Language
As we grow and develop, we learn how to speak and talk. As we are not born with this knowledge or ability, it is something that we establish in our brains over time. Below are the stages and parts of the brain responsible for language development. If you click on the button below, it will show you a typical language development chart of a child growing up.
As we grow and develop, we learn how to speak and talk. As we are not born with this knowledge or ability, it is something that we establish in our brains over time. Below are the stages and parts of the brain responsible for language development. If you click on the button below, it will show you a typical language development chart of a child growing up.
The two most important parts of the brain for language are located in the left hemisphere. They are called Broca's area and Wernicke's area.
The Broca's area is mostly responsible for the production of speech. If a person had damage to this area, they would have difficulty speaking and likely try to use the minimal amount of words possible. The Wernicke's area has to do with understanding and comprehending what others are saying. Someone with damage to this area can speak perfectly fine but struggles to make sense of what others are saying. |
Different Language Theories
Behaviorism and Social Cognitive Learning Theory - The social cognitive learning theory is largely based around the idea of imitation, which is also how language is learned from a young age. According to B.F. Skinner, language is also shaped through operant conditioning and the use of reinforcement. For example, if a baby is babbling and you smile at them, they will likely continue to babble more. This is showing them that their babbling is good and encouraged. In this way, we have a lot of control over a child's language development. If they are reinforced, even in little ways, more often, they may speak more and therefor develop better and higher quality language.
Nativism - Developed by Noam Chomsky ins 1968, nativism is the theory that the human brain is already prepared to learn a language. Noam believes that a human language is too complicated for a child to learn at the rate they do without there being some programming already in their brains of the grammatical structure. Noam refers to this as the universal language.
Interactionism - Interactionism is a combination of behaviorism and nativism. The theory of interactionism is the theory that children are somewhat biologically ready to learn a language, and they also use their experiences in their environment to fully grasp a language. Interactionism also explains that the language is developed socially by interaction between a baby who is learning to speak and understand and an adult who has mastered speaking that language. By nature, adults will simplify their speech when speaking with young children because it helps them to learn a language better and makes the learning easier.
Cognitive Processing Theory - A newer theory is that learning language is a process of "Data crunching" in which children take in and process the language they hear. These theorists argue that infants are processing language even during the first year of their life much before they have the ability to speak. Therefore, their understanding of language is learned and not innate like Chomsky's nativism.
Behaviorism and Social Cognitive Learning Theory - The social cognitive learning theory is largely based around the idea of imitation, which is also how language is learned from a young age. According to B.F. Skinner, language is also shaped through operant conditioning and the use of reinforcement. For example, if a baby is babbling and you smile at them, they will likely continue to babble more. This is showing them that their babbling is good and encouraged. In this way, we have a lot of control over a child's language development. If they are reinforced, even in little ways, more often, they may speak more and therefor develop better and higher quality language.
Nativism - Developed by Noam Chomsky ins 1968, nativism is the theory that the human brain is already prepared to learn a language. Noam believes that a human language is too complicated for a child to learn at the rate they do without there being some programming already in their brains of the grammatical structure. Noam refers to this as the universal language.
Interactionism - Interactionism is a combination of behaviorism and nativism. The theory of interactionism is the theory that children are somewhat biologically ready to learn a language, and they also use their experiences in their environment to fully grasp a language. Interactionism also explains that the language is developed socially by interaction between a baby who is learning to speak and understand and an adult who has mastered speaking that language. By nature, adults will simplify their speech when speaking with young children because it helps them to learn a language better and makes the learning easier.
Cognitive Processing Theory - A newer theory is that learning language is a process of "Data crunching" in which children take in and process the language they hear. These theorists argue that infants are processing language even during the first year of their life much before they have the ability to speak. Therefore, their understanding of language is learned and not innate like Chomsky's nativism.
Language Disorders
It is essential to keep in mind that there is a lot of variation of the times that children achieve specific milestones, especially with language, that are still normal and acceptable. Children are different and move at their own speed. While some may speed through language development, others may take more time.
One disorder called expressive language disorder impacts children with a limited vocabulary and inability to use the proper verb tense. They often have trouble recalling words or producing complex, age appropriate sentences.
A child with phonological disorder has difficulty producing sounds or using sounds correctly for his age.
Receptive-expressive language disorder causes both the child's receptive and the child's expressive language development to be substantially below his performance on a standardized measure of nonverbal intelligence. In addition to the problems described above for an expressive language disorder, a child with receptive-expressive language disorder has difficulty with receptive language.
Shuttering is a disorder in which the child has difficulty with fluency and time patterning of speech.
Click the buttons below to learn more about Autism Spectrum Disorders and Language-Based learning disabilities.
It is essential to keep in mind that there is a lot of variation of the times that children achieve specific milestones, especially with language, that are still normal and acceptable. Children are different and move at their own speed. While some may speed through language development, others may take more time.
One disorder called expressive language disorder impacts children with a limited vocabulary and inability to use the proper verb tense. They often have trouble recalling words or producing complex, age appropriate sentences.
A child with phonological disorder has difficulty producing sounds or using sounds correctly for his age.
Receptive-expressive language disorder causes both the child's receptive and the child's expressive language development to be substantially below his performance on a standardized measure of nonverbal intelligence. In addition to the problems described above for an expressive language disorder, a child with receptive-expressive language disorder has difficulty with receptive language.
Shuttering is a disorder in which the child has difficulty with fluency and time patterning of speech.
Click the buttons below to learn more about Autism Spectrum Disorders and Language-Based learning disabilities.