How Babies Talk Roberta Michnick Golinkoff, Ph.D. University of Delaware.
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Transcript of How Babies Talk Roberta Michnick Golinkoff, Ph.D. University of Delaware.
![Page 1: How Babies Talk Roberta Michnick Golinkoff, Ph.D. University of Delaware.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649c735503460f94925746/html5/thumbnails/1.jpg)
How Babies Talk
Roberta Michnick Golinkoff, Ph.D.
University of Delaware
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Four take-away points…
• Children learn language early!
• Infants bring a great deal with them for language learning. They are brilliant at it!
• Responsive, sensitive input is critical.
• We all make a difference.
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Today’s talk
• Language - An introduction to the problem space
• What we see when our children learn to talk• What we don’t see
– A revolution in our understanding of the problem space
• Implications & Applications
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Language can
start wars
ruin marriages
allow a workshop
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Humans are the only species to have language
• Allows us to share thoughts and feelings
• Transmit knowledge and culture
• Say what we want in our coffee
• Represent our world and talk about it
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We all take language quite for granted…..
Yet, how we learn language has been a
great mystery throughout time
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Part 1:The “problem space”
Mapping sounds to meanings
And meanings to sounds
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Consider the task that faces the language-learning child
They hear a sound
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Or maybe many sounds
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While they see something interesting…
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The infants’ job????
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But this task is deceivingly difficult because….
• There are so many ways to divide the sounds we hear– Is it, “Lobster” or “clobster,” “Do you like lobster?”
• So may ways to divide the events we see– When we say “bear” to a child, is it the whole bear or the
fur? Or the paws?
• So many ways to map the words and sentences onto those parts of the events
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While this poses a logical problem, children figure all of this out even
before they …
• Can tie their shoes• Can be trusted alone• Can be taken to fancy restaurants
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How??????
In fact, it is so easy for babies that typically developing children can learn multiple languages
better than we can!
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Part II: What you see…
original theories were based on production, or what the child could do that you could
see
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What you see: Landmarks in production
• 0-3mo: coos• 3-6 mo: coos; laughs• 6-9 mo: babbling “ma ma da da”• 9-12mo: points; first words; mixing it up - “bada”• 12-18mo: 2 words per week; 50 words at
– 18 mo., names for body parts, animals, imitates,– Social joint attention used for language
• 18-24 mo: naming explosion; “Whas sat?”;– Talk about here and now; loves stories over and over;
follows simple commands
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What you see… continued
• 2-3 yrs: 500 wds; asks questions;
– past tense; Wh-; sits 20 minutes; WHY?; pronounce clearly - m, n, f, b, d, h, y; uses fuller sentences with “in,” and “on.”; girls might appear to stutter
• 3-4 yrs: 800 wds; contractions - won’t;
– can’t; can follow plot in story line; time words - morning, afternoon; adds sounds k, g, r, l; may still distort some as in “birfday” - th; wonderful new made-up words like, “Michael wave” or “vampire”
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What you see… continued
• 4-5 yrs: 2000 words; speaks clearlycan make up stories; use complex sentences; still some
mispronounciations.• 5-7 yrs: retells stories with more depth;
– participates in discussions; learns relationships like big/little/happy/sad
• 1st grade: 11,000 words• 3rd grade: 20,000 words• 5th grade: 40, 000 words
• YOU: 52,000 words
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QuickTime™ and aVideo decompressor
are needed to see this picture.
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A cautionary note
• Pediatricians have had this chart for a long time
• Different strokes for different folks– Groups
– Individuals
– Cultures
There is a lot of variation! These were just general guides to the patterns in language development
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Part III: What you don’t see…
Current theories are based on what you can’t see with the naked eye….
The last 50 years: A revolution in our understanding of how children solve
this age-old problem
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The 21st Century Baby
There’s a lot more going on than meets the eye!
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Carving the sounds of language…
We have discovered that…..
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Babies are amazing!
Even in the womb, eavesdropping on every conversation Mom has!
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Did you know …….
• Can discriminate between phonemes, e.g., /b/ vs. /d/, found in all the world’s languages?
•Can remember stories and songs they heard while in utero?
•Recognize their own language over a foreign language?
•At birth, babies recognize their mother’s voice over a strange female’s?
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Carving up the world of objects and events….
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Infants can…
• Attend to and categorize properties of objects in the first year of life, e.g., cups vs. plates.
• Infants have some sense of causality, gravity, and spatial aspects of objects all in the first year
• Recent research also suggests that they are noting properties of events like motion, path of motion and manner of motion
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And what do we know about the…??????
A LOT!!!!!
world sound
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Mapping sounds to meaning when learning words…
• Infants of 10 mo will map a word onto the most interesting object they see, regardless of what speaker is naming!
• By 19 mo., they notice speaker intent and will label even a boring object if a speaker is looking at it or touching it (taking the speaker’s point of view)
• By 24 mo., they are word learning experts!!! Can’t be fooled by an attractive object; just use speaker’s intent
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Mapping sequences of words when learning grammar?
Babies can map sequences of words to specific meanings by 17 months when they are only saying as few as 2 words!
Hirsh-Pasek, K. & Golinkoff, R.M., (1996) The Origins of grammar: Evidence from comprehension,
Cambridge, Mass:MIT Press.
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But you are rightfully incredulous: How do we know
all of this about baby competencies?
• A host of new methodologies offers researchers a window onto the baby’s mind!
QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.
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And what a mind it is!
You can just seethis mind workingbehind these eyes!
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The High Amplitude Sucking Paradigm
Perception of sounds
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“Where’s the ball?”
The Interactive Intermodal Preferential LookingParadigm
Mapping of words
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“Do you see the ball? Look at the ball!”
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The Intermodal Preferential Looking Paradigm
Computer& VCRVideo CameraVideoMonitorParent&Child
Mapping of grammar
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These new methods fuel the revolution, revealing
• Amazing infant competencies in segmenting the sound and the world (perception)
• Infants’ abilities to map sounds to the meanings they stand for -- especially for early object names
• Infants’ ability to use social cues in determining sound to word and sound to sentence meaning
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Part IV: Applications
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Ingredients for best outcomes…
• Need interactive, responsive environments
• Need to hear enough language data to do statistics on
• Need not only a LOT of language input, but varied input
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Data from parenting with typical children
Hart and Risley Study
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Differences in Language Experience
05
101520253035404550
Millions of Words
Addressed to Child
12 24 36 48
Age in Months
Prof.Wking ClsWelfare
In the US, poverty is associated with less input
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What doesn’t matter...
Neither •race •gender•ethnic origin•birth order -- first, second,
or only child
What does matter?Amount of input
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We also know how to apply what we have learned about the
importance of input• Provide stimulating and responsive language
input
• Read -- read--read, and then read some more
• Tell stories - don’t need a Ph.D.!
• Language play - bababa
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Yet, we must also be mindful of what to do when something goes wrong
• If no words at 18 mo.• Doesn’t respond to his own name• Little eye contact• Not putting words together by 2 and a half.• Do not seem to understand simple commands at 18 months.
CALL a THERAPIST!!!
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Concluding points for applications
• Children learn language early!
• Responsive, sensitive input is critical
• Input comes many forms: - in what they hear and see (the perceptual); - who they interact with (the social); - the full sentences we use to convey what we mean
(grammatical building blocks)
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Most frequently asked questions?????????????
• Do girls learn faster than boys?
• Do first-born’s speak earlier?
• Does learning sign language help a child learn faster and raise his or her IQ?
• Do children who are bilingual speak later?
• Do twins speak later?
• Do children with ear infections have problems learning language?
• Does watching TV hinder language development?
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QuickTime™ and aPhoto - JPEG decompressor
are needed to see this picture.
Remember that they’re
at language learning.