to a brief
section quiz, called Check Your Understanding. The quiz ch ecks compre-
hension of n1ain concepts and feedback is available for each ans,ver.
• At the end of each chapter, students have access to the Chapter Revie,v.
Feedback is available for each of these short essay format o r sh ort-ans,ver
questions.
- XI -
- XII - Preface
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
Acknowledgments
We are grateful for the invaluable contributions of seve1-al people. Pamela Hulit
provided co1nputer assistance in creating a number of tables included in the
book. Dr. J ill Gilkerson fro1n the LENA Research Foundation provided guid-
ance in the selection of figures fi·o,n LENA publications and language samples
fi·om its database. Lori Shin fi·om the LENA Research Foundation tailored the
graphic art to meet publication specifications. Taylor \•Veber, a graduate stu-
dent in speech-language pathology fi·o,n the University of Northen1 Colorado
(UNC), assisted ,vith the video project and created the glossary. Andy Nagel,
the videographer fron1 Mirage Video Pro, and his assistant Ian ~rorked ,vith us
in a university and public school setting to produce the videos. We appreciate
the special talents of these people, and ,ve are gi-atefi.11 for their efforts on otu·
behalf.
A special thank you is extended to the parents and their children ,vho gi·a-
ciously gave their time and language inte1-actions to the video project, Dr. Mad-
eline Milian for her intervie,v about learning English as a second language and
- XIV - Pref ace
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
LEARNING OUTCOMES
This first chapter is designed to pique your interest in speech and language
as processes v,rithin the broader process \\'e call communication. As a fi.1ture
educator, you ,viii be in a unique position to observe and facilitate the grov,rth
of children in their journeys to be effective communicators. \•Ve define and
describe these processes, and ,ve consider ho,v speech and language interact
to produce a form of communication unique to hu,nans. V•le also consider ho,v
a speaker's thoughts are conveyed to a listener's brain through a se,;es of co1n-
munication u-ansfonnations kno,vn collectively as the speech chain.
he idea for Born to Talk ,vas cultivated long before the first ,vord of the
T odginal ,nanuscript ,vas ,vritten, and it ,vas probably a good thing that
there ~ras a period of latency bet\\reen the concept and the product.
During that latency, r* obse1-ved language develop1nent firsthand in 1ny t\vo
daughters, Yvonne and Carmen. I lea1,1ed more about the po,\rer and ,vonder
of language in observing the,n than I have in all the books and all the journal
articles I have read over the course of 1ny career because I ,viu1essed their pro-
cesses of discovery. I ,vatched and listened as they made connections bet\veen
the ,vorld in ,vhich they ,vere gro,ving up and the ~rords and language fonns
that spilled out of them. They are no,v gro,vn, and they have blessed 1ny ,vife
and n1e ,vith five grandchildren, giving me five n1ore opportunities to obse1-ve
*Lloyd Hulit.
- 1 -
- 2 - Chapter 1
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
same ,vay a spider is born ,vith the ability to \\'eave ,vebs and a bird is born ,vith
the ability to make a nest. To use language is instinctive in humans, but the
capacity is realized differently in people according to the specific languages to
,vhich they are exposed. A child reared in a family of English-speaking adults,
,vho hears only English during the language acquisition period, zuill speak
English. You might be stu·prised that the logic of that observation escapes son1e
people. Children do not knO\\' they are German, French, Russian, or Japanese
,vhen they are born. They speak the language they hear, but the innate capacity
for that language is the same, no ,natter ,vhere they are born and children
speak the language of their families.
It is i1nportant to understand that language and the expression of language
are nvo very different things. Language exists in the mind, and it exists ,vhether
or not it is expressed. \,\'hen ,ve think through an idea or listen to others and
understand ,vhat they are saying or asking us to do, ,ve call this receptive
language. \•Vhen ,ve decide ,vhat ,ve ,vant to say and then actually speak it, sign
it, or ,vrite it, ,ve call it expressive language.
It is useful to tu1derstand language as a syste1n of abstract sy1nbols organized
according to basic rules that seem to be co1nmon to all the languages known
to humankind. In other ,vords, at the deepest, most basic level, all languages
share com1non con1ponents and each of these co1nponents use rules that allo,v
the 1ne1nbers of the language com1nunity to understand each other.
eye contact, and using body lan gu age appropriate to the situation. Most chil-
dren learn prag1natics through daily routines and ,ve expect that youngsters
con1e to school ,vith ,veil-established social co1nmunication patten1s. When
a child comes to school ,vithout age-appropriate pragmatics or if prag1nat-
ics skills vary considerably fro1n the cultural expectations of the classroo1n, it
doesn 't take long for teachers and other students to notice.
Another co1nponent of language is semantics. \•V hen ,ve com1nunicate, no
matter ,.,,hat medium ,ve choose, the goal is to convey 1neaning. Each language
has rules for using \\•ords and for combining the,n into meaningful arrange-
ments. Consider the follo,ving exercise. \t\1rite three nouns and then create
sentences that convey different ideas. The example ,.,,ords in the follo,ving
sentences are flowers, vase, and 1norning.
As you can see, semantics involves the 1neaning that \\'e ,¥ish to convey, even
,vhen ,ve are using the same topic ,vords. It involves our use of vocabulary to
constru ct ideas through relationships bet\veen ,vords. Children benefit fro1n
lots of activities about ,vords. \t\1e ,viii explore this idea a t length in subsequ ent
chapters.
Ideas can be conveyed rather simply through three-to-five si1nple ,vord com-
binations and even non-verbally, but hu1nans develop 1ules for putting together
,vords in complex arrange1nents to boost the po,ver and efficiency of their lan-
gu age. vVe can get a lot d one by speaking in an organized and clear manner.
\t\'e use gran11nar to connect different types of ,vords and the 1ule structure for
these combinations is called syntax. In the sentences on the previous p age,
it is necessary to connect the nouns ,.,,ith other p arts of speech, so that the
meaning occurs. Imagine if \\'e did not have 1ules for combining ,vords. Ho,\'
,vould ,ve make sense of messages if ,ve only had nouns, for example? Read the
sentences aloud using only the three nouns and you ,viii get the point about
the importance of syntax.
The a1Tange1nent of ,vords is i1nportant for stating our meanings, and each
,vord is considered a morpheme-a unit of ,neaning. But ,ve also have s1nall
units of 1neaning that ,.,,e add to ,vords to enhance our messages. For example ,
the ,vord flowers, in the example is not one, but t\vo morphemes. Fwwer is the
na1ne of the object and ,ve use the sat the end to convey that there is more than
one. Thus, the sis a plural 1norphe1ne. We ,viii discuss 1norphe1nes in greater
detail in Chapters 4 and 5.
The fact that ,ve do not a ll speak the same language suggests that some
aspects of language are lea1ned. Languages are different in many ,.,,ays. They
use different ,.,,ords and different rules for organizing ,vords into gram1natical
sentences. English, for example, su·esses ,vord order in its gra1n1nar system,
but other languages, such as Latin, place greater emphasis on ,.,,ord end ings
- 6 - Chapter 1
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than on order to indicate grammatical relationships. That is, all languages have
rules for making sentences gram,natically correct, but the 1neans by ,vhich
correctness is achieved vary. vVe can conclude, therefore, that although the
capacity for language is innate, and although all languages share very basic
rules, the sp ecific conventions of any given language are learned. The child
,vho ,viii speak English, for example, must learn the sounds of English as ,veil
as its vocabulary and grammar.
Now, let us put some of these pieces together into a definition. Language
is a system of absu·act symbols and rule-governed stiuctures, the specific con-
ventions of,vhich are learned. The symbols of language n1ay be sounds that
are co1nbined into spoken ,vords, or letters that are co,nbined into ,vritten
,vords, o r even the elements of sign language that are co,nbined into larger
units. It is important to note that ,vhatever the symbols, they are arbiu·a,;ly
established by the co nventional usage of a given p eople. Furthennore, the
symbols or their co,nbinations ,viii change over ti1ne because language is
a constantly evolving pheno1nenon. Much more needs to be added to this
definition (and ,viii be in the chapters that follo,v) , but this ,viii serve as a
starting p oint.
We can no,v define speech, a relatively simple task if ,ve understand com1nu-
nication and language. Very simply, speech is the oral expression of language.
So1neti1nes people use the terms language and speech as though tl1ey are inter-
changeable, but they clearly are not. If they \\'ere interchangeable, one could
not exist ,vithout the other because they ,vould be one and the san1e thing.
In fact, speech can and does exist in the absence of language, and language
exists in the absence of speech. Consider Toby the parrot or mynah birds that
can 1ni1nic human speech, often ,vith remarkable clarity. These birds produce
speech , but they do not have langu age. That is, they can produce su;ngs of
sounds ,vith the acoustic characteristics of human speech, and hu,nan listeners
recognize the sequences of sounds as ,vords, but the speech of these birds is
devoid of meaning and, therefore, is not the oral expression of language. They
h ave speech but not language. Some human beings, n1ost notably those ,vith
severe cognitive challenges, ,nay have the abili ty to imitate speech perfectly
even if they do not fully understand the language underlying the speech. They
h ave sp eech that reflects language abilities they do not have. Even normal
children, benveen the ages of 18 and 24 1nonths, often produce a form of
speech kno,vn as echolalia, ,vhich is an imitation of ,vords, phrases, o r even
,vhole sentences in the absence of an understanding of ,vhat they are saying. 1t
vividly recall a 3-year"Old boy named Jerry, ,vho arrived for his langu age therapy
session. Jerry had very little verbal language, but he frequently used echolalia.
v\'hen I said , "Hello, J erry," he responded " H ello, J erry." Then h e pointed
at the sign at the top of the door saying, "E-X-1-T. For 1nore information call
l -800-234-6824." He echoed ,vhat I said and then recalled ,vhat he h eard on a
television commercial.
tKathleen Fahey
A Connection of Brains - 7 -
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
Language can also exist independently of speech. Children ,vho are born
deaf~ for example, may never learn to speak, but their deafness does not pre-
clude their use of language. If these children have no other proble1ns and
receive proper stimulation and approp,;ate educational opportunities, they
can develop language abilitiesjust as sophisticated and co1nplete as those of the
hea1;ng child ,vho speaks. The child ,vho is deaf and ,vho does not have speech
must learn a different ,vay to express language, most likely through signs and
gestures. In addition, the child ,vho is deaf can receive and express language
through the ,vritten ,vord.
We can best understand speech as a highly co1nplex physiological process
requiring the coordination of respiration, phonation, resonation, and articula-
tion. So1ne of the 1novements involved in producing even the simplest utter-
ances are simultaneous and others are successive, but the synchronization of
these 1novements is critical.
Consider ,vhat happens in the production of the single ,vord statistics. The tip
of the tongue is lifted fi·on1 a resting position to an area on the roof of the mouth
just behind the upper teeth called the alveolar ridge to produce the s sound.
T h e tongue is pressed against the alveolar ,;dge hard enough to produce con-
su;ction but not so hard as to stop the airflo,\' altogether. As the speaker slo,vly
contracts the muscles of exhalation under precise conu·ol, air is forced bet\veen
the tip of the tongue and the alveolar ridge. Leaving th e tongue in the sa1ne
area, the speaker now presses a little harder to stop the airflo,v and tl1en quickly
releases the contact for the production of the t sound. T h e tongue drops to a
neutJ-al position and the vocal folds in the larynx vibrate to produce the vo,vel
a.. The speaker turns off the voice and lifts the tongue to the alveolar ,;dge for
the next t, th en vib1-ates the vocal folds for the vo,vel i ,vhile the tongue stays
in a for,vard but slightly lo,vered position. The speaker tu1ns voicing off again
and moves the tongue to the alveolar ,;dge yet again to produce the controlled
constriction for the next s, follo,ved by increased pressure to stop the ai1ilo~·
and release it for the t. The voice is turned on one more time and the tongue
lo,vered to a neutral position for the i, and then turned off as the tongue arches
to the back of the mouth, ,vh ere it contacts the velum, or fleshy part of the roof
of the mouth, for the k. Finally, the tongue tip darts to the alveolar ,;dge for
the production of the final s sound.
All this occurs in the production of one ,vord! hnagine ,vh at occurs in the
production of a long sentence produced at an average speed. In addition
to the production of each sound, ,ve use suprasegmental aspects of speech.
T h e syllables in each ,vord are produced ,vith va,;ed degrees of su·ess. \•Ve also
use intonation to en1phasize certain ,vords over others to convey meaning,
and ,ve modulate our pitch and phrasing to 1nake speech interesting. Think
of so,neone you knO\\' ,vho speaks too fast, speaks in a monotone, or doesn't
h ave a smooth rhythm. When you consider ho,v many inu;cate adjustments are
made so quickly in the speech mechanism and the supraseg1nental aspects that
,ve use to n1ake our speech flo,v, it is difficult to imagine that anyone lea1,1s to
speak at all. But ,ve do learn to speak, and ,ve do it easily and nattu·ally over a
very brief period of time.
- 8 - Chapter 1
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
Hän nyökkäsi lyhyeen, pisti päähänsä lakin, joka kaiken aikaa oli
ollut maassa, ja poistui.
— Niin, juuri sen vuoksi, että huomasin teillä olevan sydäntä, hyvä
herra, puhuin siitä mitä en suinkaan lorua kenelle hyvänsä… Mutta
nyt olemme luotsivanhuksen tuvan ovella. Astukaa sisään, herra,
jollette halveksi!
— Entä vaatteet?
Hän oli kuitenkin toivonut, että hän näiden kuuden päivän mittaan
saisi jonkun tilaisuuden tavata Almaa. Mutta vedenneito ei ollut
suinkaan suotta muuttanut linnaansa ja palatsiansa: oli noussut
ankara myrsky sateineen ja usvineen, ja sitä kesti kokonaisen viikon.
Ja sellaisissa oloissa oli jotenkin luonnollista, ettei mikään sattuma
tahtonut ojentaa Karl Augustille auttavaa kättänsä.
— Eipä muuta kuin että Alma neiti tahtoi itselleen tänne pikku
majan, jossa hän saattaisi huvikseen istuskella ja katsella järvelle; ja
sitten hän itse oli pyytänyt — me näet olemme vähän niinkuin
ystävykset — että minä saisin auttaa häntä.
Samana iltana, kun hän koko päivän oli ollut huumaavan autuuden
vallassa, siinä taivaallisessa uskossa, että oli muuttanut Edeniin,
kirjoitti hän kotiin seuraavat rivit:
Karl Augustille.
Tämän kirjeen Karl August vei samana yönä Hjo'hon, missä hän ei
kuitenkaan viipynyt kauemmin kuin tarvittiin kapineiden kokoamiseen
ja sälyttämiseen, jotka hän seuraavana päivänä muutti mukanaan
Hevossaareen. Sieltä hän nyt vuokrasi itselleen kunnollisen huoneen
seuraavaksi kuukaudeksi, aikoen toistaiseksi oleskella
paikkakunnalla — kasvien tutkimista varten.
XII.
— No niin, ei sitä nyt ole pantava niin pahaksi. Jos minä nyt
esimerkiksi alotan tekemällä kysymyksen: miksi sinä kalpenit? niin
sinä vastaat: "isä" — nyt ylijahtimestari puhui hienoimmalla
diskanttiäänellään — "isä-kulta, en tiedä kalvenneeni".
— Isä!
— No, älä nyt istu tuolla tavoin allapäin, silloin kun sinulla on syytä
pitää pää pystyssä. Sanalla sanoen: täällä on kosija, joka aikoo
antaa sinulle hevosen satuloineen ja kaikkineen morsiuslahjaksi.