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Language Development01:22

Language Development

595
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...
595
Language and Cognition01:27

Language and Cognition

526
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.
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Related Experiment Video

Updated: Nov 1, 2025

Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology
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Phonemic Training Modulates Early Speech Processing in Pre-reading Children.

Anne Bauch1, Claudia K Friedrich1, Ulrike Schild1

  • 1Developmental Psychology, Department of Psychology, University of Tuebingen, Tuebingen, Germany.

Frontiers in Psychology
|June 18, 2021
PubMed
Summary
This summary is machine-generated.

Preschoolers trained in phonemic awareness and letter knowledge showed enhanced spoken word processing. Explicit phonemic training improved early speech sound perception in young children.

Keywords:
childrenevent-related potentialsphonemic awareness trainingprecursors of reading acquisitionspeech processing

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Area of Science:

  • Cognitive psychology
  • Developmental psychology
  • Neuroscience

Background:

  • Phonemic awareness and grapheme knowledge are crucial precursors to reading acquisition.
  • Disentangling their specific roles in spoken word recognition is essential for understanding reading development.

Purpose of the Study:

  • To investigate the distinct contributions of phonemic awareness and grapheme knowledge to spoken word recognition in preschoolers.
  • To examine the impact of explicit phonemic and grapheme training on early speech processing.

Main Methods:

  • A training study involving three groups of preschoolers: phonemic training, phonemic plus grapheme training, and a non-linguistic control group.
  • Event-related potentials (ERPs) and decision latencies were used to assess spoken word processing sensitivity to phonemic variation.
  • A group of young adults participated for comparison with experienced readers.

Main Results:

  • All groups demonstrated fine-grained spoken word processing, as indicated by decision latencies.
  • Event-related potentials revealed that both phonemic training groups processed phonemic variations with greater detail than the control group and young adults.
  • Early stages of speech processing showed enhanced sensitivity to phonemic variation in trained preschool groups.

Conclusions:

  • Explicit phonemic training enhances implicit speech processing in preschoolers.
  • The findings suggest temporal plasticity in speech processing during early development.
  • Targeted phonemic instruction can significantly benefit early reading precursor skills.