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Related Concept Videos

Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...
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Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.

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Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Temperamental profiles and language development: a replication and an extension.

Valentina Garello1, Paola Viterbori, M Carmen Usai

  • 1Department of Education Sciences, University of Genoa, Corso Podestà 2, 16128 Genova, Italy. valentina.garello@unige.it

Infant Behavior & Development
|October 22, 2011
PubMed
Summary
This summary is machine-generated.

Child temperament influences language development. Inhibited and inattentive children exhibit poorer vocabulary and language skills, while typical children show advanced linguistic abilities, according to teacher assessments.

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Area of Science:

  • Child Psychology
  • Developmental Linguistics

Background:

  • Individual differences in child temperament are linked to variations in language development.
  • Previous research indicates a connection between temperament and language acquisition.

Purpose of the Study:

  • To investigate the relationship between temperament and language ability in 24- to 30-month-old children.
  • To compare temperament assessments from parents and day-care teachers regarding their correlation with language skills.

Main Methods:

  • 109 children aged 24-30 months participated.
  • Parents and teachers completed temperament questionnaires.
  • Children's productive and receptive language assessed using the First Language Test.

Main Results:

  • Teacher-assessed temperament revealed three profiles: typical, distractible/non-persistent, and inhibited.
  • "Inattentive" and "inhibited" children displayed weaker lexical and morphological abilities and less mature vocabulary.
  • Parental temperament assessment yielded a four-cluster solution, with the "typical" profile showing the largest vocabulary and most mature semantic production.

Conclusions:

  • Child temperament, as perceived by teachers, is associated with varying levels of linguistic competence.
  • Specific temperamental profiles, such as inattentive or inhibited, correlate with poorer language development.
  • Parental and teacher assessments of temperament may offer different insights into child language development.