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    2012 Language Development

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    Julian Caro Moreno

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    2012 Language Development

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    2012 Language development

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    2012 Language Development

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    of 7

    Language Development

    Language development is a complex phenomenon, acting as a means of developing


    reasoning, thought and communication.

    From: Core Psychiatry (Third Edition), 2012

    Related terms:

    Pervasive Developmental Disorder, Atrial Septal Defect, Specific Language Impair-


    ment, Learning Disorder, Linguistics, Family History, Hearing Impairment

    View all Topics

    Language Development
    Frederic Dick, ... Suzanne Curtin, in Neurobiology of Language, 2016

    31.10 Conclusion
    Language development is inherently a process of change. Exploring the multiple and
    varied trajectories of language can provide us with insights into the development
    of more general cognitive processes. Studies of language development have been
    particularly useful in helping us to understand the emergence of specialization
    of function and the scale and flexibility of cognitive processes during learning.
    Novel approaches and technologies for capturing the linguistic environment that the
    developing child grows up in (Greenwood, Thiemeann-Bourque, Walker, Buzhardt,
    & Gilkerson, 2011)—and for capturing what the child is saying (Oller et al., 2010-
    )—should allow for more fleshed out theories and models of how language develop-
    ment actually works. Correspondingly, new tools for understanding brain structure
    (Dick et al., 2012; Glasser & Van Essen, 2011; Sereno, Lutti, Weiskopf, & Dick,
    2013), development (Dosenbach et al., 2010), representation (Huth, Nishimoto, Vu,
    & Gallant, 2012) and learning (Wiestler & Diedrichsen, 2013) should allow us to make
    much finer-grained predictions about when, where, and how language development
    changes the brain.

    > Read full chapter


    Cognitive Psychology of Memory
    G.O. DeákA. Holt, in Learning and Memory: A Comprehensive Reference, 2008

    Assumptions and ideas about language learning have changed dramatically in the
    last two decades. Nativist assumptions have been dispelled by neuroscience, mod-
    eling, and psycholinguistic data. First-language learning begins before birth, and its
    foundations are laid down during infancy. During the second year toddlers begin to
    interpret and produce multiword utterances, refer to absent or abstract topics, and
    use social context to interpret language. During the third and fourth years children
    master most of the structure and uses of various linguistic elements, and acquire a
    great deal of critical lexical knowledge. Finally, during middle childhood the nuances
    of complex structure and dependencies are refined as children learn to use language
    more flexibly and consciously.

    > Read full chapter

    Language Development
    T.H. Mintz, in Encyclopedia of Neuroscience, 2009

    Introduction
    The ability of human children to acquire a language is one of the hallmarks of the
    species. Within 24 h of being born, infants already show evidence of having learned
    aspects of the broad rhythmic structure of their mother tongue, most likely from
    hearing speech in utero during gestation. Infants continue to attend to the patterns
    in their language and start to learn a considerable amount about its structure well
    before they start combining words in their own speech. After just a few years,
    children will have mastered many of the complex grammatical structures in their
    language, and persistent systematic errors become rare as children approach their
    tenth birthday. Children exposed early on to additional languages will learn them
    without any significant added difficulty compared with monolingual acquisition,
    provided they have sufficient exposure to each language.

    Language development in children is remarkable for its regularity across individuals


    and different languages, even when the languages are quite diverse. Children uni-
    versally progress through many of the same stages, mastering certain components
    of the grammar before others and making characteristic errors in production and
    comprehension at each stage. Despite individual differences in intelligence and
    other abilities, and despite normal differences in language exposure, all children end
    up able to speak and understand their native language(s) fluently. This is in marked
    contrast to adult learners, who show much greater variability in learning processes
    and ultimate outcomes. Indeed, differences between children and adult learners in
    ultimate outcome, in the kinds of errors made, and in the stages of acquisition
    have led many researchers to conclude that there is a critical or sensitive period
    for language development. As in other developmental domains with critical periods,
    learning that takes place outside this period is more variable and less robust, leading
    to a greater range of outcomes and more idiosyncratic patterns of acquisition.

    In addition to the uniform patterns of acquisition across languages, there are some
    aspects of language development that are tied more closely to structural properties
    of the particular language being learned. Comparing components that are more
    or less language dependent can lead to insights about the learning mechanisms
    involved in language development and the properties of the linguistic input to which
    learners attend.

    This article gives an overview of early language development, discussing some key
    phenomena in acquisition and some major theoretical issues. Other articles offer
    more-detailed discussions of specific areas within language development.

    > Read full chapter

    Language Development in Autism


    Morton Ann Gernsbacher, ... Elizabeth J. Grace, in Neurobiology of Language, 2016

    Abnormal language development used to define autism, but it no longer does.


    Language development no longer even figures into contemporary diagnostic cri-
    teria, although early delays in language often lead to parents’ concerns. In this
    chapter, we review recent empirical research on language development in autism.
    To paint a contemporary picture, we restrict our review to studies published in the
    twenty-first century. We conclude the following: language development in autism
    is often delayed, but not deviant; a delay in language development is not unique to
    autism; and language development in autism is remarkably heterogeneous.

    > Read full chapter

    Language Learning Impairment


    P. Tallal, in International Encyclopedia of the Social & Behavioral Sciences, 2001
    Developmental language learning impairments (LLI) can occur in children for a wide
    variety of reasons, and are one of the most prevalent of all developmental disabilities.
    It has been estimated that approximately 20 percent of all children have some form of
    language learning impairment. The most common known causes of developmental
    language learning impairments are hearing loss (including intermittent hearing
    loss resulting from chronic otitis media), general mental retardation, and motor
    or structural defects affecting the oral musculature. Approximately 7.5 percent of
    children have developmental language impairments of unknown origin.

    > Read full chapter

    Foreign Language Teaching and Learn-


    ing
    A.K. Moeller, E. Koubek, in International Encyclopedia of the Social & Behavioral
    Sciences, 2001

    Foreign language learning and teaching refer to the teaching or learning of a


    non-native language outside of the environment where it is commonly spoken.
    A distinction is often made between ‘foreign’ and ‘second’ language learning. A
    second language implies that the learner resides in an environment where the
    acquired language is spoken. In the area of research, however, the term second
    language acquisition is a general term that embraces foreign language learning.
    Research into the acquisition of a non-native language includes the disciplines
    of psychology, linguistics, education, neurobiology, sociology, and anthropology.
    Inquiries of learning and teaching innovations have provided new insights into
    successful language learning strategies and environments designed to increase
    language achievement and proficiency.

    > Read full chapter

    Human personality development


    Nick Goddard, in Core Psychiatry (Third Edition), 2012

    Language development
    Language development is a complex phenomenon, acting as a means of developing
    reasoning, thought and communication. The development of language is a mixture
    of learning and innate processes.
    Learning processes
    Imitation plays some role in learning language, but cannot be the only means of
    developing language. Conditioning may also help the process, but adults do not pay
    attention to every detail of speech uttered by infants.

    Children also appear to learn a set of operating principles, which allows them to
    generalize certain constructions, e.g. the addition of ‘-ed’ to a verb to form the past
    tense, e.g. ‘walk, walked’. Children learn gradually not to over-generalize, e.g. ‘go,
    goed’, and to recognize irregular verbs.

    Innate processes
    All children, regardless of culture, seem to go through the same sequence of
    language development, implying an innate knowledge. Language development also
    has critical periods when it is easier to learn languages, such as the early years of life.

    One of the foremost theorists in this area is Noam Chomsky, whose work has
    spawned a new science of neurolinguistics. He suggests that language development
    is built in (Chomsky 1972). The theory then becomes very dense, but a summary is
    shown in Table 4.3.

    Chomsky has been criticized on the grounds of reading adult meanings into chil-
    dren's speech. He also believes that language should be studied separately from
    other aspects of development.

    > Read full chapter

    Fifty Years of Research in Intellectual


    and Developmental Disabilities
    L. Abbeduto, ... S.T. Kover, in International Review of Research in Developmental
    Disabilities, 2016

    Language development has been a major focus of behavioral research on intellectual


    and developmental disabilities (IDDs) since at least the middle of the twentieth
    century (Abbeduto & Boudreau, 2004). For most of that history, however, there was
    relatively little focus on potential etiological differences in language development
    or in responsiveness to language intervention, with the exception of an occasional
    study on Down syndrome (DS) (Rosenberg & Abbeduto, 1993). There were many
    reasons for this state of affairs, including the dominance first of operant behavioral
    approaches to language, such as that of Skinner (1957) and then in the 1960s and
    1970s nativist theories, such as that of Chomsky (1965). Both theoretical approach-
    es assumed that the mechanisms of learning language were identical across all
    members of the human species, although they differed in the extent to which those
    processes were seen to be language specific (Abbeduto, Evans, & Dolan, 2001).

    > Read full chapter

    Two Years: Language Leaps*


    Suzanne D. Dixon, in Encounters with Children (Fourth Edition), 2006

    LANGUAGE AND COGNITION


    Language development is intricately entangled with cognitive development. Much
    discussion and research have been devoted to the question of whether language
    is necessary for cognition (i.e., whether we need words and semantic structure to
    think) or whether language is merely an outcome or reflection of growth in mental
    capacity. This chicken-and-egg question aside, the clinician will find that language
    assessment becomes increasingly enmeshed in other areas of functioning as a child
    grows because the usual evaluation of language, using standard instruments, is
    really one of cognitive growth and vice versa. Most often, language and cognitive
    development are linked in an individual child, but not necessarily so. Language
    development, particularly in a population of disabled children, is highly predictive of
    overall functioning, and language remains the best predictor of cognition in general.
    School systems are heavily biased toward verbal skills, so it is not surprising that
    school performance and linguistic abilities are linked. Early language disorders are
    highly predictive of learning difficulties in school, and most studies show that
    greater than 40% of children with early language difficulties will have learning
    difficulties in school. The language concern may be the chief complaint, but a
    comprehensive look at the child and the environment is needed when this problem
    becomes evident.

    Both directions are possible. Emotional and cognitive deficits may be secondary
    to primary language disorders, particularly in a society that places so much em-
    phasis on verbal competency and formal schooling performance in its children.
    Conversely, emotional disorders may have language delay symptoms. In any case,
    a language-delayed child must be carefully and comprehensively assessed for these
    associated difficulties.

    > Read full chapter


    Perinatal Focal Brain Injury
    Susan C. Levine, ... Steven L. Small, in Neurobiology of Language, 2016

    77.2 Four Central Questions


    Studies of language development in children with PL have largely focused on
    examining the scope and limits of plasticity for language functions in this population
    (Bates et al., 1997; Bates, Vicari, & Trauner, 1999; Reilly, Levine, Nass, & Stiles, 2008;
    Stiles et al., 2012; Trauner, Eshagh, Ballantyne, & Bates, 2013). To the extent that
    language is disrupted in similar ways after early and later lesions, we gain evidence
    for the importance of particular brain regions for language, beginning early in life,
    and for the limits of early functional plasticity. In contrast, to the extent that the
    process of language development proceeds normally in children with PL, regardless
    of lesion location, we gain evidence for the robustness of language development
    and for the ability of the young brain to adapt to injury.

    We organize this chapter around four key questions that have been addressed
    by researchers studying language development in children with perinatal stroke,
    reviewing the literature relevant to each.

    These questions are:

    1. How do focal PLs affect language development?

    2. How do biological characteristics of early focal lesions relate to language


    development?
    3. What is the role of language input on the language development of children
    with PLs?
    4. What are potential mechanisms of language plasticity after early lesions?

    > Read full chapter

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