The Development of Language

Cover
Title Page
Copyright Page
About the Authors
Contents
Preface
1 THE DEVELOPMENT OF LANGUAGE: AN OVERVIEW AND A PREVIEW
	Jean Berko Gleason, Boston University
	An Overview of the Course of Language Development
		Communication Development in Infancy
		Phonological Development: Learning Sounds and Sound Patterns
		Semantic Development: Learning the Meanings of Words
		Putting Words Together: Morphology and Syntax in the Preschool Years
		Language in Social Contexts: Development of Communicative Competence
		Theoretical Approaches to Language Acquisition
		Variation in Language Development: Implications for Research and Theory
		Atypical Language Development
		Language and Literacy in the School Years
		Bilingual Language Development
	The Structure of Language: Learning the System
		Competence and Performance
		Phonology
		Morphology
		Syntax
		Semantics
		The Social Rules for Language Use
	The Biological Bases of Language
		Animal Communication Systems
		The Biological Base: Humans, Ancient and Modern
	The Study of Language Development
		Interest in Language Acquisition in Ancient Times
		Studies in the Nineteenth and Twentieth Centuries
		Research in the Modern Era
		Research Methods
		CHILDES
	Summary
	Suggested Projects
2 COMMUNICATION DEVELOPMENT IN INFANCY
	Rochelle S. Newman, University of Maryland, College Park
	Perceptual “Tuning” to Speech
		Segmentation
		Statistical Learning
	Early Communicative Attempts
	The Expression of Communicative Intent before Speech
		Characteristics of Intentional Communication
		The Forms and Functions of Early Communicative Behaviors
		The Assessment of Communicative Intent
	The Social Context of the Preverbal Infant
		The Sound of the Caregiver’s Speech: “Listen to Me!”
		The Conversational Nature of the Caregiver’s Speech: “Talk to Me!”
		Contexts for the Emergence of Object Reference: “Look at That!”
		Talk in Structured Situations: “Here’s What We Say”
		First Words
		Enhancing Early Development: A Summary
		When Learning to Communicate Is Difficult
	Summary
	Suggested Projects
3 PHONOLOGICAL DEVELOPMENT: LEARNING SOUNDS AND SOUND PATTERNS
	Carol Stoel-Gammon, University of Washington, Lise Menn, University of Colorado
	English Speech Sounds and Sound Patterns
		IPA Symbols for Consonants
		Classifying Consonants
		Place of Articulation
		Manner of Articulation
		Voicing
		Classifying Vowels
		Contrast: The Phoneme
		Phonotactics: Constraints on Possible Words
		Prosodic Aspects of Speech: Stress and Intonation Contour
	Production: The Prelinguistic Period
		Sounds of Babbling
		The Relationship between Babbling and Speech
	Learning to Make Words
		The Beginning of Phonological Development: Protowords
		Words and Sounds: Vocabulary and Phonology Interact
		A Cognitive Approach to the Acquisition of Phonology
	Learning to Pronounce
		How Real Children Pronounce Words
		How to Describe Regularity in Children’s Renditions of Adult Words
		Rules, Templates, and Strategies
	Phonological Development: Norms and Measures
		Phonetic Inventories of Young Children
		Accuracy of Production
		Ages and Stages of Acquisition
	When Phonological Development Is Difficult
		Phonological Disorders of Unknown Etiology
		Articulation and Phonological Disorders Associated with Identifiable Causes
		Effects of a Phonological/Articulation Disorder
	The Acquisition of English Morphophonology
	Parents’ Role in Phonological Development
	Phonological Awareness and Reading Readiness
	Language Variation in the United States: Languages, Dialects, and Speech Styles
		Spanish in the United States
		Consonants of (Mexican) Spanish, by Manner Class
		Regional and Ethnic Dialectal Differences in English
		Pronunciation in Conversational Speech
	Summary
	Child Phonology Problems
	Suggested Projects
	Suggested Websites
4 SEMANTIC DEVELOPMENT: LEARNING THE MEANiNGS OF WORDS
	Paola Uccelli, Harvard Graduate School of Education
	Meredith L. Rowe, Harvard Graduate School of Education
	*Barbara Alexander Pan, Harvard Graduate School of Education
	The Relations between Words and Their Referents
		Mental Images
	Theoretical Perspectives on Semantic Development
		Learning Theory
		Developmental Theories
		Fast Mapping
	The Study of Early Semantic Development
		What Are Early Words Like?
		Unconventional Word/Meaning Mappings
		Invented Words
		Differences between Comprehension and Production
	How Adult Speech Influences Children’s Semantic Development
		Individual Differences in Vocabulary Development: Home and School Factors
		Vocabulary Development and Assessment in Bilingual Children
	Later Semantic Development
	Connections between Research and Practice
	Metalinguistic Development
		Word-Concept Awareness
		Word-Meaning Awareness: Humor, Metaphor, and Irony
		Word Definitions
		When Learning New Words Is Difficult
		A Life-Long Enterprise
	Summary
	Suggested Projects
5 PUTTING WORDS TOGETHER: COMPREHENSION AND PRODUCTION OF MORPHOLOGY AND SYNTAX IN THE PRESCHOOL YEARS
	Andrea Zukowski, University of Maryland, College Park
	Children’s Early Comprehension of Syntax
	Studying Syntactic Development
	Entering the Complex Linguistic System
	Two-Word Utterances
		Telegraphic Speech
		Semantic Relations
		Early Grammar
	The Nature of Syntactic Rules
	Measuring Syntactic Growth
	Developing Grammatical Morphemes
		Brown’s 14 Morphemes
		Order of Acquisition
		Optional Infinitives
		Productivity of Children’s Morphology
		Crosslinguistic Data
	Different Sentence Modalities
		Negatives
		Questions
	Later Developments in Preschoolers
		Passives
		Coordinations
		Relative Clauses
	Beyond the Preschool Years
		Anaphora
		Interpreting “Empty” Subjects in Infinitive Clauses
	Knowledge versus Processing
	Summary
	Suggested Projects
6 LANGUAGE IN SOCIAL CONTEXTS: DEVELOPMENT OF COMMUNICATIVE COMPETENCE
	Judith Becker Bryant, University of South Florida
	Language in Social Contexts
		Non-egocentric Language
		Requests
		Conversational Skills
		Choices among Language Varieties
	The Challenge of Acquiring Communicative Competence
	How Do Children Acquire Communicative Competence?
		Family Influences
		Schools’ and Peers’ Influence
		Children’s Cognitions and Efforts to Achieve Communicative Competence
	Why Does Communicative Competence Matter?
	Summary
	Suggested Projects
7 THEORETICAL APPROACHES TO LANGUAGE ACQUISITION
	John N. Bohannon III, Butler University
	John D. Bonvillian, University of Virginia
	Distinguishing Features of Theoretical Approaches
		Structuralism versus Functionalism
		Competence versus Performance
		Nativism versus Empiricism
		Evaluating Research Methods
	Classic Behavioral Approaches
		General Assumptions
		Behavioral Language Learning
		Evaluation of the Behavioral Approaches
	Linguistic Approaches
		General Assumptions
		LAD and Development
		Evaluation of the Linguistic Approaches
	Interactionist Approaches
		General Assumptions
		Cognitive Approaches: Piaget’s Theory and Information- Processing Models
		Information-Processing Approach
		Social Interaction Approach
	Gestural and Usage-Based Approach
		Gestural and Sign Origins
		Usage-Based Theory
		Evaluation of Gestural and Usage-Based Theory
	Summary
	Suggested Projects
8 VARIATION IN LANGUAGE DEVELOPMENT: IMPLICATIONS FOR RESEARCH AND THEORY
	Beverly A. Goldfield, Rhode Island College
	Catherine E. Snow, Harvard Graduate School of Education
	Ingrid A. Willenberg, Australian Catholic University
	The History of Variation in Child Language Research
	Variation in Early Words
	Segmenting the Speech Stream
	Variation in Early Sentences
	Stability of Style across Words and Sentences
	Sources of Variation
		Child Factors
		Input Factors
		Socioeconomic Status
		Linguistic Factors
		Bilingual Language Learners
	Context: The Interaction of Child, Caregiver, and Language
	Implications of Variation for Theories of Language Acquisition
	Summary
	Suggested Projects
9 ATYPICAL LANGUAGE DEVELOPMENT
	Nan Bernstein Ratner, University of Maryland, College Park
	What Causes Atypical Language Development?
	Communicative Development and Severe Hearing Impairment
		Language Development
		Lexical Development
		Grammatical Development
		Reading and Writing Skills
		Pragmatic Skills
		Educational Approaches to the Development of Language in Children Who Are Deaf
		Acquisition of ASL as a First Language
		Teaching Sign Language to Typically Developing and Developmentally Delayed Babies with Typical Hearing Skills
		Sign Language and the Brain
		Are You at Risk for Hearing Impairment?
	Intellectual Disability and Communicative Development
		Cognitive Disability and the Language-Acquisition Process
		Language Development
		Teaching Language to Children with Intellectual Disability
	Autism Spectrum Disorder
		General Characteristics
		Causation
		Specific Social and Communicative Weaknesses in Autism Spectrum Disorder
		Language
		Echolalia
		Treatment
	Specific Language Impairment
		General Identity and Prevalence
		Language Profiles of Children with Specific Language Impairment
		Lexicon
		Morphosyntax
		Pragmatics
		Concomitant Problems
		Causative Explanations
		Models of SLI
		Is SLI Universal?
		Language Intervention with Children Who Are Specifically Language Impaired
	Atypical Speech Development
		Childhood Stuttering
	Evaluation of Suspected Speech and Language Disorders in Children
	Summary
	Suggested Projects
10 LANGUAGE AND LITERACY IN THE SCHOOL YEARS
	Gigliana Melzi, New York University
	Adina R. Schick, New York University
	Learning to Share Oral Stories
		Sharing Oral Stories at Home
		Oral Stories across Cultures and in Different Languages
		Sharing Oral Stories in the Classroom
		Playing with Language and Using Verbal Humor
		Beyond Language Play: Types of Metalinguistic Knowledge
		Developing Metalinguistic Awareness in Two Languages
	Learning to Read
		Engaging with Print at Home and in the Community
		Reading Components
		Reading Development
		Approaches to Reading Instruction
		Learning to Read in a Second Language
		When Learning to Read Is Difficult
	Learning to Write
		Development of Spelling
		Developing Writing Skills across Genres
		Learning to Write in a Second Language
	Summary
	Suggested Projects
11 BILINGUAL LANGUAGE DEVELOPMENT
	L. Quentin Dixon, Texas A&M University
	Jing Zhao, Sun Yat-sen University/Harvard Graduate School of Education
	Perspectives on Bilingual Language Development
		The Child Language Perspective: Input and Interaction as Factors in Bilingual Acquisition
		The Linguistic Perspective
		The Sociocultural Perspective
		The Psycholinguistic Perspective
	Key Questions in Bilingual Language Development
		Q1: What Are the Best Conditions for Acquiring Two Languages?
		Q2: Are You Ever Too Old to Learn a Second Language?
		Q3: Why Are Some People Better at Learning a New Language than Others?
		Q4: How Much Does Bilingual Development Resemble Monolingual Development?
		Q5: Is It Possible to Become a Perfect Bilingual?
		Q6: Is Bilingualism an Advantage or Disadvantage?
	When Learning a Second Language Is Difficult
	Summary
	Suggested Projects
References
Glossary
Name Index
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Subject Index
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