scholarly journals The relative roles of voice and gesture in early communication development

2020 ◽  
Author(s):  
Megan M Burkhardt-Reed ◽  
Helen L Long ◽  
Dale D Bowman ◽  
Edina R Bene ◽  
D. Kimbrough Oller
Keyword(s):  
Language Development ◽  
Human Communication ◽  
Human Infants ◽  
Communication Development ◽  
Early Communication

Both vocalization and gesture are universal modes of communication and fundamental features of language development. Many believe that language evolved out of early gestural use; however, evidence reported here suggests vocalization precedes gesture in human communication and forms the predominant foundation for language. To our knowledge no prior research has investigated the rates of emergence of both gesture and vocalization in human infants to evaluate this question. We evaluated the rates of gesture and speech-like vocalizations (protophones) of 10 infants at 4, 7, and 11 months of age using parent-infant laboratory recordings. We found that infant protophones outnumbered gestures substantially at all three ages, ranging from >30 times more protophones than gestures at 3 months, to more than twice as many protophones as gestures at 11 months. The results suggest that vocalization is the predominant mode of communication in human infants from the beginning of life.

Otitis Media and Language Development at 1 Year of Age

1988 ◽  
Vol 53 (3) ◽  
pp. 245-251 ◽  
Author(s):  
Ina F. Wallace ◽  
Judith S. Gravel ◽  
Cecelia M. McCarton ◽  
Robert J. Ruben
Keyword(s):  
Language Development ◽  
Otitis Media ◽  
Infant Development ◽  
Expressive Language ◽  
Positive Outcome ◽  
First Year ◽  
Positive Group ◽  
Communication Development ◽  
Medical Visits ◽  
Bayley Scales

The effect of otitis media on emerging language was examined in a group of 1-year-olds. Based on pneumatic otoscopy, 15 babies were considered to be free of otitis media in both ears at 80% or more of their first year medical visits (otitis free) and 12 infants had bilaterally positive otoscopy results at 30% or more of their visits (otitis positive). Outcome measures at 1 year included the Bayley Scales of Infant Development (Bayley, 1969) and the Sequenced Inventory of Communication Development (SICD; Hedrick, Prather, & Tobin, 1984) Receptive and Expressive scales. No significant differences were detected on either the Bayley or the SICD Receptive scale. However, the otitis positive group exhibited significantly lower expressive language scores than the otitis free group, suggesting that impairments in language expression may be evident as early as 1 year of age in children with otitis media.

scholarly journals The type of shared activity shapes caregiver and infant communication

Gesture ◽  
2010 ◽  
Vol 10 (2-3) ◽  
pp. 279-296 ◽  
Author(s):  
Daniel Puccini ◽  
Mireille Hassemer ◽  
Dorothé Salomo ◽  
Ulf Liszkowski
Keyword(s):  
Language Development ◽  
Specific Pattern ◽  
Free Play ◽  
Language Learner ◽  
Language Usage ◽  
Human Communication ◽  
Shared Activity ◽  
Deictic Gesture ◽  
Natural Interactions ◽  
Communicative Input

For the beginning language learner, communicative input is not based on linguistic codes alone. This study investigated two extralinguistic factors which are important for infants’ language development: the type of ongoing shared activity and non-verbal, deictic gestures. The natural interactions of 39 caregivers and their 12-month-old infants were recorded in two semi-natural contexts: a free play situation based on action and manipulation of objects, and a situation based on regard of objects, broadly analogous to an exhibit. Results show that the type of shared activity structures both caregivers’ language usage and caregivers’ and infants’ gesture usage. Further, there is a specific pattern with regard to how caregivers integrate speech with particular deictic gesture types. The findings demonstrate a pervasive influence of shared activities on human communication, even before language has emerged. The type of shared activity and caregivers’ systematic integration of specific forms of deictic gestures with language provide infants with a multimodal scaffold for a usage-based acquisition of language.

Early Storybook Reading with Babies and Young Children: Parents' Opinions and Home Reading Practices

2017 ◽  
Vol 42 (2) ◽  
pp. 69-77 ◽  
Author(s):  
Michelle I. Brown ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon
Keyword(s):  
Communication Skills ◽  
Social Skill ◽  
Future Research ◽  
Storybook Reading ◽  
Reading Practices ◽  
Book Selection ◽  
Social Skill Development ◽  
Communication Development ◽  
Home Reading ◽  
Early Communication

PARENTS' ( n = 113) OPINIONS OF early storybook reading (ESR) with their baby or toddler (newborn to three-years-old) and their home reading practices were explored using a questionnaire. Parents from both a more advantaged socioeconomic area and less advantaged socioeconomic area were included. The results signified that parents value ESR and participate in regular ESR with their baby. However, data suggests that some parents have difficulty choosing suitable books and have limited knowledge of how to promote early communication skills while sharing the storybook with their baby. Parents from the less advantaged area reported a lower frequency of ESR, owned fewer children's books and demonstrated more difficulties with book selection compared with parents from a more advantaged area. Future research targeting education on book selection and strategies to facilitate babies' early communication development during ESR may be beneficial to maximise the effectiveness of ESR on young children's language and social skill development.

scholarly journals Metasynthesis of Factors Contributing to Children’s Communication Development: Influence on Reading and Mathematics

2017 ◽  
Vol 2017 ◽  
pp. 1-10
Author(s):  
Amber J. Godwin ◽  
Mary Margaret Capraro ◽  
William H. Rupley ◽  
Robert M. Capraro
Keyword(s):  
Academic Achievement ◽  
Vocabulary Acquisition ◽  
Mathematics Interventions ◽  
Communication Development ◽  
Early Communication ◽  
Mathematics Vocabulary ◽  
And Mathematics ◽  
Reading And Mathematics

The purpose of this study is to determine what previous studies have found to be factors that contribute to a child’s initial communication development and previously identified effects of reading mathematics storybooks to toddlers or preschoolers. Therefore, it follows that the earlier a preschooler is exposed to mathematics vocabulary, the easier mathematics vocabulary acquisition and understanding can be for that child, which can result in an increase in future academic achievement. This metasynthesis was conducted to gather information on the effects that interactive relationships with caregivers have on a child’s ability to communicate and then how symbiotic reading and mathematics interventions can affect a child’s ability to think and communicate mathematically. According to the data analyzed for this metasynthesis, caregivers’ language relationships help facilitate a child’s early communication development and reading and mathematics symbiotic instruction can lead to developing a child’s ability to think and communicate mathematically.

scholarly journals Music therapy for supporting communication development for young children with complex needs in a specialist conductive education service

2021 ◽  
Author(s):  
Qiaoling Liang
Keyword(s):  
Young Children ◽  
Language Development ◽  
Music Therapy ◽  
Exploratory Research ◽  
Analysis Method ◽  
Speech And Language ◽  
Music Therapists ◽  
Complex Needs ◽  
Communication Development ◽  
Speech And Language Development

<p>This research aimed to explore the ways in which I, as a music therapy student, could benefit speech and language development with children with complex needs in an early childhood service. Communication is one of the most important parts of our lives. It helps us to connect and build a relationship with others, families, friends and so on. Speech-language development is a core part in music therapy of Communication development for young children which aim to help children to express their inner feelings, emotions; to improve children’s understanding communication and interpret information from other people (Perry, 2003; Knight & Rabon 2017). This is theoretical exploratory research which contains various data from music therapy literature, music therapy audiovisual recordings in public domains, and reflective notes from general experience on placement. This research used a thematic analysis method. The data was interpreted in an open inductive way, discovering ideas and combinations of codes without assumptions, and finding new ideas from the sources. The data analysis method followed the guidelines of Braun & Clarke in 2006 which included six steps in the process: 1) familiarizing with data, 2) generating initial codes, 3) searching for themes, 4) reviewing themes, 5) defining and naming themes and 6) providing a report. This research found there were three main themes in response to the question how do music therapists support speech and language for young children. The most important fundamental process was “Building trust and familiarity” between therapist and child; the secondary theme or process was “Moving up together” which involved musical collaboration and enjoyment. Throughout these processes therapists used “flexible musical skills”. This exploratory study also helped me as a student music therapist to better understand how to facilitate and support speech and language development in my placement in a specialist conductive education facility.</p>

Making a case for mirror-neuron system involvement in language development: What about autism and blindness?

2005 ◽  
Vol 28 (2) ◽  
pp. 145-146 ◽  
Author(s):  
Hugo Théoret ◽  
Shirley Fecteau
Keyword(s):  
Language Development ◽  
Mirror Neurons ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Human Language ◽  
Motor Resonance ◽  
Neuron System ◽  
Communication Development ◽  
System Involvement ◽  
Language Communication

The notion that manual gestures played an important role in the evolution of human language was strengthened by the discovery of mirror neurons in monkey area F5, the proposed homologue of human Broca's area. This idea is central to the thesis developed by Arbib, and lending further support to a link between motor resonance mechanisms and language/communication development is the case of autism and congenital blindness. We provide an account of how these conditions may relate to the aforementioned theory.

scholarly journals The Effects of Semantics in the Language Development of English as a Foreign Language (EFL) Learners

2020 ◽  
Vol 9 (4) ◽  
pp. 138
Author(s):  
Fatimah Alsayed
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Language Proficiency ◽  
Word Meaning ◽  
Real Life ◽  
Human Communication ◽  
Lexical Development ◽  
Vocabulary Strategies ◽  
Foreign Language Learners ◽  
Key Terms

The study of Semantics is an important area of word meaning, references, senses, logic, and perlocutions and illocutions. That is, the study of Semantics increases students’ understanding and awareness of word meaning, sentence relationships, and discourse and context. It also enables students to create and improve their Semantics maps which are webs of words visually display the meaning-based connections between a word or phrase and a set of related words or concepts. This paper is a product of effort that I make to implement some theoretically-sound strategies in planning and teaching a Semantic course for English Foreign language learners (EFL). The aim of this paper is to show that utilizing the mechanisms of meaning is vital to successful human communication. Alongside with that, lexical development will solidify students’ understanding of language meaning and sense relations. The purpose of the course is to concentrate on teaching key terms in Semantics, Semantics Analysis of Writing Approach (SAW) and ‘agent-action-goal with real-life action’ technique and then employed the knowledge of these terms to improve students’ vocabulary in the short-term, and their language proficiency in the long-term. Scaffolding the Semantics information with L2 vocabulary strategies is pivotal in language development. Implementing semantics strategies in an attempt to expose the relationship between teaching Semantics and improving ELLs’ language skills.

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