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A Psycholinguistic Perspective Sacred Heart University DigitalCommons@SHU Communication Disorders Faculty Publications Communication Disorders 1982 Communication Development and Its Disorders: A Psycholinguistic Perspective Rhea Paul Sacred Heart University Donald J. Cohen Follow this and additional works at: https://digitalcommons.sacredheart.edu/speech_fac Part of the Speech Pathology and Audiology Commons Recommended Citation Paul, R., & Cohen, D. J. (1982). Communication development and its disorders: a psycholinguistic perspective. Schizophrenia Bulletin, 8(2), 279-293. This Peer-Reviewed Article is brought to you for free and open access by the Communication Disorders at DigitalCommons@SHU. It has been accepted for inclusion in Communication Disorders Faculty Publications by an authorized administrator of DigitalCommons@SHU. For more information, please contact [email protected], [email protected]. VOL. 8, NO. 2, 1982 Communication Development and Its Disorders: A Psycholinguistic Perspective Downloaded from https://academic.oup.com/schizophreniabulletin/article-abstract/8/2/279/1911884 by guest on 23 March 2020 by Rhea Paul and Abstract something "funny" about the Donald J. Cohen child. In both cases, it is very often There is a reciprocal relationship the child's lack of speech that between the study of language finally impels the parents to seek disorders and research in normal professional help. language development. Recent Psycholinguistic research into studies in normal acquisition have these failures in language acquisi- led to a model of language devel- tion has been of interest not only opment that includes not only lin- to those who deal with communi- guistic achievements, but the de- catively impaired youngsters, but velopment of social and cognitive also to theorists concerned with abilities that lay the basis for the the nature of language and the transition from prelinguistic com- normal course of its development munication to the use of conven- (Itard 1806; Jakobson 1968; Lane tional forms. This model has been 1976). Disorders of language learn- applied to the study of develop- ing have been seen as "natural ex- mental disorders of language periments" in which the usually learning. Such a model allows the integrated components of commu- more puzzling disorders of lan- nicative function—motoric, per- guage development, such as child- ceptual, intellectual, affective, in- hood aphasia and primary autism, teractional, and linguistic—can be to be placed in a framework that "teased" apart so that the effect of predicts language disruption disruption of one aspect of the when underlying perceptual, cog- system on the others can be seen. nitive, or social abilities are In this way, the examination of lacking. Assessment procedures language disorders has contrib- that can be drawn from the model uted to theoretical models of intact of language disorders are pre- linguistic processing and to the sented. It is argued that the study understanding of the complex re- of these disabilities is important lations among the biological, psy- in the building of theoretical chological, and social forces that models of intact language proc- result in the normal child's re- essing that specify more precisely markable and apparently effortless the contribution of underlying facility for picking up language. skills to overall functioning. At the same time, recent years Questions for future research that have seen a tremendous increase serve this reciprocal purpose are in interest in normal language de- discussed. velopment on the part of clinicians and investigators who work with One of the most frequent present- communicatively impaired chil- ing problems in children referred dren. One reason for this interest for developmental disorders of any is the current explosion in the lit- kind is a delay in the acquisition of erature on language acquisition, language. Failure to talk at the ap- which was sparked by Chomsky's propriate age may be the first sig- (1957) formulation of a transforma- nal that alerts parents to the fact tional grammar, a powerful theor- that their child is different from other children, or it may be the Reprint requests should be sent to culmination of a long period of Dr. R. Paul at the Child Study Center, vague suspicion that there is 333 Cedar St., New Haven, CT 06510. 280 SCHIZOPHRENIA BULLETIN Downloaded from https://academic.oup.com/schizophreniabulletin/article-abstract/8/2/279/1911884 by guest on 23 March 2020 etical model of the structure of hu- for psycholinguists to use in learning language with attentional man language. Transformational constructing theories of the ac- mechanisms that favor linguistic grammar influenced linguists' con- quisition of language and its role stimulation and auditory equip- ception of their subject in many in development, while new data ment capable of imposing struc- ways, but it also provided psy- and theoretical formulations on ture on it. This apparently innate chologists with testable the normal course of language organization is not limited to audi- hypotheses about, for example, learning give clinicians additional tory processing, however. As the relative complexity of syntactic categories for organizing their ob- Bornstein (1975) shows, infants di- structures. These hypotheses servations and rationales for de- vide the visual spectrum, as well, could be examined by looking at signing intervention strategies. into adult categories, i.e., blue, the order of acquisition of these For this reason, it is useful to re- green, yellow, and red. structures during the developmen- view what has been learned about Infants also exhibit well- tal period. Although transforma- the development of communica- organized social behavior in their tional notions were eventually tion and to follow the shifts in fo- first months. Looking, smiling, abandoned because they failed to cus that this research has taken. In and vocalizing are put to use by take into account either the se- this way, it will be possible to for- young infants in securing and mantic limitations or the nonverbal mulate the questions for future re- maintaining caregivers' attention communicative bases of early lan- search that will be of the greatest (Ainsworth, Bell, and Stayton guage, nonetheless they played an interest not only for the study of 1974). Infants also show early pref- important role in kindling an in- clinical populations, but also for erences for human faces over other tense interest in language acquisi- the understanding of the normal visual stimuli (Fantz 1961, 1963, tion among psychologists. These child's ability to learn to communi- 1966; Kagan and Lewis 1965). researchers have collected a wealth cate through language. These very early propensities for of information about the course of human interaction will certainly communication development and Communication Development help bond babies to caregivers to have made important changes in in Normal Children ensure the nurturance necessary the way it is understood. for survival, as Freedman (1974) The accumulation and dissemi- The Neonate's Equipment for suggests. But, in addition, they nation of this information has giv- Language Learning. How is the provide frames for increasingly en rise to a second reason for in- newborn biologically organized to complex communication routines terest in normal development on make use of the linguistic environ- which will eventually include con- the part of clinicians. Understand- ment that must eventually ventional grammatical communi- ing more about the nature of lan- be assimilated? Certain perceptual cation through language. guage learning has led to a abilities appear to be present from Thus, infants begin life with not growing conviction that the nor- the first weeks of life, including only attentional preferences for mal sequence provides the best special responsiveness to sounds human, linguistic stimulation, but curriculum guide for teaching lan- in the frequency range of the hu- also with social behaviors that can guage and communication skills to man voice (Hutt et al. 1968), a elicit this stimulation. In addition, children who have not, for one preference for speech over other they impose perceptual structure reason or another, managed to rhythmic sounds (Butterfield and upon the events they experience. learn them on their own (Lee 1974; Siperstein 1974), and a tendency to These abilities derive from a set of Miller and Yoder 1974; Tyack and synchronize movements with innate, "hard-wired" systems for Gotsleben 1974; Bloom and Lahey pauses in speech (Condon and processing sensory input. The ex- 1978; Naremore 1980; Miller 1981). Sander 1974). In addition, infants istence of built-in systems such as As a result of these mutual con- as young as 4 weeks of age have these provides enormous economy cerns, a reciprocal relationship has been shown to be able to make cat- to the task of learning language. been established between clini- egorical distinctions between Knowledge of their existence must cians and psycholinguists. Clini- phoneme pairs, such as Ibl and /p/ also lead to questions about their cians' skilled observations of chil- (Eimas et al. 1971). It seems, then, role in later development. To what dren with disorders provide data that the infant comes to the task of extent might these early VOL. 8, NO. 2, 1982 281 Downloaded from https://academic.oup.com/schizophreniabulletin/article-abstract/8/2/279/1911884 by guest on 23 March 2020 attentional, perceptual, and social child participates in the routine vocalizations
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