CSDS 285 Chapter 6 Part 2

Selective Imitation and Language Acquisition

• As children mature, selective imitation begins to decline, typically around age two.

• This decline suggests that children start to use different strategies for developing language.

Preschool Learning Strategies

• Discussing preschool strategies and adult teaching roles in language acquisition.

• Bootstrapping: A strategy where children utilize their existing knowledge to understand more complex language.

  • Continued usage as children learn more language over time.

Types of Bootstrapping

1. Semantic Bootstrapping

   • Children analyze syntax based on semantic structure.

   • Semantics: Refers to meaning and vocabulary.

   • Syntax: Refers to sentence structure.

   • Children deduce grammar from vocabulary, identifying:

     • Nouns for persons/things

     • Verbs for actions

     • Adjectives for attributes.

2. Syntactic Bootstrapping

   • Children's understanding of word meanings arises from the syntactic structure of sentences.

   • Similar to context clues in reading, where a word's meaning can be inferred from its sentence context.

Basic Sentence Structures

• Children initially learn and apply the subject-verb-object (SVO) structure effectively.

• SVO is a fundamental sentence type; crucial for language foundational knowledge.

Adult Teaching Techniques

• Parents typically do not engage in formal direct language teaching.

  • Example: Direct reading instruction usually seen in formal education settings.

• Language is learned through modeling:

  • Parents engage children with rich language models during routine activities (feeding, bathing).

  • Children learn language through labeled objects and events, contributing to their vocabulary acquisition.

The Role of Motherese

• Motherese (or Parentese) refers to the simplified, exaggerated speech adults use with children.

• Engages children in communication and aids understanding of syntactical forms and vocabulary.

• Characteristics of motherese change as children grow and their comprehension increases.

• Motherese is not exclusive to mothers; any adult can use it effectively with children.

Differences in Male and Female Interaction Styles

• Observations suggest fathers might exhibit fewer characteristics of motherese than mothers.

  • Fathers often do not use exaggerated pitch as frequently.

  • Mothers tend to ask more questions and provide comments that follow the child's lead.

• Studies indicate children may engage in longer, more effective conversations with mothers than fathers.

Daycare and Preschool Language Strategies

• Daycares utilize motherese with child-directed speech.

• Differences in speech patterns arise based on group size and age of children:

  • Larger groups result in less individualized interaction due to attention management needs.

• Prompting techniques adults use include:

  1. Fill-in: Child labels objects/actions presented (e.g., "What is this?").

  2. Elicited Imitation: Adults prompt children to repeat phrases (e.g., "Say apple.").

  3. Questions: Typically simpler yes-no or closed questions appropriate for toddlers.

Responding Behaviors

• Types of adult responding behaviors include:

  • Imitation: Mimicking child's statements.

  • Topic Change: Redirecting the conversation.

  • Acknowledgment: Recognizing the child’s input.

• Reformulations (recasting), expansions, and extensions are key in correcting or enhancing child utterances:

  • Reformulation: Correcting grammatical errors in child speech.

  • Expansion: Adding detail to a child's grammatically correct utterance.

  • Extension: Building upon a child's topic with related commentary.

The Importance of Play in Language Development

• Social Play vs. Solitary Play:

  • Social play fosters language use and introduces new vocabulary and communication strategies.

  • Solitary play limits exposure to new language models.

Cultural, Socioeconomic, and Gender Differences

• Cultural Variations: Language interaction styles differ across cultures (e.g., American vs. Japanese).

  • American adults engage more actively and with physical affection, while Japanese adults may be less vocal.

• Socioeconomic Status (SES) Impacts:

  • Middle-class families typically engage longer in conversation with their children compared to lower SES.

  • Children from impoverished backgrounds may experience delayed vocabulary acquisition due to fewer resources and exposure.

  • Chronic stressors associated with poverty can inhibit language development through inadequate interaction and modeling opportunities.

• Cultural learning styles indicate diverse attitudes towards child communication and engagement globally.

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More detailed

Selective Imitation and Language Acquisition

As children mature, selective imitation begins to decline, typically around age two. This decline suggests that children start to use different strategies for developing language that go beyond mere imitation of adult speech. Instead, they begin to engage with language in more complex ways that incorporate their understanding of social interactions, context, and the nuances of communication.

Preschool Learning Strategies

This section discusses various preschool strategies and the pivotal role of adults in fostering language acquisition. One prominent strategy is bootstrapping, where children utilize their existing knowledge and skills to comprehend and produce more complex language constructs as their linguistic abilities expand.

Types of Bootstrapping

1. Semantic Bootstrapping:

   • Children analyze syntax based on the semantic structure of language; semantics pertains to meaning and vocabulary, while syntax refers to sentence structure.

   • Children deduce grammar from vocabulary, identifying parts of speech:

     • Nouns for persons/things,

     • Verbs for actions,

     • Adjectives for attributes.

   • This enables them to form basic sentences rooted in their understanding of word meanings.

2. Syntactic Bootstrapping:

   • Children's understanding of word meanings often arises from the syntactic structure of sentences. This approach is somewhat akin to using context clues in reading, wherein the meaning of a word can be inferred from the surrounding context in which it appears.

Basic Sentence Structures

• Initially, children learn and apply the Subject-Verb-Object (SVO) structure effectively. The SVO format is a fundamental sentence type crucial for establishing a foundation in language acquisition. Mastering this structural pattern aids children in expressing thoughts and engaging in conversations.

Adult Teaching Techniques

• Parents typically do not engage in formal direct language teaching, contrasting with the formal reading instruction seen in educational settings. Instead, language is naturally acquired through modeling:

  • Parents engage their children with rich language models during routine activities such as feeding and bathing, where dialogues occur organically.

  • During these interactions, children learn language through labeled objects and events, which significantly contributes to their vocabulary acquisition over time.

The Role of Motherese

• Motherese (or Parentese) refers to the simplified and often exaggerated speech patterns that adults, particularly parents, use when communicating with infants and toddlers. This style helps engage children in meaningful communication and enhances their understanding of syntactical forms and vocabulary.

• The characteristics of motherese adapt as children grow, reflecting their increasing comprehension levels. It is noteworthy that motherese is not confined to mothers; any adult can effectively use this speech style to facilitate communication with children.

Differences in Male and Female Interaction Styles

• Observations suggest that fathers might exhibit fewer characteristics of motherese than mothers in their interactions with children. Notably, fathers often do not use exaggerated pitch and intonation as frequently.

• Mothers tend to ask more questions and provide comments that align with the child's conversational lead. Research indicates that children may engage in longer and more productive conversations with mothers than with fathers, emphasizing the impact of parental interaction styles on language development.

Daycare and Preschool Language Strategies

• Daycares efficiently utilize motherese in conjunction with child-directed speech, modifying their interaction styles based on factors such as group size and age range of children:

  • In larger groups, individualized interaction may be limited due to attention management needs, which can affect language exposure.

  • Adults employ prompting techniques that include:

    • Fill-in: Where the child labels objects or actions (e.g., "What is this?").

    • Elicited Imitation: Where adults encourage children to repeat phrases (e.g., "Say apple.").

    • Questions: Generally simpler yes-no or closed questions designed for toddlers.

Responding Behaviors

Types of adult responding behaviors that support language acquisition include:

• Imitation: Adults replicate child statements to reinforce correct language use.

• Topic Change: Redirecting the conversation can introduce new vocabulary and prompts.

• Acknowledgment: Recognizing children's input validates their attempts to communicate.

• Techniques like reformulations (correcting grammatical missteps), expansions (adding detail to grammatically correct utterances), and extensions (building upon a child's topic) are essential in correcting or enhancing child utterances, contributing to language development.

The Importance of Play in Language Development

• Social Play vs. Solitary Play:

  • Social play is critical for fostering language use, as it introduces new vocabulary and communication strategies. It encourages interaction with peers, leading to the reinforcement of language skills.

  • In contrast, solitary play could limit exposure to new language models and reduce opportunities for verbal interaction, potentially hindering language development.

Cultural, Socioeconomic, and Gender Differences

• Cultural Variations: Language interaction styles significantly differ across cultures, as illustrated by differences between American and Japanese communication styles. American adults typically engage more actively with children and show physical affection, while Japanese adults may adopt a more reserved verbal approach.

• Socioeconomic Status (SES): Different socioeconomic backgrounds influence the quantity and quality of interactive language experiences:

  • Middle-class families generally engage in longer and more complex conversations compared to lower SES families where communication may be limited.

  • Children from impoverished backgrounds often face delays in vocabulary acquisition due to a lack of resources and insufficient exposure to language-rich environments. Chronic stressors related to poverty can severely inhibit language development by limiting opportunities for meaningful interaction and modeling.

• Moreover, cultural learning styles indicate diverse attitudes towards child communication and engagement globally, highlighting the need to consider these factors in language development practices.