Unit 3.5: Communication and Language Development

Key Characteristics:

• Basic speech sounds that distinguish words from each other
• English has approximately 44 phonemes (Hawaiian has only 13)
• Changing one phoneme changes meaning: /b/at vs. /p/at
• Vary across languages — some languages use sounds others don't
• Do NOT carry meaning by themselves (just sounds)

Examples:

• The word "cat" has 3 phonemes: /k/ + /æ/ + /t/
• The word "ship" has 3 phonemes: /ʃ/ (sh) + /ɪ/ + /p/
• The phoneme /th/ exists in English but not in many other languages

Two Types:

Examples of Bound Morphemes:

• Prefixes: "un-" in "unhappy," "re-" in "replay"
• Suffixes: "-ed" in "walked," "-s" in "cats," "-er" in "faster"
• Word analysis: "Unbreakable" has 3 morphemes: un- + break + -able

What Semantics Covers:

• Literal definitions of words (dictionary meanings)
• Multiple meanings of the same word ("bank" = financial institution OR river edge)
• How word combinations create sentence meanings
• How context affects interpretation
• Relationships between concepts (synonyms, antonyms, categories)

Key Points:

• Determines proper word order and sentence structure
• Varies across languages (English: Subject-Verb-Object; Japanese: Subject-Object-Verb)
• Word order changes meaning even with same words
• Includes rules for tense, agreement, questions, negation

Example:

"The dog bit the man" vs. "The man bit the dog" — Same words, different syntax, completely different meaning!

1. Arbitrary Symbols

Words don't inherently mean anything — their meanings are socially agreed upon. The sound "dog" doesn't naturally represent a four-legged pet; English speakers simply agree that it does. Different languages use completely different sounds for the same concept.

2. Rule-Governed

Language follows consistent, learnable rules (grammar/syntax). These rules determine phoneme combinations, morpheme usage, and word order. Rules allow us to create and understand sentences we've never heard before.

3. Generative (Productive)

Language can produce an infinite number of novel sentences from a finite set of rules and building blocks. You can create and understand sentences that have never been spoken before — this is what separates human language from animal communication.

Characteristics:

• Repetitive sounds: "ba-ba-ba," "da-da-da," "ma-ma-ma"
• Begins to reflect the phonemes of the native language
• Universal at first, then becomes language-specific
• Important motor practice for speech production
• Deaf infants exposed to sign language "babble" with their hands

Characteristics:

• Single words represent whole ideas: "Milk!" can mean "I want milk" or "This is milk"
• Meaning depends heavily on context
• Vocabulary explosion: rapid word learning (50+ words by 18 months)
• Shows understanding that symbols represent objects and ideas
• Uses concrete, familiar words (names, objects, actions)

Examples:

• "Mama" — could mean "I want mama" or "There's mama" or "Mama, come here"
• "Cookie" — might mean "I want a cookie" or "That's a cookie"
• "Up" — could mean "Pick me up"

Characteristics:

• Two-word combinations that convey meaning
• Omit articles, prepositions, helping verbs ("a," "the," "is," "are")
• Show early understanding of syntax and word order
• Demonstrate generativity — creating novel combinations
• Meaning is clear despite missing grammatical elements

Examples:

• "Want cookie" (instead of "I want a cookie")
• "Mommy go" (instead of "Mommy is going")
• "More milk" (instead of "I want more milk")
• "Daddy work" (instead of "Daddy went to work")

Example:

Calling all four-legged animals "doggy" — including cats, horses, and cows. The child extends the word "dog" to all similar-looking animals.

Example:

Using "car" only for the family vehicle, not for other cars. Or calling only the family's specific dog "doggy" but not other dogs.

Why It Happens:

• Child learns regular grammatical rule (add "-ed" for past tense)
• Applies rule systematically to ALL verbs, including irregular ones
• Shows active rule learning, not passive imitation
• Eventually learns irregular exceptions through continued exposure

Examples:

• "I goed to the store" (instead of "went")
• "She runned fast" (instead of "ran")
• "Two foots" (instead of "feet")
• "Three mouses" (instead of "mice")

Core Ideas:

• Imitation: Children copy sounds and words they hear from adults
• Reinforcement: Correct language is rewarded (praise, getting needs met)
• Shaping: Adults gradually reinforce closer approximations to correct speech
• Association: Words paired with objects through repeated exposure

❌ Criticisms:

• Cannot explain how children create novel sentences they've never heard
• Doesn't account for overgeneralization errors (children say "goed" even though they never heard it)
• Children learn language too quickly for reinforcement alone to explain
• Parents don't consistently correct grammatical errors, yet children learn correct grammar

Key Concepts:

Evidence Supporting Nativism:

• Universal language milestones across all cultures
• Children create language even without linguistic input (deaf children invent sign systems)
• Critical/sensitive period for language acquisition
• Language learning is rapid and follows predictable patterns
• Children generate grammatical sentences they've never heard

Key Ideas:

• Children are biologically prepared to learn language (innate capacity)
• BUT social interaction and environmental input are essential for development
• Joint attention, gestures (pointing), and caregiver responsiveness scaffold learning
• Cultural tools and social context shape specific language development
• Most comprehensive explanation — accounts for both biological and environmental factors

Evidence:

• Second language acquisition: Children learn second languages more easily and achieve native-like fluency
• Case studies: Children deprived of language exposure early (like Genie) never fully acquire normal language
• Deaf children: If not exposed to sign language early, have difficulty later
• Brain plasticity: Language areas of the brain are most flexible in childhood

Important Note:

While the critical period is real, some researchers prefer "sensitive period" — language can still be learned after puberty, but it's harder and less complete. Adults CAN learn new languages, but rarely achieve native-like proficiency.