Language Acquisition
information processing
(when information is incoming there are both automatic and effortful processes that occur) 1. Automatic processes are those that are unintentional or that have become routinized. (system is wired to turn to the sound of noise) 2. Effortful processing requires concentration and attention (some kind of volitional thought) . 3. The information processing system includes cognitive processes involved in attention, perception, organization, memory, concept formation, problem‐solving and transfer, and executive function. (bottom->up), attention orientation to a stimulus, reaction- time to respond to that stimulus, perceiving auditory, transferring information to memory->concept/schemes
Generative/ Nativist Approach
- Language is innate/ biologically based -children can't only learn language from environmental input Psycholinguistic Theory: -Syntactic Model -SemanticRevolution -Generative Grammar Apply rules to language they haven't heard before mouses vs. mice, they've never heard someone say mouses but still applied regular rules
genetic predisposition
- consistent pattern in order and general timing of development -individual differences in rate of development -methods: twin studies, SES comparison, language impairment result: heretability accounts for more of the variance for syntactic development experience accounts for more of the variance for vocabulary development
Morphology
- how meaningful units are combined into words and how we analyze these basic units -a morpheme is the smallest unit of meaning in a language - word formation (morphemes-smallest unit of meaning in a language ), can be words or parts of words that are bound to group words
Pragmatics
- meaning in context (functions of communication & turns in conversation) social use of language -use of language for diff functions (ask for information, request for a need, comment on something, protest, greetings, exchanging pleasantries (different functions) -use of info from context to determine what we say to achieve our goals (if my goal is to obtain info, I have to figure out what are the right words to use, to who do I direct the q to, and in what way do I present it (depending on who you are talking to) -use of interactions between people to initiate, maintain, and terminate conversations speech Acts MUST meet certain conditions: pointing out something that is interesting, or gesture to request something What's wrong with this situation? Person #1: Can you tell me what time it is? Person #2: Yes (not interpreting the persons intent) intent is also important
limitations of generative/ nativist approach
- syntactic models do not adequately account for single word and two word utterances -based on adult grammar, adult perspectives of meaning -not enough emphasis on early/prelinguistic communication -cannot account for expressions, idioms that seem to be memorized -look more at the structure of language
Semantics
- word and utterance meaning (words and semantic categories) -rules governing the meaning of words or grammatical units -vocabulary refers to words in a general way -lexicon is a person's individual vocabulary -semantic relations have to do with meaning relationships between and among words (ewe, ram,lamb: differ by age or gender, all types of sheep) (dog, animal, poodle: they're all animals, type of animal (dog) subordinate, then subordinate to that is a poodle (type of dog), hierarchy Kids have to learn words, but at some point in their mental lexicon they have to learn how to categorize
Needed for language development to occur
-Anatomical, -biological basis, -input, evolutionary perspective - humans seem to have developed language as a survival mechanism, sets us apart from other species, -to plan and to create,
brain organization for language
-Functional symmetry: language is localized in the left hemisphere visual spatial functions are localized in the right hemisphere -Language functioning: left hemisphere for syntax right hemisphere for semantics and pragmatics -type of processing: left for analytical, serial processing right for holistic, simultaneous processing
Theory of mind
-Knowledge that others have beliefs, thoughts, feelings that may or may not be the same as one's own -The ability to understand the minds of other people and to comprehend and predict their behavior. -complex cognitive process, metacognitive- thinking about thinking in that you think in the way you think and be aware that someone may think differently
Nativist: Semantic/ cognitive models
-Language is rooted in early cognitive development language as part of a generally cognitive system -case grammar: diff. grammatical classes of words, semantic role in language -precursors to language are innate object permanence means-end, cause-effect understanding imitation classification play
constructionist/ empiricist approach
-children learn language from exposure -language acquisition relies on general cognitive mechanisms -child is active in learning process, child and environment form a dynamic relationship : parent child interaction with their environment through play -exposed to language and construct meanings
Limitations of behavioral theory
-children produce sentences they have never heard before, as well as incorrect forms -parents do not explicitly punish communication attempts parents reinforce content, not form ignores Childs role in learning language -children saying mouses which goes against this theory
Language production
-concept forms in one of many memory areas of cortex -message structure is organized in Wenicke's area then the message is transmitted to Broca's area -Broca's area is responsible for detailing and coordinating speech programming (send plans to motor Cortex, output is the most affected) -signals are passed to the motor cortex to activate the muscles responsible for respiration, phonation, resonation, and articulation
Chomsky
-independent theory- language is special, processed in different part of the brain
empiricism
-language develops out of experiences -behaviorism: dominant theory in psychology - extreme form of empiricism - language is acquired SOLELY through experience -blank slate -learning through imitation, conditioning
Role of language function: formalist view (nativist)
-language is an autonomous arbitrary system -language use does not affect development
role of language: functionalist view(empiricist)
-language is shaped by the comm. function that it serves - children discover the form of language through using it to communicate
Is Language development domain specific?
-language specific view (modularity) - language is one subsystem of the human mind -universal grammar (shared characteristics among all languages: specific to humans and language General cognitive view (behaviorist and empiricist) - general cognitive capacities are necessary and sufficient for language development
Language universals
-languages of the world have underlying rules in common -children acquire their native languages even though their language environments differ greatly in quality and quantity (many children are learning their native language even if their parents aren't reading to them) -universal grammar (function words, basic structures of language are universal, semantic universals (words may differ across languages) new words are always being added
generative/ nativist theory
-natural languages are like formal languages, characterized by abstract rules and meaningful linguistic elements (words) as variables -children start with innate universal grammar then acquire words, idioms, constructions of language -universal grammar is continuous (not developmental): not that children learn individual words or morphemes in a developmental sequence but that it is already there, underlying
Functionalist Model
-pragmatics is the organizing aspect of language -Pragmatics can be considered the overarching or organizing form of language, pragmatics has to be in place to hold it all together as a communication system -If pragmatics is affected than a functionalist would consider that person a non productive communicator essentially.
Syntax
-rules governing order -how we arrange phrases and clauses in a language system to create different types of sentences - combining words (grammatical categories:nouns, verbs, adjectives, adverbs)
Behaviorism: Operant Conditioning
-skinner's verbal behavior theory -behaviors that are reinforced are likely to occur again in the future -behavior is modified by the events that follow Antecedent-what happens before the behavior behavior consequence-what happens after the behavior EX: A=parent initiating com. B= child imitating that word C= parent saying good job you said... -reinforcement vs punishment: can be positive or negative -selective reinforcement/shaping increases frequency of communication, learning new words more so than structure of language
Psycholinguistic theory
-syntactic model -semantic revolution -generative grammar: can make infinite amount of sentences
Constructionist theory
-through the environment, not internal -usage based approach: language structure emerges from language use - linguistic rules/patterns are meaningful in and of themselves -children construct rules via cognitive processes: -intention reading : children who are typically developing can read the intention of others -pattern finding: identifying patterns (visual, acoustic), helps children construct linguistic patterns by being exposed to them. categorizing: when they hear -ing ending
developmental patterns
1-Development is predictable 2-Milestones achieved at about the same age 3-"Developmental opportunity" is needed 4-Development occurs in phases or periods 5-Individual differences
Memory
1. Ability to recall information that has been previously learned and stored 2.Short term memory (limited) 3. Long term memory (virtually unlimited) Information is retained by rehearsal/repetition and organization
communication process
1. Encoding (speaker)- the speaker has to encode the message which then gets transmitted 2. Message transmission 3. Decoding (listener)-listener has to decode the transmission which then goes to their brain (decode the message)
attention
1. Includes awareness as well as active processing -Orientation refers to attention over time - Reaction refers to amount of time to respond to a stimulus 2.Maturity leads to increased efficiency at attention allocation,(dividing resources, ignoring background noise while listening to conversational partner) and better attentional capacity(maintain attention) .
organization
1. Incoming sensory organization is organized for later retrieval(conceptual maps) 2."chunking" by category - similar enough put them together 3-Better organization = better memory?-although not clear if ppl w/ better memory have better organization, better capacity for memory or better organization led to better capacity 4.Mediational strategy: symbol forms link to information- ex: the ball is the symbol and the link to the information is that its round (a feature of the symbol) 5-Associative strategy: symbols are linked to one another (the red ball might be linked to a football equal category member to ball or animals, cats, dogs, fish
birth-1 month
1. Infant reflexes: Phasic bite Rooting Rhythmic suck/swallow 2. Perceptual skills Lack organization, depends on interaction with environment Visual: nearsighted; relies on patterns for recognition. Auditory: middle ear fluid in first two weeks; within 4 days can discriminate sounds
aspects of communication
1. Information may include observations, needs, desires, and emotional or physiological states 2. involves sending and receiving verbal and or nonverbal signal 3. Signals may or may not be produced with clear intention
Theoretical issues in language acquisition
1. Nature vs. nurture: Is language development the outcome of an innate mechanism or is it learned through experience? 2. Language-specific vs. domain-general learning: Is language a unique capacity or does language develop as part of a general cognitive capacity? 3. Formalism vs. functionalism: Does language function shape the nature of language development or is language form independent of its function?
Models of linguistic processing
1. Structures are fixed features of the CNS. 2. How these structures organize, analyze, and synthesize incoming linguistic information varies with the individual and the task. 3. The way information is processed represents the voluntary problem‐solving strategies of each person, called information processing.
3 year old
1. Symbolic play- learning to represent more complex schemes 2.Language- combination of words and early sentences prewriting types of movements, lines
Piaget's model
1. Thought underlies and determines language 2. Thought begins in sensorimotor period 3. Cognitive growth is dependent upon sensorimotor exploration 4. Later intellectual operations are actions that have been internalized 5. Language is one part of symbolic function emerging out of sensorimotor period 6. Language is one way that child represents reality 7. Language is a poor reflection of a young child's knowledge.
Language comprehension
1. auditory processing and language decoding(hear and interpret auditory signal and decode it into language structure) 2.auditory cortex separates speech signal from noise 3.phonological analysis begins in Heschel's gyrus (taking acoustic speech wave and interpreting it into sequences of speech sounds) 4. linguistic analysis in Wernicke's area (sounds ->words->sentence) 5. semantic analysis is distrusted throughout the brain (more holistic process happening, memory storage, categorized understanding) 6. frontal lobe: integrates incoming linguistic and pragmatic information (some pragmatic or social context adding to communicative symbol)
Language processing
1. complex process performed by interconnected areas of the brain, input and out, comprehension decoding, planning, execution 2. areas of the brain responsible for speech production are NOT speech specific (motor cortex-responsible for speech but also physiology of humans: auditory cortex) 3. systems for comprehension and production partially overlap, constantly interaction with one another
cognition
1. mental activities involved in comprehension of perceived information (auditory info->turning it into words) 2. organization: schemes/maps, web of schemes incoming information has to get matched to an existing scheme or a new, scheme has to be developed, basic unit of organization 3. memory- when information gets adapted to memory it has to be accessed to make it stronger, able to actively engage 4. learning: -adaptation *assimilation: assimilating information to an existing scheme, things that are similar concepts *accommodation: the incoming information is not matching anything ) new scheme has to develop/create, they will be linked if for example both things are round but different in other ways
5 major components of language
1. phonology 2. morphology 3. syntax 4. semantics 5. pragmatics and discourse
bates model
1. symbol use branches into intent, initiation, and tool use 2. symbol use is required for language and play 3. intent-1st year of life 4. imitation- imitate vocalizations, facial expressions, any type of behavior 5. tool use- using language as a tool to meet their goals, develops through sensory motor exploration all 3 underly symbol use which in turn develops language and play, important for prelinguistic skills
cognitive learning process
1.Schemes 2.Organization 3.Equilibrium 4.Assimilation 5.Accommodation
discrimination
1.The ability to identify stimuli differing along some dimension 2.Requires working memory, to hold the message during processing: limited capacity that requires info to be held in memory while it's processing 3-WM is involved in both processing and storage of information 4-Verbal WM allows synthesis and analysis of longer, more complex language. (hold beginning of directions in mind while teacher finishes the directions and then be able to follow it)
development of cognitive skills 18-24 months
18-24 months: Internal object representation Problem solving Less reflexive/egocentric Increased memory Increased ability to represent environment symbolically
1-6 months vocal development
4-8 weeks: differentiated vocalizations 8 weeks: Comfort sounds/cooing Vocalize in presence of others 12 weeks: frequency of crying decreases 16 weeks: sustained laughter 4-6 months: babbling emerges Fully resonant nuclei (FRN) Bilabial production
development of communication: 9 months
9 month olds can follow caregiver gaze or pointing/intention.-predisposition for joint attention Caregiver makes reference to objects, events, people Caregiver uses joint reference to establish topic Gaze and vocalization are related (both ways)-tend to initiate and maintain gaze with a caregiver longer when they are tending to them, if caregiver is tending to infant, infant is likely to vocalize, if infant is looking at caregiver then they are more likely to vocalize
Language
A code whereby ideas about the world are expressed through a conventional system of arbitrary signals used for comm. A complex and dynamic system of conventional symbols that is used in various modes of thought and communication Language can be verbal speech but can also be other modes (ASHA)
Infant directed speech (mothers/parentese)
Adapted speech and language addressed to infants Functions: Capture and maintain infant's attention Simplified speech aids in language learning Helps infants maintain optimal level of responsiveness Enable mother and child to stay focused on same topic or referent.
Nature vs. Nurture
Are children predisposed to talk? -Historical perspective: until 1960s-1970s, thought communication was LEARNED -then arguments began supporting the notion that humans are genetically PREDISPOSED for language Anatomical predisposition: -larynx high up, but then it drops so that vocalization can occur -brain specialization -tongue musculature specialized for it -human ear is attuned to the frequencies of speech Environmental Influences: -exposure to adult interaction -exploration through play -books -hearing language during play -education
Communicative functions
Behavioral regulation: Need based Request object/action Protest object/action Social interaction: Calling attention to self Request social routines Request comfort Call Greet Show off Request permission Joint attention: Communicating purposefully to achieve common focus Sharing an experience of an external object or event Commenting Labeling Request information Provide information
development of cognitive skills 12 months
By end of first year, child understands that actions of others are purposeful. Imitation becomes more flexible Symbol use: first words
Maternal communication behaviors
Capture and maintain an infant's attention Aids in learning language Help children maintain optimal level of responsiveness Enable mother and child to stay focused on same topic or referents Many cultural variations
Breakdown of Language
Code: means of symbolic representation System: rule governed Conventional: rules about the system are shared by a community Ideas about the world: cognitive understanding and knowledge Arbitrary: language community agrees upon meaning Used for communication: primarily a social tool
4 year old
Cognitive development Memory(capacity increase, organization of schemas better organized) Social play developed theory of mind which also reflects on their social play
12-24 months cognitive and language development
Cognitive skills -Memory -Routines, order -Self awareness- what I do affects others Language development "intonation kids" vs. "word kids"
5 year old cognitive skills
Cognitive skills Memory/organization for games, rules-improved to the point where they can follow rules, sequences Temporal sense- sense of time, talk about things that happened in the past, future
Perlocutionary stage
Communication without intent Caregivers assign intent from interactions Reactive Perlocutionary Stage (0-3 mos) children can be intentional communicators but still prelinguistic -Preintentional (mostly using reactive, reflexive patterns of communication), prelinguistic -Reflexive patterns Proactive Perlocutionary Stage (3-8 m) transition period -Intentional actions begin- at the beginning go the stage still preintentional and prelinguistic 6-8 demonstrating some intentional actions
infant states of arousal
Deep sleep Light sleep Drowsy Quiet Alert Active Alert Crying
Con of syntactic model
Doesn't account well for early development, development of single word and two-word utterances
Is Language: biologically based?
Evidence: -universality -species specificity : uniquely human capacity -developmental patterns -critical period - heredity : language disorders -brain organization: language processing in the brain
Major Theoretical Perspectives
Generative/ Nativist (Ex: Nature vs. Nurture, Psycholinguistic theory) Constructionist/ Empiricist
Form, content, use
Group of intersecting circles, the 3 components of language interact with one another, competent communicators are using all three Ex:Child may have an okay vocabulary but their morphology is really impaired, Sometimes we see kids whose form and content are about the same level but they are not using language socially.
development of cognitive skills 4-9 months
Increased interest in objects (sensory motor behavior/exploration) Imitates others By 8 mos, can discern change of goal in behavior of others Can store sound patterns of words By 9 months, beginning means-end behaviors Object permanence, constancy
interactions at the reactive perlocutionary stage
Infant -Reacts to vocalizations -Produces behavioral signals (reflexive) -Attuned to affect -Achieves joint attention Caregiver -Helps child regulate arousal -Increases/decreases level of stimulation -Uses paralinguistic features of motherese -Attuned to affect -Facilitates joint attention
interactions at the proactive perlocutionary stage
Infant : Motoric actions Increased purposeful actions Responds to routines Fills turns Intentional communication emerges Caregiver: Talks about child's actions segmental aspects of motherese Responds reciprocally to child's emerging intentional communication Protoconversations
Interactions at the Conventional Illocutionary/Emerging Locutionary Stage
Infant: Complex use of gestures Appropriate intonation Proto-words PCFs Respond to single words, common multi-word combos Use real words + gesture + intonation Procuces relevant responses in simple conversations Caregiver: Provides semantically contingent responses Expands and amends child's production Facilitates conversation
Interactions at the emerging illocutionary stage
Infant: Intentional Acquires dual focus Performs re-enactments Will persist Recognize more words Approximate gestures, intonation Turn-taking Caregiver: Responds to intentional signals Maps meaning Motherese used to fine-tune language complexity
Locutionary stage
Intentional and linguistic Emerging locutionary stage (15-18 mos): Child begins to use words consistently About 10-15 words Conventional locutionary stage (18m +): Children become primary language users "primary symbolic processors" (Piaget) Rapid development of vocabulary
Illocutionary stage
Intentional, but prelinguistic Children direct actions with communicative goals in mind Emerging illocutionary stage (8-12 mos) Sensorimotor signals, emergence of gestures Conventional illocutionary stage (12-15 mos) Repertoire of conventional signals in gestures and vocalization
Development of intentionality
Intentionality: goal directed; ability to share goals with others (child initiates, has a goal in mind) Communication intention- an explicit bid for attention coupled with signal behavior (vocalization or gesture): (gesture and communication or gaze and vocalization, explicity attempting to make eye contact) Child considers her audience, encodes a message for someone else. (I want to get your attention, I want you to know something)
Language vs speech
Language is a body of knowledge Speech is the act of producing the sounds of a language & the product of that process
Development of cognitive skills Newborn-4 months
Mostly reflexive, but capable of sensory learning (look towards visual stimuli that have a lot of contrast) Coordination and integration -hand eye coordination, turn towards voice Associative learning Begins to respond to signals- recognize a bottle as being source of feeding, auditory signal such as parents voice
Development of communication : newborn
Newborn is "prewired" for communication: innate predisposition for communication in humans Visual focus is best at about 8 inches: predisposition visually for human voices Eye gaze: infant selectively attends to visual stimuli, faces- show preference for faces Auditory preference (predisposition) for human voice, own mother's voice -search for a voice, track visual stimuli
Syntactic Model
Noam Chomsky -language acquisition device- place in the brain where language is generated -transformational generative grammar (1957) -government and binding theory (1981) -universal grammar: internal mechanism that allows them to comprehend language and apply rules to production of language surface (morphemes, syntax) vs deep structure (underlying meaning) Child is an active learner who discovers language: input is fit into categories that are innate in their minds.
1-6 months oral and social development
Oral development Control moves forward Uses tongue for suck Volitional bite Use of lips Social development Responsive for longer periods of time Smile Examines faces
Extralinguistic elements
Paralinguistic non linguistic metalinguistic
reflexive sounds
Produced on exhalation Fussing, crying, vegetative sounds Crying Quasi-resonant nuclei
Speech
Production of meaningful combinations of sounds through precise neuromuscular coordination of respiration, phonation, and articulation. Speech is meaningful because it is governed by the rule system of a language. -Speech is a coordinated motor practice -We can have a sequence of speech sounds that have no meaning if they don't follow the rules. -production of sounds utilized by human languages Speech- would be meaningless without the rules of language
Developmental Trends in Illocutionary and Locutionary Stages
Rate of communicative acts increases five-fold from preverbal to early multiword stages Preverbal: < 1 act/minute Single word: 2-3 acts/minute Multiword: > 5 acts/minute Progression from gestures alone → gestures + vocalizations → vocalizations/verbalizations alone Gestures and vocalizations become less idiosyncratic, more conventionalized.
segmental features of motherese
Short utterance length (2.8-3.5 morphemes per utterance) Simple syntax Small core vocabulary Clearer enunciation of phonemes Frequent paraphrasing, repetition Use of question forms
speech modalities
Speech is the oral-auditory modality for communicating Other modalities: nonlinguistic signals writing sign communication boards (augmentative comm.) mechanical devices (augmentative comm.)
7-12 months vocal development and comprehension
Vocal development Reduplicated babble Variegated babble Jargon Phonetically consistent forms Comprehension 9-12 mos, understand words based on sounds, nonlinguistic/paralinguistic cues, context Out of context: name, "no"
prelinguistic communicative means
Vocal: Nonspeech sounds (laugh, cry, sigh, vocal play) Babble, expanding inventory of consonants Increasing complexity of syllable shapes PCFs=- phonetically consistent forms Gestural: Conventional: meaning is common, readable Unconventional: idiosyncratic Contact: child's hand comes in contact with an object or person (9 mos) Distal: child's hand does not touch a person or object (11 mos)
Linguistic competence
a language user's underlying knowledge about rules of language
Linguistic performance
a person's actual use of language
Metalinguistic
ability to talk about or reflect upon language as a system . metacognitive skills - how you think, metalinguistic- how do I spell that word, let me think about how it sounds
Nonlinguistic
coding devices that contribute to communication but are NOT a part of speech gestures body posture & tension head & body movements- including nods Proxemics- physical distance b/w speakers and listeners Affect- emotional content, sometimes communicated through suprasegmentals, can also be communicated nonlinguistic such as facial expression eye contact & gaze - culturally determined, how long eye gaze is help, shifting to objects of interest, facial expression Many are culturally determined Some gestures have conventional meaning such as pointing: requesting, nodding, other gestures are used for emphasis
species specificity
evidence: -communication systems in other animals -studies to teach language to primates What is different: -syntax-ability to learn a system for combining words to express new meanings -reference- ability to use symbols to stand for things -intentionality- ability to share ideas to influence others
Morphemes can be:
free or bound inflectional or derivational In some cases a morpheme can be represented by one phoneme such as /s/ added to the end of the word Bound- meaning they have to be connected to a free morpheme, bound morphemes then modify the meaning of a word Inflectional-changing the tense of a verb, or going book to books (not just one book, but multiple books, walk->walked, tagged onto the ends of words, suffixes Derivational- can be prefixes or suffixes, can also change the meaning of a word, happy to unhappy (now it means the opposite) ,develops more into school age children,
Development of brain specialization
hypothesis: -equipotentiality: that the the right and left hemispheres have equal potential for language from birth (children have more equipotentiality than adults) -invariance: that the left hemisphere is specialized for language from birth Results: *LH specialization for language is early *degree of specialization initially less and increases with age right hemisphere involvement in language acquistion
critical (sensitive) period
hypothesis: there is a biologically determined time period in which language acquisition must occur Evidence: - children with limited early language experience -acquisition of ASL -second language acquisition Conclusion: -gradual decline in ability to learn language
content
meaning, semantics what people take about, "linguistic expressions of what we have in mind"-taking your ideas about the world and transforming them into linguistic expressions
use
social aspects of language, pragmatics, discourse use of language for social purposes, purpose and context of utterances
Social interactions (sociolinguistic theory)
sociolinguistic- the study of language as a function of social behavior and human interaction -language use is central to linguistic processing and language development -motivation is effective communication: not about developing structure, more about social intentions understood -transactional model/socialization dyads: interaction between child and caregiver is dynamic, like a circle of comm., like a child vocalize=parent reinforce=child might vocalize something else=parent will think it was the reinforcement and so on. -joint reference/ joint action (rocking, bouncing, play action routines) : synonymous with joint attention, sharing attention on an object or event, gaze , basis for development of language in children
Phonology
sound system (phonemes)-smallest unit of sound, set of rules of sounds, rule based The categorization of sounds; the allowable sounds and sound combinations within a language system. .Categorization: We have certain sounds that can only occur at the beginning of syllables but not at the end, also has to deal with how you place stress on multisyllabic words, Phonemes do not have meaning in and of themselves, but they can change the meaning of a word when modified Phoneme: ex: the word cat, the sound /k/ doesn't mean anything by itself same with /b/ but if you change /k/ to /b/ now you have bat hat- 3 phonemes check-3 phonemes
Form
structure of language including phonology, morphology, and syntax surface structure of the language that can be analyzed based on observations, means of connecting sound to meaning, we take the phonemes combine them into morphemes then combine those into sentences-> able to communicate
Paralinguistic
suprasegmental features that act across linguistic elements Suprasegmental features include: intonation- you are hungry (statement form) vs you are hungry (question form) pausing- may convey a thought, or change of topic, can be used for emphasis (pay attention what I'm going to say next b/c it's important)syllable stress (emphasis) Syllable stress (emphasis): where have you been this morning? Vs where have you been This morning? Vs where have You been this morning? Vs Where have you been this morning? Depending on where you emphasize different words can convey diff meanings volume pitch
Communication
the process by which information is transmitted or exchanged between two or more individuals -sharing needs, experiences, ideas, thoughts, and feelings
Vygotsky
verbal thought- cognition precedes language but once language develops it influences thought, around age 2 children begin to think in words
