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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.
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...
Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

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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Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

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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Dips in Development: Learning to Walk Temporarily Disrupts Infant Vocalization.

Samantha N Plate1, Joshua L Schneider2, Jana M Iverson3

  • 1Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA.

Infancy : the Official Journal of the International Society on Infant Studies
|June 20, 2026
PubMed
Summary
This summary is machine-generated.

Learning to walk temporarily slows infant vocal development and coordination, but new walking skills eventually enhance communication. This study tracks infant vocalizations and motor skill acquisition around the time babies start walking.

Keywords:
cross‐domain developmentdynamic systemslongitudinal changevocalizationvocal‐locomotor coordinationwalking

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Area of Science:

  • Developmental psychology
  • Infant motor development
  • Child language acquisition

Background:

  • Infant development involves simultaneous acquisition and integration of multiple skills.
  • New skills can impact existing behaviors, causing temporary instability.
  • Understanding cross-domain skill interactions is crucial for developmental insights.

Purpose of the Study:

  • To investigate the relationship between vocal development and the emergence of walking in infants.
  • To examine how learning a new complex motor skill influences communication behaviors.
  • To map longitudinal changes in vocalization and its coordination with locomotion.

Main Methods:

  • Longitudinal study of 22 infants over 6 months surrounding walk onset.
  • Analysis of vocalization frequency, duration, and coordination with locomotion during home activities.
  • Comparison of vocal coordination with crawling versus walking.

Main Results:

  • Infants showed overall linear growth in vocalization and coordination with locomotion.
  • A majority of infants experienced a temporary "dip" in these measures around walk onset.
  • Coordination of vocalization with walking emerged significantly after walking experience began.

Conclusions:

  • Learning to walk presents a developmental phase of temporary slowdown in vocal progress.
  • Walking acquisition creates new opportunities for infant communication.
  • The integration of new motor skills significantly impacts concurrent developmental trajectories.