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Language Development01:22

Language Development

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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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Language and Cognition01:27

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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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Higher Mental Functions of the Brain: Language01:10

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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
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Learning Disabilities01:25

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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The cochlea is a coiled structure in the inner ear that contains hair cells—the sensory receptors of the auditory system. Sound waves are transmitted to the cochlea by small bones attached to the eardrum called the ossicles, which vibrate the oval window that leads to the inner ear. This causes fluid in the chambers of the cochlea to move, vibrating the basilar membrane.
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When we hear a sound, our nervous system is detecting sound waves—pressure waves of mechanical energy traveling through a medium. The frequency of the wave is perceived as pitch, while the amplitude is perceived as loudness.
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词汇组成塑造了带有耳植入物的儿童语言发展.

Lynn K Perry1, Daniel S Messinger1,2,3,4, Ivette Cejas2,5

  • 1Department of Psychology, University of Miami, Coral Gables, USA.

Developmental science
|November 7, 2024
PubMed
概括

在早期词汇中使用更多基于形状的名词的儿童表现出更好的语言技能. 对于耳植入物使用者来说尤其如此,这表明形状词有助于语言发展.

关键词:
耳植入物可以进行耳植入.听力损失 听力损失是什么语言发展语言的发展.形状偏见 形状偏见 偏见词汇发展 词汇发展

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科学领域:

  • 发展心理学 发展心理学
  • 语言学的语言学.
  • 听力学 听力学是指听力学.

背景情况:

  • 词汇量是儿童语言能力的传统衡量标准.
  • 新兴研究强调了词汇组成的重要性,特别是基于形状的名词,在支持语言发展方面.
  • 了解早期词汇组成如何影响语言轨迹至关重要,特别是对于有听力障碍的儿童.

研究的目的:

  • 调查初始词汇组成之间的关系,专注于基于形状的名词,以及随后的语言发展.
  • 为了比较听力损失后耳道植入 (CI) 的儿童与正常听力 (NH) 的儿童的词汇组成和语言结果.
  • 在听力康复的背景下,探索早期词汇组成如何影响语言发展.

主要方法:

  • 分析了163名CI后听力损失的儿童和87名年龄相匹配的NH儿童的初始词汇组成.
  • 在植入后的1,2,3年,对词汇量,接收性语言和表达性语言能力的纵向评估.
  • 基于早期词汇中基于形状的名词的比例的语言结果的统计比较.

主要成果:

  • 具有较高比例的初始基于形状的名词的儿童表现出更大的词汇和更高的分数在接受性和表达性语言.
  • 这些积极的关联在1,2,3年的随访后被观察到.
  • 基于形状的名词的有益影响在耳植入物使用者中最为明显,特别是在植入后2-3年.

结论:

  • 基于形状的名词的知识在促进儿童语言发展方面发挥着重要作用.
  • 基于形状的名词可能有助于改善语言发育延迟的轨迹,特别是在使用耳植入器的听力损失的儿童中.
  • 词汇组成,而不仅仅是大小,是早期语言学习和干预结果的关键因素.