Vygotsky emphasized that social interaction is crucial for language acquisition.
Language develops through communication and interaction between children and caregivers.
Social interactions provide the context and motivation for children to learn and use language.
Occurs from birth to around 12 months.
Infants produce cooing and babbling sounds, precursors to actual speech.
Children begin to recognize familiar voices and sounds, setting the foundation for later language skills.
Children start using two-word combinations between 18 to 24 months.
Simple sentences, such as "want cookie" or "big truck," indicate the onset of syntactic development.
Characterized by the use of short, essential words while omitting less critical ones.
Typically occurs around 24 to 36 months, examples include "Mommy go store" instead of "Mommy is going to the store."
Critical areas include Broca's area (speech production) and Wernicke's area (language comprehension).
Damage to these areas can lead to language disorders such as Broca's aphasia.
Factors include genetic predispositions, neurological development, and environmental richness.
High-quality linguistic input accelerates language acquisition (Hart & Risley, 1995).
Social interactions with caregivers enhance learning through responsive communication.
Proposes a specific sensitive period for optimal language acquisition, typically before puberty.
Language acquisition abilities diminish significantly after this window.
Studies of individuals with little or no linguistic exposure during early childhood struggling to acquire language (Curtiss, 1977).
Nativist Theory: Chomsky's idea of an innate Language Acquisition Device (LAD) that enables children to acquire language.
Behaviorist Theory: Skinner’s perspective that language acquisition results from environmental reinforcement and imitation.
Social Interactionist Theory: Vygotsky’s view highlighting the interplay between social communication and cognitive development.
Connectionist Models: Suggest gradual learning through exposure and strengthening connections in the brain.
Definition: A type of expressive aphasia affecting speech production while comprehension remains intact.
Symptoms: Effortful speech, frequent omission of lesser critical words (e.g., "want food" vs. "I want some food").
Primary Cause: Damage to Broca's area in the frontal lobe, often due to strokes.
Diagnosis: Involves comprehensive evaluation by speech-language pathologists and imaging studies.
Treatment mainly involves speech and language therapy.
Other approaches: Melodic Intonation Therapy (MIT) and Constraint-Induced Language Therapy (CILT), which encourages verbal communication.
AAC devices can help those with severe aphasia find alternate methods of communication.
Prognosis varies widely; early intervention and support greatly improve outcomes.
Definition: Hypothetical common ancestor of the Indo-European language family.
Timeline: Estimated to have been spoken from 4500 to 2500 BCE.
Reconstruction Methods: Utilizes the comparative method to infer properties from cognates across languages.
Kurgan Hypothesis: Suggests origins in the Pontic-Caspian steppe, with spread linked to nomadic pastoralism.
Anatolian Hypothesis: Proposes origins from Anatolia, suggesting diffusion through agriculture.
New studies employing ancient DNA indicate possible mixed populations in PIE speakers.
Language reconstruction informs on the culture and social structures of PIE speakers, suggesting war-related vocabulary.
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