According to Fromkin, Rodman, and Hyams (2011), aphasia is “a neurological term for any language disorder resulting from brain damage caused by disease or trauma” (p. 6). People with aphasia rarely experience a complete loss of language; instead, certain areas of speech may become difficult for them (Fromkin et al., 2011, p. 7). Examining the speech of patients with aphasia can reveal aspects of language that are disrupted when certain brain regions are damaged, therefore the study of patients with aphasia is necessary to understand the relationship between the human brain and speech. For example, the authors found that studying patients with Broca’s and Wernicke’s aphasia helped demonstrate the modular structure of the brain, while studying word substitutions produced by patients with aphasia showed that words are organized in a mental lexicon, that is, words not it’s simple. listed in our list. vocabulary, but rather represents a complex network of phonetic or semantic connections.
According to Fromkin, Rodman, and Hyams (2011), aphasia is “a neurological term for any language disorder resulting from brain damage caused by disease or trauma” (p. 6). People with aphasia rarely experience a complete loss of language; instead, certain areas of speech may become difficult for them (Fromkin et al., 2011, p. 7). Examining the speech of patients with aphasia can reveal aspects of language that are disrupted when certain brain regions are damaged, therefore the study of patients with aphasia is necessary to understand the relationship between the human brain and speech. For example, the authors found that studying patients with Broca’s and Wernicke’s aphasia helped demonstrate the modular structure of the brain, while studying word substitutions produced by patients with aphasia showed that words are organized in a mental lexicon, that is, words not it’s simple. listed in our list. vocabulary, but rather represents a complex network of phonetic or semantic connections.
Owens (2015) explains that games like Peek-a-boo and This Little Piggy involve all aspects of communication: just like in adult conversations: “Turns are changed, there are rules for each turn, and certain words and actions” (p. . 108). Peek-a-boo is an early example of dialogue that is important for young children’s language development (Owens, 2015, p. 108). This Piggy, on the other hand, uses finger play to support the words in the sequence, which uses both the brain and muscles to stimulate speech. It can also be useful for teaching basic sentence order and showing the process of supporting speech with action.
Discuss some of the ways culture, gender, and socioeconomic factors can influence (both positively and negatively) language development.
Culture, gender and socioeconomic factors strongly influence a child’s language development. Owens (2015) writes, “In US middle SES English-speaking families, parenting behavior varies by number and gender of children, perceived differences in child abilities, and between two-parent and one-parent families” (p. 16
). In addition, birth order also affects children’s language development, as firstborns receive more attention and therefore more language exercises from their parents. A negative socio-economic situation – for example in African-American families – can weaken a child’s language development due to limited educational opportunities and lack of parental attention (Owens, 2015, p. 2), while better access to education can facilitate language acquisition. . development of children from more economically stable families. On the other hand, gender differences can affect not only how people speak, but also how they think about speech and objects. For example, Fromkin et al. (2011) argue that it is possible that grammatical gender can affect how we see objects: “Some psychologists have suggested that speakers of gender-marking languages think of objects in terms of their gender, just as humans or animals do” (p. . 31).
True bilingualism means that a person can speak two languages with equal proficiency, but this is very rare (Owens, 2015, p. 202). In most cases, one language dominates, which the child knows better than the other, but it is also common for a person to have a partial command of both languages. Factors such as language input, language development environment and individual and maternal factors are all responsible for the different proficiency levels of bilingual children (Owens, 2015, p. 202). Therefore, individual assessment can show negative differences between monolingual and bilingual children, so it is recommended to assess both bilingual children and bilingual students in their mother tongue, which they know best, or in both languages at the same time.
Provide one piece of evidence with an example to support the nativist (natural) view of language development. Then provide one piece of evidence with an example that supports the constructivist (educator) perspective.
One of the most important pieces of evidence to support the nativist view was the way children construct short sentences (Owens, 2015, p. 36). Owens (2015) explains that children use syntax that is structurally different from adult speech but still has meaning, such as “Daddy is eating a cookie” (p. 36). Due to the differences in the syntax of a child and an adult, it could not be assumed that this structure arose from hearing the parents’ speech, which meant that this way of joining words was innate. On the other hand, the most important evidence for the builders was the human ability to learn other languages by interacting with native speakers (Owens, 2015, p. 36). For example, when a person moves to live in another country, they soon start speaking the language, even if they have never learned it before.
Caregivers are the primary source of language skills for infants and toddlers. One strategy that promotes language development is the active use of facial expressions: “Infants respond particularly well to the voices and faces of their caregivers. In fact, a young infant cares about a person’s face to the exclusion of almost everything else” (Owens, 2015, p. 106).Child-directed speech, or IDS, therefore becomes an effective.practice in promoting language development. By using repetition and variation, caregivers can maintain the child’s attention and keep the baby alert and interested, while using simple structures in IDS can help children build simple vocabulary and learn to speak short sentences more quickly (Owens, 2015, p. 121).
