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Related Concept Videos

Language Development01:22

Language Development

1.1K
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...
1.1K
Components of Language01:24

Components of Language

939
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.
939
Language and Cognition01:27

Language and Cognition

978
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
978
Encoding01:19

Encoding

1.0K
Information enters the brain through encoding, which is the input of information into the memory system. Once sensory information is received from the environment, the brain labels or codes it. The information is then organized with similar information and connected to existing concepts. Encoding occurs through automatic processing and effortful processing.
Automatic processing involves the encoding of details like time, space, frequency, and the meaning of words, usually done without conscious...
1.0K
Schemata01:17

Schemata

456
A schema is a mental construct that organizes related concepts, allowing the brain to process information efficiently. Upon activation, schemata facilitate assumptions about people or objects.
Two types of schemata are:
456
Natural and Artificial Concepts01:24

Natural and Artificial Concepts

694
In psychology, concepts can be divided into two categories: natural and artificial. Natural concepts are formed through direct or indirect experiences. For example, consider the concept of snow. If you live in a place with regular snowfall, such as Essex Junction, Vermont, you know snow through direct experiences. You’ve seen it fall, touched it, shoveled it, and played in it. You recognize its texture, appearance, and even its smell. In contrast, if you live on an island like Saint...
694

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Related Experiment Video

Updated: Apr 5, 2026

Transcranial Direct Current Stimulation tDCS of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition
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The acquisition of semantics.

Laura Wagner1

  • 1Department of Psychology, Columbus, OH, 43210, USA.

Wiley Interdisciplinary Reviews. Cognitive Science
|August 15, 2015
PubMed
Summary

This review explores how children learn linguistic meaning, covering word meaning, argument structure, tense, aspect, quantification, and scope. It examines acquisition challenges, key findings, and future research directions in child language development.

Area of Science:

  • Linguistics
  • Developmental Psychology
  • Cognitive Science

Background:

  • Child language acquisition is a complex process involving multiple linguistic domains.
  • Understanding how children acquire linguistic meaning is crucial for developmental theories.
  • Previous research has identified challenges in various aspects of language learning.

Purpose of the Study:

  • To review the current state of knowledge on child language acquisition of linguistic meaning.
  • To examine the acquisition of specific linguistic elements: word meaning, argument structure, tense/aspect, and quantification/scope.
  • To identify key problems, findings, and outstanding questions in the field.

Main Methods:

  • Literature review of studies on child language acquisition.

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  • Synthesis of research findings across different linguistic domains.
  • Identification of common themes and challenges in acquisition.

    • Main Results:

    • Children face distinct challenges in acquiring word meaning, argument structure, tense/aspect, and quantification.
    • Significant progress has been made in understanding acquisition patterns for these elements.
    • Several key questions remain unanswered regarding the precise mechanisms and timelines of acquisition.

    Conclusions:

    • The acquisition of linguistic meaning is multifaceted, with specific challenges in each domain.
    • Continued research is needed to fully elucidate the processes underlying child language development.
    • This review highlights critical areas for future investigation in developmental linguistics.