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Language Development

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.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...

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Related Experiment Video

Updated: May 17, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Study on pragmatic assessment data reliability in children with typical language development.

Andreza Carolina Bretanha¹, Simone Aparecida Lopes-Herrera

¹Departamento de Fonoaudiologia, Faculdade de Odontologia de Bauru, Universidade de São Paulo, Bauru, SP, Brasil.

Jornal Da Sociedade Brasileira De Fonoaudiologia

|November 7, 2012

Summary

This study found that sessions 2 and 3 of a 150-minute recording provided the most reliable data for assessing children's pragmatic profiles. These sessions offer enhanced reliability for evaluating verbal communicative abilities in children.

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Published on: December 14, 2012

Area of Science:

Child Language Development
Pragmatic Language Assessment
Speech-Language Pathology

Background:

Accurate assessment of children's pragmatic language skills is crucial for identifying developmental needs.
Previous methods for surveying pragmatic profiles lacked sufficient reliable data.
This study aimed to identify optimal data collection periods for reliable pragmatic profiling.

Observation:

Five children with typical language development (ages 7-8) participated in a 150-minute recording of child-researcher interaction, divided into five 30-minute sessions.
Data were analyzed using a verbal communicative abilities protocol to compare reliability indexes (RI) and reliability status (RS) across sessions.
Inter- and intra-observer analyses were conducted to calculate RI and RS.

Findings:

Sessions 2 and 3 consistently yielded higher reliability indexes (RI) and reliability status (RS) across most participants and verbal communicative abilities.
Session 3 showed the highest RS for dialogic and narrative-discursive abilities.
Specific sessions demonstrated varying optimal reliability for individual children.

Implications:

Utilizing specific recording segments (sessions 2 and 3) can enhance the reliability of children's pragmatic profile assessments.
This finding can inform more efficient and accurate diagnostic practices in speech-language pathology.
Optimized data collection protocols can lead to better-targeted interventions for children with pragmatic language impairments.