LANGUAGE AND COGNITION DEVELOPMENT

1. LANGUAGE AND COGNITION DEVELOPMENT

2. Cognitive Development

3. What is Cognitive Development? • Cognitive Development Refers to….. • Internal process and the product of the mind  leading to knowledge development • Covers a wide aspects of mental activities: • Memorizing • Categorizing & simbolizing • Problem solving & creativity • Inventions • Dreaming &fantasizing • Reading & Writing • Language acquisition etc

4. Cognitive Development involves: Changes in thinking (logic) Language acquisition The process of how human receive, store and remember information (knowledge) from their environment. Brainstem (inner core) =Breathing, heartbeat muscle movement, reflex behv Limbic system (Covers the brainstem) = Motivation, emotions, & long term memory Cerebellum – control automatic movements & balance Cerebral cortex (Higher mental process) = Learning, memory, Thinking, Language Last to develop

5. Regions of the Brain

6. Influences On Language Development Depend On The Brain Development • Maturation of the Brain  Cortical regions (cerebral cortex) associated with language do not fully mature until late preschool years or later • Broca’s area, located in the frontal lobe • controls language production. • Wernicke’s area, located in the temporal lobe • controls language comprehension.

7. Intellectual Development refers to: • How human relate the knowledge they receive and applied it to their everyday lives. • How the information from the environment • Receive • Stored • Re-use • Stressed on individual • Level of understanding & use of knowledge

8. Thus, every changes, including those learned is being:- • Recorded by the brain • Processed which involves mental activities • The thinking & reasoning process of children differs from adolescent and adults. • As age increases, the ability to think and reasons became complex (better)

9. Cognitive Development Theory : • According to Piaget SCHEMA is a… • cognitive structure  built to assist individual to understand their past experiences. • Organized ways of making sense of experience • Child’s schemas change with age involved the modification of intellectual schemas as the child seeks to understand its world • Action-based (motor patterns) at first • Later move to a mental (thinking) level • Thus, Schemas are… • organized patterns of thought or behavior  assist in making sense of experience

10. How Cognitive Changes Takes Place? • Through the process of:- • ADAPTATION • ORGANIZATION. • A Child cognitive ability rely a lot on: • How a child response to an event that occurs in their environment. • The effect of these event on their development. • Schemas developed by children must be able to handle new information and situations • Schema can be built based on adaptation process • Adaptationis the process of building schemes through direct interaction with the environment.

11. According to Piaget, adaptation can be further divided into two intellectual processes: • Assimilation:Involves interpreting new information in light of an old (existing) schema. E.g: All 4-legged animals are viewed as a “dog” • Accommodation:Process by which old schemas are created or modified to fit new situations. E.g.: A horse is not a “dog” • Equilibrium exist when children are not changing very much and they are in a steady, comfortable cognitive state  Assimilation is used more than accommodation. • Disequilibrium is a state of cognitive discomfort, that occurs during times of rapid change  Accommodationis used more than assimilation

12. How Cognitive Changes Takes Place? • Organization is an internal process of arranging and linking together schemas to form an interconnected cognitive system. • Schemas reach a true state of equilibrium when they become part of a broad network of structures that can be jointly applied to the surrounding world.

13. Sensitive Period for Language Development • Between ages 13 and 20 months, a period of marked vocabulary growth, infants show increasing lateralization and localization of comprehension. • Evidence showed language development coincides with brain naturalization (development)  showed language dev. has unique biological properties.

14. Language Development

15. The Importance of Language Development : • Through language  children interact • Language development  very much related to cognitive (intellectual) development • Through language  children are able to progress in other developmental domain, such as in social and emotional development.

16. What is language? • A law of grammar and semantic that makes conversation more meaningful. • Covers ways of communication  where thoughts and emotions are being expressed  in order to convey message/meaning to others

17. Forms of communication • Writing • Conversation (verbal) • Sign Language • Body/hand gestures • Facial expression

18. Language can be divided into: • Non-verbal (Understanding) • Hand/body gestures • Symbolic understanding • Understand what others said (Baby understand what being said although he’s still not able to talk yet) • Verbal • Sound/Words are being said to convey message/ meaning  involves the coordination of articulation organs (voice box, trachea, tongue, cheek, lips & palate) • Understanding of meaning and sound being said occurs simultaneously

19. Language Development • The development in language is a rapid learning process that begins at birth. • Children learn quickly how to communicate their wants and needs first through cries and coos, then to more complex sounds. • By age 5, a child's vocabulary has increased tremendously and communication is performed with ease.

20. Stages Of Speech Development In Children • Pre-linguistic speech (pre-conversation) • Crying • Cooing & Babbling • Body Gestures • Facial expressions • Linguistic speech (conversation)

21. Pre-linguistic speech (pre-conversation) • Baby’s ability to understand and convey a message, thou’ he/she is not able to talk yet • Crying • Cooing & Babbling • (around 2 mth – babies make vowel-like noises called cooing) • Cooing ”Ooh, aah, goo, a goo” • (about 4 ths  consonants combine with vowels  babies began babbling) • Babbling  “ ma, ba, ga, da ,pa pa pa” • Becoming a communicator (4 mths) • Infant & adult follow each other’s gaze • This will speed up language development • Simple infant game  pat-a- cake/ peekaboo  demonstrate conventional turn taking. • At the end of the first year  infants use preverbal gestures to influence the behavior of others. • Body Gestures • Protodeclarative action • Protoimperative action • Facial expressions convey message of emotions

22. Early Language Development (Linguistic Speech) • First word: • Children first words usually refer to important people, objects that move, familiar actions or outcomes of familiar actions. • Emotions also influence early word learning. • Two-word Utterance phase • Young toddlers add words to their vocabularies slowly (1-3 words a month) • But between the age of 18-24 mth a spurt of vocabularies occurs10-20 new words a week. • Telegraphic speech occurs  where in the 2 words utterance phase toddlers will leave out smaller and less important words. • Many word combination do not follow adult grammatical rules.

24. Linguistic speech

25. Stages of Language Development of Malaysian Children Between 1 - 2½ Years old.

27. Linguistic speech

30. Linguistic speech

31. Stages of Language Development of Malaysian Children Between 3½ - Below 5 Years old.

32. Stages of Language Development of Malaysian Children Between 3½- 5 Years old.

34. Components of Speech/Language Development • Basically children (human) need to learn four component of language: • Phonology • sound system of language • Semantics • the meaning conveyed by words and sentences • Syntax • The set of grammatical rules indicating how words may be combined to make sentences • Pragmatics • The principle that determine how language are used pragmatically - according to situations & modified to fit the context (e.g: we speak in a simpler manner to a child than to an adult)

35. Phonological development • Understanding & pronouncing words • Vocabulary • Fast mappingabsorb the meaning of a new word after hearing it only once or twice in conversation • The use of metaphor, a figure of speech in which a word or phrase that usually designates one thing is applied to another, becomes increasingly common • A child learn to pronounce  through imitation (repetitive) • Eg. TV (ivi), Susu (cu), Minum (num), tumpah (pah) • A deaf child  normally have problem in speaking

36. Semantic development • A child learn the meaning of words  then combine the words • A child will then try to relate the meaning of certain words with it’s sound. • Addition to his/her vocabulary.

37. Syntax/Grammar development • Children learn about grammar  add words to make simple sentences. • 2 phase: • The development of simple sentences from basic words. • The development of complex sentences • Children start asking questions  thinking & understanding process is very rapid. • Intelligent children  use complex and sophisticated sentences/words • As age increases  familiarity with words and sentences increases  able to use, different form of sentences.

38. Pragmatic Development • Children learn about the aim and how certain words and sentences are being used in a conversation  use language efficiently in social context. • Pragmatics  the practical knowledge of how to use language to communicate. • Social speech • Speech intended to be understood by a listener • Private Speech • Talking aloud to oneself with no intent to communicate with others • Normal and common in childhood

39. Specific Aspects Of Parent Care Giving Associated With Language Development: • Shared attention during an activity or experience • Responsiveness to a child’s communication attempt that is related to the topic and content • Verbalizing social routines • Providing language models

40. Parent s’ influence on Language Development • Language stimulation techniques does not involves flash cards, videos or any form of training device. • The most effective method to stimulate language is through loving, responsive and consistent interactions with a child and the people who love him. • The most intensive period for speech and language development for humans is during the first 3 years of life, when the brain is developing and maturing. • During this time, parents and caregivers are engaging in a variety of forms of communication with the child, i.e. • They respond when the infant cries; • they provide the sounds and words that become the building blocks for language. • By six months of age, most children will recognize the basic sounds of their native language. By the end of their first year, most children understand and can speak several words.

41. Engage children in extended conversations Readiness—Teachers: • Discuss a • Encourage children to tell and retell stories and describe events • Engage children in extended conversations • Discuss a wide range of topics • Ask open-ended questions • Give explicit guidance on vocabulary, syntax, and pronunciation • Encourage language play • Challenge children to justify their thinking • Focus on expressing ideas • Encourage children to tell and retell stories and describe events • Ask open-ended questions • Challenge children to justify their thinking • Focus on expressing ideas

42. Influences on Language Development • Influences on Language Development • Babies learn by listening to what adults say  parents with lower incomes, educational and occupational levels tend to spend less time talking with their children in positive ways • Child-directed speech  speak slowly in a high-pitched voice with exaggerated ups and downs, simple speech, exaggerate vowel sounds, use short words and sentences

43. Language Development in Middle childhood • Vocabulary, Grammar, and Syntax • As vocabulary grows during the school years, children use increasingly precise verbs to describe an action, i.e. hitting, slapping • Pragmatics: Knowledge about Communication • Practical use of language to communicate including conversational and narrative skills

44. Language Development Theory • The process of how language develops has been studied since the beginning of child development and many theories have been proposed • Behaviorism • Social Cognitive Theory -Albert Bandura • Nativism/ Linguistics • Language Acquisition Device (LAD) Noam Chomsky • The Interactionist Theory (compromise between the behaviorist and Nativist approaches) • Cognitive Theory - Jean Piaget • The Information Processing Theory • Social Interaction Theory

45. Behaviorism Theory of Language Development • Behaviorists believe language is something that can be observed and measured. • The need to use language is stimulated and language is uttered in response to stimuli. • Social cognitive theory • Emphasize that behavior, environment and cognition as the key factors in language development • Language is learned and is influenced strongly by environmental experiences  through observational learning/modelling • In the classroom, teachers model the type of work they want their children to produce  from this children learn what to do and how to do it.

46. Behaviorism Theory of Language Development • Under behaviorism, children first imitate what adults say. • This mimicry is either positively or negatively reinforced with social conditioning. • If the children speak correctly, they are praised. • If they demand food, they are fed. • Thus they are conditioned to retain their successful utterances and discard the unsuccessful.

47. Nativism/ Language Acquisition Device • According to Chomsky • Humans are biologically pre wired to learn language at a certain time and in a certain way. • Human brain are pre-programmed  every normal person are able to talk and understand language. • Chomsky proposed that learning language was assisted by nature and that humans are born prepared to learn language. • All children are born with ‘a language acquisition device (LAD), a biological endowment that enables the child to • detect certain language categories, such as phonology, syntax and semantics’

48. Nativism/ Language Acquisition Device • LAD depend on cells in the brain (cerebrum cortex)  it is an inherited/innate part of the brain that is activated when language is heard  through itsstore of operating principles for language or the universal aspects of language, the LAD then aides the child in learning the language being heard. • Through LAD children can analyzed language that they hear and able to construct a proper grammar. • Supporters of the LAD say that all children will learn some form of language by a certain age despite how much language input they have received.

49. The Interactionist Theory • Mid-1970s, Jerome Bruner proposed a theory that combined both nature & nurture elements he argued the importance of language input that children received from their primary care-givers this input forms a support system for the child's predisposition to language.   • Interactionists argue that  language development  is both biological & social i.e. language learning is influenced by the desire of children to communicate with others. • According to the Interactionists  "children are born with a powerful brain that matures slowly and predisposes them to acquire new understandings that they are motivated to share with others” • The Interactionist Theory on language development can be divided into Cognitive theory, Information processing and Social Interaction theory.

50. The Interactionist Theory • Cognitive Theory - Piaget proposed language is made up of symbols & structures  develops as a child’s mental abilities mature. • The Information Processing Theory - Take its cue from computers, where bits of information are processed into language  i.e. many connections are necessary to build language, and language results from the development of patterns and the ability to predict. • Social Interaction Theory. -Vygotsky – interaction & conversation with older people can help children both cognitively and linguistically • Language has structure and environment plays an important role in shaping that structure. • Social Interaction Theory goes beyond verbal utterances, i.e. language also includes the non-verbal actions that exhibit an understanding of meaning. • Such non-verbal social behaviors often have the same effect as words to accomplish the ends that verbal language does. E.g. As many mothers know, a look or tone of voice can extract a reaction that is the same as when language alone is used.