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Related Concept Videos

Language Development01:22

Language Development

494
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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Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

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The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
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Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

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The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
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Components of Language01:24

Components of Language

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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.
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Language and Cognition01:27

Language and Cognition

480
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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Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

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During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
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Related Experiment Video

Updated: Sep 28, 2025

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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Early grammatical marking development in Mandarin-speaking toddlers.

Ruoyu Lexie Huang1, Paul Fletcher2, Zhixiang Zhang3

  • 1Department of Psychology, University of Michigan.

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|March 28, 2022
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Summary

This study reveals the specific order of early grammatical marker acquisition in Mandarin-speaking children, highlighting linguistic specificity in language development. Mandarin markers are acquired differently than those in English.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Psycholinguistics

Background:

  • Early grammatical marking is crucial for language acquisition.
  • Mandarin, a widely spoken language, has been understudied regarding early grammatical development.

Purpose of the Study:

  • To investigate the order of early grammatical marking acquisition in Mandarin.
  • To compare Mandarin acquisition patterns with other languages.

Main Methods:

  • Utilized the Mandarin version of the MacArthur-Bates Communicative Development Inventory.
  • Collected data from 338 children (17-36 months) and 308 children (32-55 months) across two time points.

Main Results:

  • Identified a distinct order of grammatical marker acquisition in Mandarin.
  • Found that early- and late-acquired markers in Mandarin differ from English acquisition orders.
  • Perceptual salience, obligatory use, clear form-meaning mapping, and utterance-final position influenced acquisition speed.

Conclusions:

  • Mandarin grammatical development exhibits linguistic specificity.
  • Acquisition patterns are influenced by universal linguistic principles.
  • Findings contribute to understanding cross-linguistic variation in child language acquisition.