The Experts below are selected from a list of 309 Experts worldwide ranked by ideXlab platform
George F. Carnevale - One of the best experts on this subject based on the ideXlab platform.
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New directions in research on Language Development
Developmental Review, 1993Co-Authors: Elizabeth Bates, George F. CarnevaleAbstract:In this paper, we will describe what are (in our view) the newest and most exciting trends in current research on Language Development; trends that are likely to predominate in the few years that remain until the millennium. The paper is organized into six sections: (1) advances in data sharing (including the Child Language Data Exchange System), (2) improved description and quantification of the linguistic data to which children are exposed and the data that they produce (with implications for theories of Language learning); (3) new theories of learning in neural networks that challenge old assumptions about the “learnability” (or unlearnability) of Language, (4) increased understanding of the nonlinear dynamics that may underlie behavioral change, (5) research on the neural correlates of Language learning, and (6) an increased understanding of the social factors that influence normal and abnormal Language Development. © 1993 Academic Press. All rights reserved.
Elizabeth Bates - One of the best experts on this subject based on the ideXlab platform.
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Social Bases of Language Development: A Reassessment
Advances in Child Development and Behavior, 2008Co-Authors: Elizabeth Bates, Inge Bretherfon, Marjorie Beeghly-smith, Sandra McnewAbstract:Publisher Summary This chapter introduces child Language research and linguistic theory that forms the base for Language Development. Researchers in child Language look outside linguistic theory for the “causes” of Development, seeking both cognitive and social influences on Language acquisition and Language structure. Of the two affairs, one with cognitive and the other with social theories, the chapter concentrates on the search for social influences on Language acquisition. It concludes that the case for externally driven, structural effects on Language Development is not very good. Research on social factors in Language acquisition has concentrated primarily on these kinds of effects, and as a result, social-causal theories have not yet obtained adequate empirical support.
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New directions in research on Language Development
Developmental Review, 1993Co-Authors: Elizabeth Bates, George F. CarnevaleAbstract:In this paper, we will describe what are (in our view) the newest and most exciting trends in current research on Language Development; trends that are likely to predominate in the few years that remain until the millennium. The paper is organized into six sections: (1) advances in data sharing (including the Child Language Data Exchange System), (2) improved description and quantification of the linguistic data to which children are exposed and the data that they produce (with implications for theories of Language learning); (3) new theories of learning in neural networks that challenge old assumptions about the “learnability” (or unlearnability) of Language, (4) increased understanding of the nonlinear dynamics that may underlie behavioral change, (5) research on the neural correlates of Language learning, and (6) an increased understanding of the social factors that influence normal and abnormal Language Development. © 1993 Academic Press. All rights reserved.
Joseph J Campos - One of the best experts on this subject based on the ideXlab platform.
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infant Language Development is related to the acquisition of walking
Developmental Psychology, 2014Co-Authors: Eric A Walle, Joseph J CamposAbstract:The present investigation explored the question of whether walking onset is related to infant Language Development. Study 1 used a longitudinal design (N 44) to assess infant locomotor and Language Development every 2 weeks from 10 to 13.5 months of age. The acquisition of walking was associated with a significant increase in both receptive and productive Language, independent of age. Study 2 used an age-held-constant study with 12.5-month-old infants (38 crawling infants; 37 walking infants) to further explore these findings. Results from Study 2 replicated the differences in infant Language Development between locomotor groups. Additionally, a naturalistic observation of parent–infant interactions (20 crawling dyads; 24 walking dyads) revealed that Language Development was predicted by multiple factors in the social environment, but only for walking infants. Possible explanations of the findings (e.g., social, cognitive, neurological) are discussed, and topics for future research are highlighted.
Erika Hoff - One of the best experts on this subject based on the ideXlab platform.
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Language Development: Influence of Socio-Economic Status
International Encyclopedia of the Social & Behavioral Sciences, 2020Co-Authors: Erika Hoff, Krystal M. RibotAbstract:Family socioeconomic status (SES) is related to Language Development in multiple domains, throughout childhood, and in adulthood as well. Children from lower SES homes show lower levels of Language and communicative skill than children from higher SES homes beginning in infancy. The gap between lower and higher SES children persists and sometimes widens with age. Substantial evidence locates the source of these differences in children’s Language experience. Children from lower SES homes are talked to less, and the speech they hear is less supportive of Language Development. The evidence that SES-related differences in parents’ speech cause SES-related differences in children’s Language Development is consistent with theoretical approaches that give experience an important role in the Language acquisition process.
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7 Language Development
Handbook of Psychology Second Edition, 2012Co-Authors: Laura Wagner, Erika HoffAbstract:This chapter reviews four major theoretical approaches to the study of Language Development: the Biological, the Linguistic, the Social Pragmatic and the Domain-General Cognitive. Each approach is described and evaluated with respect to its strengths and weaknesses. Major issues from the field are discussed, including the critical period for Language, the poverty of the stimulus argument, nativism, and statistical learning. Evidence from the domains of phonological, lexical, and syntactic Development are considered. The chapter argues that each approach has made important contributions, but none alone has so far been able to account for the entirety of the phenomenon of Language acquisition. Keywords: Language acquisition; Language Development; critical period hypothesis; lexical Development; nativism
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how social contexts support and shape Language Development
Developmental Review, 2006Co-Authors: Erika HoffAbstract:Abstract The human potential for Language is based in human biology but makes requirements of the social environment to be realized. This paper reports evidence regarding (1) the nature of those environmental requirements, (2) the ways in which the varied social contexts in which children live meet those requirements, and (3) the effects of environmental variability in meeting those requirements on the course of Language Development. The evidence suggests that all human environments support Language acquisition by providing children with opportunities for communicative experience, which motivate the Language acquisition process, and a Language model, which serves as data for the Language acquisition mechanism. Different environments do so to different degrees, thereby producing group and individual differences in the rate and course of Language Development.
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Handbook of Psychology - Language Development in Childhood
Handbook of Psychology, 2003Co-Authors: Erika HoffAbstract:The field of Language Development is marked by serious disagreement with respect to both what the correct explanation of Language Development will look like (when we know what it is) and how best to discover that explanation. There is, however, an abstract level at which all researchers in the field are trying to answer the same question: What is the nature of the human capacity to acquire Language? This chapter describes current theory and research within four different approaches to answering this question: the biological, the linguistic, the social, and the domain general cognitive. Topics include the neurobiological and genetic bases of Language Development, learnability theory and Universal Grammar, the social bases of Language Development, and the contribution of general learning capacities to the acquisition of Language. For each approach, the chapter outlines the associated theoretical premises and arguments, provides illustrative examples of the research generated, and evaluates its contribution to our understanding of how children learn to talk. Keywords: biological perspectives on Language acquisition; Language acquisition; Language Development; Language Development as a social process; Language Development as domain-general learning; linguistic nativism
Eric A Walle - One of the best experts on this subject based on the ideXlab platform.
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infant Language Development is related to the acquisition of walking
Developmental Psychology, 2014Co-Authors: Eric A Walle, Joseph J CamposAbstract:The present investigation explored the question of whether walking onset is related to infant Language Development. Study 1 used a longitudinal design (N 44) to assess infant locomotor and Language Development every 2 weeks from 10 to 13.5 months of age. The acquisition of walking was associated with a significant increase in both receptive and productive Language, independent of age. Study 2 used an age-held-constant study with 12.5-month-old infants (38 crawling infants; 37 walking infants) to further explore these findings. Results from Study 2 replicated the differences in infant Language Development between locomotor groups. Additionally, a naturalistic observation of parent–infant interactions (20 crawling dyads; 24 walking dyads) revealed that Language Development was predicted by multiple factors in the social environment, but only for walking infants. Possible explanations of the findings (e.g., social, cognitive, neurological) are discussed, and topics for future research are highlighted.
