DOCSLIB.ORG

Neurobiology of Language Development: an Update

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Neurobiology of Language Development: an Update International Journal of Health Sciences and Research www.ijhsr.org ISSN: 2249-9571 Review Article Neurobiology of Language Development: An Update Vikas Kumar1, Joydeep Das2, Madhumita Bhattacharya3 1Clinical Psychologist, Sri Sri University, Cuttack, Odisha. 2PhD. Scholar, Dept. of Clinical Psychology, Central Institute of Psychiatry, Kanke, Ranchi, Jharkhand. 3Assistant Professor, Dept. of Clinical Psychology, Central Institute of Psychiatry, Kanke, Ranchi, Jharkhand. Corresponding Author: Vikas Kumar ABSTRACT Language is a human‟s ability to use an extremely rich set of symbols, plus rule for combining them to communicate information. The concept of the emerging field of neurobiology of language is that foremost study of the human brain, i.e., it is a subfield of neuroscience and particular in human neuroscience. By saying this, we mean to distinguish this from this related field psychology and linguistics, in which the emphases of investigation are certainly to understanding the brain but are not ispo facto focused on the understanding of neural mechanism. The human brain has multiple anatomical specializations that may be relevant to explaining our capacity for language. First, human brains have wider cortical minicolumns in both Broca‟s and Wernicke‟s areas compared with great apes. Second, human brains exhibit leftward asymmetries in Broca‟s area volume and in the width of planum temporal minicolumns that are not found in great apes. Third, the projections of the human arcuate fasciculus reach beyond Wernicke‟s area to a region of expanded association cortex in the middle and inferior temporal cortex that appears to be involved in processing word meaning. Keywords: Language Development, Neurobiology of Language, Broca’s areas, Wernicke’s areas, and psychiatric disorders. INTRODUCTION The language evolution of human What is language: Language is human‟s being is thus one of the most interesting and ability to use an extremely rich set of significant evolutionary events that which symbols, plus rule for combining them to has occurred in the last 5–10 million years, communicate information. The human and indeed during the entire history of life ability to use language far exceeds that any on Earth. Given its central role in human other organism on earth. As Bhartrihari, an behavior, and in human culture, it is Indian thinker observed „Everything is unsurprising that the origin of language has cognized through language‟. Indeed, been a topic of myth and speculation since language changes the world of experience in before the beginning of history. From the critical ways. Language is a unique power dawn of modern evolutionary theory, of bestowed human to represent and share Darwin questions about the evolution of unbounded thoughts is critical to all human language have generated a rapidly growing societies and has significantly played a scientific literature. Since the 1960s, an pivotal role in the rise of human as species increasing number of scholars with in the last million years from peripheral and backgrounds in genetics, anthropology, a minor member of the sub-Saharan African speech science linguistics, neuroscience, ecological community to the dominant and evolutionary biology and devoted species on the earth today. International Journal of Health Sciences & Research (www.ijhsr.org) 256 Vol.9; Issue: 1; January 2019 Vikas Kumar et.al. Neurobiology of Language Development: An Update themselves to understand various aspects of described six characteristics of language: language evolution and language sciences. The signals used are 1) vocal; 2) articulate, Language from Apes to Humans: that is complex sounds are constructed from Mutation of the FOXP2 gene need phonetic units; 3) have a conventional not have been the only factor in the switch. meaning (to the speaker and recipient); 4) Until the emergence of Homo sapiens, the the sounds are indicative (or represent anatomical requirements for fully articulate objects or events in the environment); 5) speech were probably not complete. For they are produced with the intention of example, the hypoglossal canal is much communicating to someone else; and 6) they larger in humans than in great apes, are joined together to form new suggesting that the hypoglossal nerve, combinations. Bierens de Haan concluded which innervates the tongue, is also much that although animals meet the first five larger in humans, perhaps reflecting the criteria: “real creative language, the faculty importance of tongued gestures in speech of combining words into phrases, is beyond (Corballis, M. C., 2009). The evidence the faculties of the animal mind. It is only suggests that the size of the hypoglossal the human mind that possesses the full canal in early australopithecines, and faculty of combining words into phrases and perhaps in Homo habilis, was within the phrases into conversations, of constantly range of that in modern great apes, while creating new means to express and that of the Neandertal and early Homo communicate feelings and thought sapiens skulls was contained well within the (Snowdon, C. T., 1990). modern human range. A further clue comes The accomplishments of apes, from the finding that the thoracic region of monkeys, and birds do not approach those the spinal cord is relatively larger in humans of a human child. However, it would be than in nonhuman primates, probably naive to expect an ape to match totally the because breathing during speech involves linguistic competence of a human child. extra muscles of the thorax and abdomen Bonobos, chimpanzees, and humans are (Corballis, 2009). distinct species, each of which has evolved Animals models for language: its own communicative and cognitive Human beings are unique in that adaptations. Among the defining they communicate through a system of characteristics of our own species are our language. Non-human animals have a linguistic and cognitive skills. If we were to system of communication but lack language. find a Kanzi that imitated all human Thus, a nonhuman animal might be able to cognitive and linguistic abilities, we would signal food or danger or make sexual probably be asking ourselves what sort of advances to another animal but is not able to genetic disorder led him to be so short and produce language akin to ours. However, hairy. The finding of some rudiments of many species share with us mechanisms for language-like phenomena in natural sound production. Zebra finches share many communication, such as simple grammars, features with human beings pertaining to rudimentary symbolization, similar communication and sound production. Both perceptual systems, along with the potential have critical periods during development exhibited by some of the great apes, during which they must hear the sounds of indicates that many of the components of their respective communication or language linguistic ability have appeared at different they are to produce, and both have specific times in evolution; but it is only with human temporal periods during which they must beings that all of the components that define hear as well as practice these sounds our linguistic abilities have come together in (Helekar et. al., 2003). one species. Bierens de Haan, one of the earliest reviews of animal language parallels, International Journal of Health Sciences & Research (www.ijhsr.org) 257 Vol.9; Issue: 1; January 2019 Vikas Kumar et.al. Neurobiology of Language Development: An Update Prenatal language learning: Phonology provides a basis for Prenatal language learning is an constructing a large and expandable set important aspect of human development. of words out of two or three dozen During the third trimester of gestation, a phonemes. A phoneme is the basic unit baby in the womb can hear the mother's of sound in a language; it is the smallest voice clearly and makes use of this ability unit of sound that affects meaning. by learning the rhythms, tones, and Morphology refers to the units of sequences of whatever languages the mother meaning involved in word formation. A speaks. These phonological patterns do not morpheme is a minimal unit of meaning; stand apart from context but instead, are it is a word or a part of a word that experienced as integral parts of the mother's cannot be broken into smaller moods and activities. By building up neural meaningful parts. patterns in the brain, the baby gets a head Syntax involves the way words are start on the phonological contours, combined to form acceptable phrases grammars, and uses of the mother's and sentences. languages (Childs, M. R., 1998). Semantics refers to the meaning of Babies begin learning the language words and sentences. Every word has a in the womb. An early discovery using set of semantic features, which are acoustic spectrography revealed that the required attributes related to meaning. first cry of a 900-gram baby already Words have semantic restrictions on contained intonations, rhythms, and other how they can be used in sentences. speech features that could be matched with Pragmatics system of using appropriate the mother's voice spectrograph. This conversation and knowledge of how to proved that by about 26 weeks of gestation, effectively use language in context. this baby had already acquired certain features of its mother tongue (Sherr, L., Neurobiological origins of language: 1995). Language has a long evolutionary Communication in the antenatal period: history and is closely related to the brain, Unborn babies can recognize their but what makes the human brain uniquely mum's voice from 16 weeks and dad's adapted to language is unclear. The regions from 20 weeks of the brain that are involved in language in Unborn babies respond to singing and humans have similar analogues in apes and being read to from 24 weeks. They may monkeys, and yet they do not use language. move about to show that There may also be a genetic component; They are listening, babies develop mutations in the FOXP2 gene in humans, preferences for music while in the womb the gene that prevents from constructing and they can move in rhythm to music complete sentences (Arbib, M.
Load more

Recommended publications
  • Second Language Acquisition Through Neurolinguistic Programming: a Psychoanalytic Approach
    International Journal of Engineering & Technology, 7 (4.36) (2018) 624-629 International Journal of Engineering & Technology Website: www.sciencepubco.com/index.php/IJET Research paper Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach A. Delbio1*, M. Ilankumaran2 1Research Scholar in English, Noorul Islam Centre for Higher Education, Kumaracoil. 2Professor of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamilnadu, India. E-mail:[email protected] *Corresponding author E-mail: [email protected] Abstract English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills. This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.
    [Show full text]
  • Statistical Language Learning: Learning-Oriented Theories Is That Mechanisms and Constraints Such Accounts Seem at Odds with One of the Central Observations 1 Jenny R
    110 VOLUME 12, NUMBER 4, AUGUST 2003 most important arguments against Statistical Language Learning: learning-oriented theories is that Mechanisms and Constraints such accounts seem at odds with one of the central observations 1 Jenny R. Saffran about human languages. The lin- Department of Psychology and Waisman Center, University of Wisconsin–Madison, guistic systems of the world, de- Madison, Wisconsin spite surface differences, share deep similarities, and vary in non- arbitrary ways. Theories of language Abstract guage, it seems improbable that chil- acquisition that focus primarily on What types of mechanisms dren could ever discern its structure. preexisting knowledge of language underlie the acquisition of hu- The process of acquiring such a sys- do provide an elegant explanation man language? Recent evidence tem is likely to be nearly as com- for cross-linguistic similarities. suggests that learners, includ- plex as the system itself, so it is not Such theories, which are exempli- ing infants, can use statistical surprising that the mechanisms un- fied by the seminal work of Noam properties of linguistic input to derlying language acquisition are a Chomsky, suggest that linguistic uni- discover structure, including matter of long-standing debate. One versals are prespecified in the child’s sound patterns, words, and the of the central focuses of this debate linguistic endowment, and do not re- beginnings of grammar. These concerns the innate and environ- quire learning. Such accounts gener- abilities appear to be both pow- mental contributions to the lan- ate predictions about the types of erful and constrained, such that guage-acquisition process, and the patterns that should be observed some statistical patterns are degree to which these components cross-linguistically, and lead to im- more readily detected and used draw on information and abilities portant claims regarding the evolu- than others.
    [Show full text]
  • Language Acquisition Device and the Origin of Language Briana Sobecks
    Language Acquisition Device and the Origin of Language Briana Sobecks In the early twentieth century, psychologists re- a particular language, the universal grammar can be refined alized that language is not just understanding words, but to fit a specific language. Even if some children may hear a also requires learning grammar, syntax, and semantics. specific language pattern more than others, the fact that all Modern language is incredibly complex, but young chil- children know it indicates a poss ble innate language sense. dren can understand it remarkably well. This idea supports One of Chomsky’s main tenants in his LAD theory Chomsky’s idea that language learning is innate. According is the Poverty of Stimulus argument. Though children do to his hypothesis, young children receive “primary linguistic collect data to learn a language, it is unlikely that the data data” from what is spoken around them, which helps them they are exposed to is enough to master an entire lan- develop knowledge of that specific language (Cowie 2008). guage. Instead, they must infer grammatical rules through Children passively absorb language from adults, peers, an internal sense. There are several cognitive factors that and exposure to media. However, this data is not sufficient support this argument. Underdetermination states that the to explain how children can learn unique constructions finite data is applicable in infinite situations. In context, of words and grammar patterns. Previously structuralists this means that children utilize the finite amount of data created a list of “phrase structure rules” to generate all they hear to generate any possible sentence.
    [Show full text]
  • Language Development Language Development
    Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development.
    [Show full text]
  • Speech and Language Development
    Tips for Encouraging Speech Two Types of An Introduction to and Language Development Communication Skills From birth baby begins to develop the two Speech and Use a high-pitched, sing-song voice. This helps get communication skills they will continue to build and keep your baby’s attention while you talk. on and use throughout their life: Language Play with sounds. Get silly while playing and make • Receptive communication is the ability to receive sounds that connect with what your child is doing. and understand a message from another person. Baby Development Use facial expressions and gestures to communicate demonstrates this skill by turning their head towards your the meaning of words. voice and responding to simple directions. Describe your actions as you dress, feed, and bathe • Expressive communication is the ability to convey a your child. Pairing the same words with routine message to another person through sounds, speech, signs, activities is a great way to develop language. or writing. Crying, babbling, and using body language are examples of baby’s early expressive skills. Encourage two-way communication. When your child communicates with you using sounds, words, or gestures, be sure to respond and take turns in “conversation.” Read with your child. “Reading” can simply mean describing pictures without following the written words. Choose books with large, colorful pictures, and encourage your child to point to and name familiar objects. Expand your child’s vocabulary by building on the Pathways.org empowers parents and health professionals words they already know. For example, if your child with FREE tools and resources to maximize a child’s motor, sensory, says “dog,” you could say “Yes, that’s a big dog!” and communication development.
    [Show full text]
  • The Role of Language in Theory of Mind Development
    Top Lang Disorders Vol. 34, No. 4, pp. 313–328 Copyright c 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins The Role of Language in Theory of Mind Development Jill G. de Villiers and Peter A. de Villiers Various arguments are reviewed about the claim that language development is critically connected to the development of theory of mind. The different theories of how language could help in this process of development are explored. A brief account is provided of the controversy over the capacities of infants to read others’ false beliefs. Then the empirical literature on the steps in theory of mind development is summarized, considering studies on both typically developing and various language-delayed children. Suggestions are made for intervention by speech language pathologists to enhance the child’s access to understanding the minds of others. Key words: conversation, false beliefs, false complements, language, narrative, theory of mind N THIS ARTICLE, we review arguments on interactions between language and ToM I and evidence for the claim that children’s in both typically developing and language- language acquisition is crucially connected to delayed children. We end with suggestions their development of a theory of mind (ToM). for using language interventions to facilitate Theory of mind refers to the child’s ability to children’s understanding of their own mental understand that other people have minds, and states as well as the minds of others. those minds contain beliefs, knowledge, de- sires, and emotions that may be different from THEORIES OF THE RELATIONSHIP those of the child. If the child can figure out BETWEEN LANGUAGE AND ToM those contents, then other people’s behavior will begin to make sense and, therefore, be Many writers have made a convincing case predictable and explainable.
    [Show full text]
  • Child Linguistic Development
    Linguistic Development Andrew Matthews 5th June 1996 1 CONTENTS 2 Contents 1 Introduction 4 2 Language Acquisition 4 2.1 Social Influences On Development . 6 3 History 7 3.1 Diary Studies: till 1930 . 7 3.2 Large Sample Studies: 1930 - 1957 . 7 3.3 Linguistic Studies: 1957 onwards . 7 4 What Is It That Develops? 8 4.1 The Communication Chain . 9 4.1.1 The Brain . 9 4.1.2 Neurological Encoding . 12 4.1.3 Anatomical-Physiological Encoding . 14 4.1.4 Auditory Reception . 15 5 Normal And Deviant Development 16 6 The Prelinguistic Period 17 7 The Holophrastic Period 19 8 The Telegraphic Period 20 9 The Complex Period 22 10 The Intuitive Linguistic Period 25 11 Developmental Theories 26 11.1 Baby Talk Register . 27 11.2 Social Theories Of Development . 30 12 Glossary 32 LIST OF TABLES 3 List of Tables 1 Consonantal divisions according to place of articulation . 14 2 Piaget's stages of cognitive development. ..................... 17 3 General stages of Linguistic development. ..................... 17 4 General stages of phonological development. ................... 18 5 Common categories of meaning (semantic relations) expressed in children's earliest sentences .................................... 21 6 Order of acquisition of English grammatical morphemes. 23 7 Progressive acquisition of the negation-transformation rules . 24 8 Examples of negative sentences showing the three developmental stages of negative sentences. ................................... 25 9 Expansion and Recasting { do they accelerate development? . 27 1 INTRODUCTION 4 1 Introduction This report is a general overview of current knowledge on linguistic development. It covers four main aspects of the subject. It begins by briefly covering the history of methodologies for studying development, with references to diary studies, large sample studies , and linguistic studies .
    [Show full text]
  • 1 the Story of Language Acquisition: from Words to World and Back
    The story of language acquisition: From words to world and back again Amy Pace Temple University Dani F. Levine Temple University Giovanna Morini University of Delaware Kathy Hirsh-Pasek Temple University Roberta Michnick Golinkoff University of Delaware Pace, A., Levine, D., Morini, G., Hirsh-Pasek, K. & Golinkoff, R.M. (2016) The story of language acquisition: From words to world and back again. In L. Balter and C. Tamis-LeMonda C. (Eds.), Child Psychology: A Handbook of Contemporary Issues, 3rd Edition. 43-79. 1 Introduction Imagine an infant visiting the zoo with her mother. From her stroller, she observes a troop of capuchins on a nearby tree. Her mother points to the scene and says, “Look! The monkeys are grooming each other!” How might she come to understand that her mother’s arbitrary auditory signals represent something about a scene that she is witnessing? How does she parse the continuous actions of the apes to derive appropriate units of meaning such as agents or actions from this complex, dynamic event? And how might she make the correct assumptions about how the words relate to the unfolding events before her? Despite recent advances, much of the current debate centers on the classical questions of how infants map words onto the dazzling array of sights and sounds in their world and how this process is guided by development and experience. Indeed, the field is still pondering the classic gavagai story that was introduced in 1960 by Quine. Given the complexity of the world, how is a language learner to know that the foreign word gavagai uttered while a rabbit scurries by, refers to the entire rabbit rather than to the fur, ears, or ground on which it thumps.
    [Show full text]
  • Six Principles of Language Development: Implications for Second Language Learners
    Developmental Neuropsychology ISSN: 8756-5641 (Print) 1532-6942 (Online) Journal homepage: http://www.tandfonline.com/loi/hdvn20 Six Principles of Language Development: Implications for Second Language Learners Haruka Konishi, Junko Kanero, Max R. Freeman, Roberta Michnick Golinkoff & Kathy Hirsh-Pasek To cite this article: Haruka Konishi, Junko Kanero, Max R. Freeman, Roberta Michnick Golinkoff & Kathy Hirsh-Pasek (2014) Six Principles of Language Development: Implications for Second Language Learners, Developmental Neuropsychology, 39:5, 404-420, DOI: 10.1080/87565641.2014.931961 To link to this article: http://dx.doi.org/10.1080/87565641.2014.931961 Published online: 04 Aug 2014. Submit your article to this journal Article views: 788 View related articles View Crossmark data Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=hdvn20 Download by: [University of Delaware] Date: 17 May 2016, At: 06:45 DEVELOPMENTAL NEUROPSYCHOLOGY, 39(5), 404–420 Copyright © 2014 Taylor & Francis Group, LLC ISSN: 8756-5641 print / 1532-6942 online DOI: 10.1080/87565641.2014.931961 Six Principles of Language Development: Implications for Second Language Learners Haruka Konishi School of Education, University of Delaware, Newark, Delaware Junko Kanero Department of Psychology, Temple University, Philadelphia, Pennsylvania Max R. Freeman Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois Roberta Michnick Golinkoff School of Education, University of Delaware, Newark, Delaware Kathy Hirsh-Pasek Department of Psychology, Temple University, Philadelphia, Pennsylvania The number of children growing up in dual language environments is increasing in the United States. Despite the apparent benefits of speaking two languages, children learning English as a second lan- guage (ESL) often face struggles, as they may experience poverty and impoverished language input at home.
    [Show full text]
  • Stages of Speech and Language Development
    LEARNING TO TALK For more information visit www.talkingpoint.org.uk TALKING TO LEARN Stages of Speech and Language Development Listening Understanding Speech sounds Social and attention and talk skills Turns towards a familiar sound Recognises parent’s voice Frequently cries especially when unhappy Gazes at faces and copies facial Up to 3 months Startled by loud noises Often calmed by familiar friendly voice, or uncomfortable movements, e.g. sticking out tongue! e.g. parent’s Makes vocal sounds, e.g. cooing, gurgling Makes eye contact for fairly long periods Watches face when someone talks Shows excitement at sound of Makes vocal noises to get attention Senses different emotions in parent’s approaching voices Makes sounds back when talked to voice and may respond differently, for 3 – 6 months example, smile, quieten, laugh Laughs during play Cries in different ways to express Babbles to self different needs Locates source of voice with accuracy Understands frequently used words Uses speech sounds (babbling) to Enjoys action rhymes and songs 6 – 12 months Focuses on different sounds, such as ‘all gone’, ‘no’ and ‘bye-bye’ communicate with adults; says sounds like Tries to copy adult speech and e.g. telephone, doorbell, clock Stops and looks when hears own name ‘ba-ba, no-no, go-go’ lip movements Understands simple instructions when Stops babbling when hears familiar Takes ‘turns’ in conversations supported by gestures and context adult voice (using babble) Uses gestures such as waving and pointing to help communicate Around 12 months begins to use single words e.g. ‘mummum’, ‘dada’, ‘tete’ (teddy) Attends to music and singing Understands single words in context, Says around 10 single words, although these Likes being with familiar adults 12 – 15 months Enjoys sound -making toys/objects e.g.
    [Show full text]
  • More Than Baby Talk: 10 Ways to Promote the Language and Communication Skills of Infants and Toddlers
    d d d More d d d Than d Baby d d d Talk 10 Ways to Promote the d Language and Communication Skills of Infants and Toddlers Nicole Gardner-Neblett and Kathleen Cranley Gallagher d © 2013 by Nicole Gardner-Neblett & Kathleen Cranley Gallagher Acknowledgements The development of this guide was funded by the PNC Foundation. The content and recommendations are those of the authors and do not necessarily reflect the opinions of PNC Foundation. Permission to copy, disseminate, or otherwise use the information from this document for educational purposes is granted, provided that appropriate credit is given. We appreciate the comments and feedback provided by Ciani Bush-Johnson and Jessica Page. Graphic design: Gina Harrison, FPG Publications Office Suggested Citation Gardner-Neblett, N., & Gallagher, K. C. (2013).More than baby talk: 10 ways to promote the language and communication skills of infants and toddlers. Chapel Hill: The University of North Carolina, FPG Child Development Institute. Available at: http://mtbt.fpg.unc.edu/ d d d d d d d d d d d d d d d d d More Than Baby Talk ii Gardner-Neblett & Gallagher Table of Contents Why Promote the Language Development and Communication Skills of Infants and Toddlers? ................................... 1 Key practices ......................................................................................... 3 #1: Get Chatty ..................................................................................... 4 #2: Be a Commentator .......................................................................
    [Show full text]
  • Phonological Development
    This is a repository copy of Learning words and learning sounds : Advances in language development. White Rose Research Online URL for this paper: https://eprints.whiterose.ac.uk/113875/ Version: Accepted Version Article: Vihman, Marilyn orcid.org/0000-0001-8912-4840 (2017) Learning words and learning sounds : Advances in language development. British journal of psychology. pp. 1-27. ISSN 0007-1269 https://doi.org/10.1111/bjop.12207 Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ British Journal of Psychology Advances in language development: Learning words and learning sounds --Manuscript Draft-- Article Type: Article Manuscript Number: Full Title: Advances in language development: Learning words and learning sounds Order of Authors: Marilyn May Vihman, PhD Corresponding Author: Marilyn May Vihman, PhD University of York York, Not Applicable UNITED KINGDOM Corresponding Author E-Mail: [email protected] Keywords: speech sounds; phonological development; word learning; exemplars; complementary systems model; perceptual narrowing; phonological template; vocal motor scheme Abstract: Phonological development is sometimes seen as a process of learning sounds, or forming phonological categories, and then combining sounds to build words, with the evidence taken largely from studies demonstrating 'perceptual narrowing' in infant speech perception over the first year of life.
    [Show full text]