Vygotsky (1997) coined the term speech-drawing to describe what he saw as the most significant moment in intellectual development, the moment when two psychological tools intersect each other. This paper resurrects the utilization of speech-drawing as a methodological tool to investigate children’s thinking. Specifically, this paper will examine children’s drawings of make-believe houses and the private speech, or spontaneous self-directed speech, children produccd while drawing. These instances of speech-drawing will be utilized to illuminate (...) critical and creative thinking from a Vygotskian perspective. The future use of speech-drawing, as a promising methodological tool to study children’s thought processes, will also be presented and discussed. (shrink)

We trained a computational model (the Chunk-Based Learner; CBL) on a longitudinal corpus of child–caregiver interactions in English to test whether one proposed statistical learning mechanism—backward transitional probability—is able to predict children's speech productions with stable accuracy throughout the first few years of development. We predicted that the model less accurately reconstructs children's speech productions as they grow older because children gradually begin to generate speech using abstracted forms rather than specific “chunks” from their speech environment. (...) To test this idea, we trained the model on both recently encountered and cumulative speech input from a longitudinal child language corpus. We then assessed whether the model could accurately reconstruct children's speech. Controlling for utterance length and the presence of duplicate chunks, we found no evidence that the CBL becomes less accurate in its ability to reconstruct children's speech with age. (shrink)

We explore whether children’s willingness to produce unfamiliar sequences of words reflects their experience with similar lexical patterns. We asked children to repeat unfamiliar sequences that were identical to familiar phrases (e.g.,A piece of toast) but for one word (e.g., a novel instantiation ofA piece ofX, likeA piece of brick). We explore two predictions—motivated by findings in the statistical learning literature—that children are likely to have detected an opportunity to substitute alternative words into the final position of a four‐word (...) sequence if (a) it is difficult to predict the fourth word given the first three words and (b) the words observed in the final position are distributionally similar. Twenty‐eight 2‐year‐olds and thirty‐one 3‐year‐olds were significantly more likely to correctly repeat unfamiliar variants of patterns for which these properties held. The results illustrate how children’s developing language is shaped by linguistic experience. (shrink)

Some authors claim that hate speech plays a key role in perpetuating unjust social hierarchy. One prima facie plausible hypothesis about how this occurs is that hate speech has a pernicious influence on the attitudes of children. Here I argue that this hypothesis has an important part to play in the formulation of an especially robust case for general legal prohibitions on hate speech. If our account of the mechanism via which hate speech effects its harms (...) is built around claims about hate speech’s influence on children, then we will be better placed to acquire evidence that demonstrates the processes posited in our account, and better placed to ascribe responsibility for these harms to individuals who engage in hate speech. I briefly suggest some policy implications that come with developing an account of the harm of hate speech along these lines. (shrink)

During the COVID-19 pandemic, questions have been raised about the impact of face masks on communication in classroom settings. However, it is unclear to what extent visual obstruction of the speaker’s mouth or changes to the acoustic signal lead to speech processing difficulties, and whether these effects can be mitigated by semantic predictability, i.e., the availability of contextual information. The present study investigated the acoustic and visual effects of face masks on speech intelligibility and processing speed under varying (...) semantic predictability. Twenty-six children and twenty-six adults performed an internet-based cued shadowing task, in which they had to repeat aloud the last word of sentences presented in audio-visual format. The results showed that children and adults made more mistakes and responded more slowly when listening to face mask speech compared to speech produced without a face mask. Adults were only significantly affected by face mask speech when both the acoustic and the visual signal were degraded. While acoustic mask effects were similar for children, removal of visual speech cues through the face mask affected children to a lesser degree. However, high semantic predictability reduced audio-visual mask effects, leading to full compensation of the acoustically degraded mask speech in the adult group. Even though children did not fully compensate for face mask speech with high semantic predictability, overall, they still profited from semantic cues in all conditions. Therefore, in classroom settings, strategies that increase contextual information such as building on students’ prior knowledge, using keywords, and providing visual aids, are likely to help overcome any adverse face mask effects. (shrink)

One cue that may facilitate children's word learning is iconicity, or the correspondence between a word's form and meaning. Some have even proposed that iconicity in the early lexicon may serve to help children learn how to learn words, supporting the acquisition of even noniconic, or arbitrary, word–referent associations. However, this proposal remains untested. Here, we investigate the iconicity of caregivers’ speech to young children during a naturalistic free‐play session with novel stimuli and ask whether the iconicity of caregivers’ (...) speech facilitates children's learning of the noniconic novel names of those stimuli. Thirty‐four 1.5‐2‐year‐olds (19 girls; half monolingual English learners and half bilingual English‐Spanish learners) participated in a naturalistic free‐play task with their caregivers followed by a test of word‐referent retention. We found that caregivers’ use of iconicity, particularly in utterances in which they named the novel stimuli, was associated with the likelihood that children learned that novel name. This result held even when controlling for other factors associated with word learning, such as the concreteness and frequency of words in caregiver speech. Together, the results demonstrate that iconicity not only can serve to help children identify the referent of novel words (as in previous research) but can also support their ability to retain even noniconic word‐referent mappings. (shrink)

At Varro LL VI.56 and SE M 8.275-276, we find reports of the Stoic view that children and articulate non-rational animals such as parrots cannot genuinely speak. Absent from these testimonia is the peculiar case of the superficiality of the actor’s speech, which appears in one edition of the unstable text of PHerc 307.9 containing fragments of Chrysippus’ Logical Investigations. Commentators who include this edition of the text in their discussions of the Stoic theory of speech do not (...) offer a univocal account of the superficiality of the parrot’s, the child’s, and the actor’s speech. In this paper, I offer a reconstruction of the Stoic account of genuine and superficial speech and show that not only is there an account of superficial speech that univocally explains the superficiality of the speech of parrots, children, and actors, but that this account challenges traditional assumptions about the entities at the heart of the Stoic theory of language—lekta. It will turn out that genuine speech is the expression of a lekton by way of performing a speech act, and that this account of superficial speech can be used to explain other linguistic phenomena that are of interest to the Stoics, such as sentences in insoluble sophisms and sentences containing demonstratives that do not refer to anything in the subject term. Importantly, my reconstruction shows, against the near consensus view of lekta, that lekta do not primarily explain what makes an utterance meaningful. Rather, they primarily explain what makes an utterance an instance of genuine speech. (shrink)

Inner speech emerges in early childhood, in parallel with the maturation of the dorsal language stream. To date, the developmental relations between these two processes have not been examined. We review evidence that the dorsal language stream has a role in supporting the psychological phenomenon of inner speech, before considering paediatric studies of the dorsal stream’s anatomical development and evidence for its emerging functional roles. We examine possible causal accounts of the relations between these two developmental processes, and (...) consider their implications for phylogenetic theories about the evolution of inner speech and the accounts of the ontogenetic relations between language and cognition. (shrink)

While recent studies have claimed that non-referential gestures (i.e., gestures that do not visually represent any semantic content in speech) are used to mark discourse-new and/or -accessible referents and focused information in adult speech, to our knowledge, no prior investigation has studied the relationship between information structure (IS) and gesture referentiality in children’s narrative speech from a developmental perspective. A longitudinal database consisting of 332 narratives performed by 83 children at two different time points in development (...) was coded for IS and gesture referentiality (i.e., referential and non-referential gestures). Results revealed that at both time points, both referential and non-referential gestures were produced more with information that moves discourse forward (i.e., focus) and predication (i.e., comment) rather than topical or background information. Further, at 7–9 years of age, children tended to use more non-referential gestures to mark focus and comment constituents than referential gestures. In terms of the marking of the newness of discourse referents, non-referential gestures already seem to play a key role at 5–6 years old, whereas referential gestures did not show any patterns. This relationship was even stronger at 7–9 years old. All in all, our findings offer supporting evidence that in contrast with referential gestures, non-referential gestures have been found to play a key role in marking IS, and that the development of this relationship solidifies at a period in development that coincides with a spurt in non-referential gesture production. (shrink)

Here we use two filtered speech tasks to investigate children’s processing of slow (.

Much of children's early syntactic development can be seen as the acquisition of sentence-level constructions that correspond to relatively complex events and states of affairs. The current study was an attempt to determine the relative concreteness (verb-specificity) or abstractness (verb-generality) of such constructions for children just beginning to produce large numbers of multi-word utterances. Sixteen children at 2.0 years of age and sixteen children at 2,5 years of age participated (all English speaking). Each child was taught two novel verbs for (...) a highly transitive action: one in a transitive construction (Ernie is tamming the car) and one in an intransitive construction (with patient äs subject: The ball is meeking). They were then given opportunities to use their newly learned verbs, in many cases in discourse situations that encouraged use of the "opposite" construction (i.e., agent and patient-focused questions). Results showed that 2.0-year-old children almost never produced an utterance using a novel verb in anything other than the construction in which it had been modeled. Children at 2.5 years of age were somewhat more productive, but still the large majority of these children avoided using the experimental verbs in nonmodeled constructions. These results suggest that when English-speaking children produce simple transitive and intransitive utterances in their spontaneous speech, they are doing so on a verb-specific basis (verb Island constructions), schematizing more abstract constructions only later äs they discover patterns that apply across many such lexically specific constructions. (shrink)

We present a series of three analyses of young children's linguistic input to determine the distributional information it could plausibly offer to the process of grammatical category learning. Each analysis was conducted on four separate corpora from the CHILDES database (MacWhinney, 2000) of speech directed to children under 2;5. We showthat, in accord with other findings, a distributional analysis which categorizeswords based on their co‐occurrence patterns with surroundingwords successfully categorizes the majority of nouns and verbs. In Analyses 2 and (...) 3, we attempt to make our analyses more closely relevant to natural language acquisition by adopting more realistic assumptions about howyoung children represent their input. In Analysis 2, we limit the distributional context by imposing phrase structure boundaries, and find that categorization improves even beyond that obtained from less limited contexts. In Analysis 3, we reduce the representation of input elements which young children might not fully process and we find that categorization is not adversely affected: Although noun categorization is worse than in Analyses 1 and 2, it is still good; and verb categorization actually improves. Overall, successful categorization of nouns and verbs is maintained across all analyses. These results provide promising support for theories of grammatical category formation involving distributional analysis, as long as these analyses are combined with appropriate assumptions about the child learner's computational biases and capabilities. (shrink)

The ability to explain the occurrence of errors in children's speech is an essential component of successful theories of language acquisition. The present study tested some generativist and constructivist predictions about error on the questions produced by ten English-learning children between 2 and 5 years of age. The analyses demonstrated that, as predicted by some generativist theories [e.g. Santelmann, L., Berk, S., Austin, J., Somashekar, S. & Lust. B. (2002). Continuity and development in the acquisition of inversion in yes/no (...) questions: dissociating movement and inflection, Journal of Child Language, 29, 813-842], questions with auxiliary DO attracted higher error rates than those with modal auxiliaries. However, in wh-questions, questions with modals and DO attracted equally high error rates, and these findings could not be explained in terms of problems forming questions with why or negated auxiliaries. It was concluded that the data might be better explained in terms of a constructivist account that suggests that entrenched item-based constructions may be protected from error in children's speech, and that errors occur when children resort to other operations to produce questions [e.g. Dabrowska, E. (2000). From formula to schema: the acquisition of English questions. Cognitive Liguistics, 11, 83-102; Rowland, C. F. & Pine, J. M. (2000). Subject-auxiliary inversion errors and wh-question acquisition: What children do know? Journal of Child Language, 27, 157-181; Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press]. However, further work on constructivist theory development is required to allow researchers to make predictions about the nature of these operations. (shrink)

How do children learn the meanings of propositional attitude verbs? We argue that children use information contained in both syntactic distribution and pragmatic function to zero in on the appropriate meanings. Specifically, we identify a potentially universal link between semantic subclasses of attitude verbs, their syntactic distribution and the kinds of indirect speech acts they can be used to perform. As a result, children can use the syntax as evidence about the meaning, which in turn constrains the kinds of (...) pragmatic enrichments they do and do not make in understanding these verbs in conversation. (shrink)

Researchers interested in children's understanding of mind have claimed that the ability to ascribe beliefs and intentions is a late development, occurring well after children have learned to speak and comprehend the speech of others. On the other hand, there are convincing arguments to show that verbal communication requires the ability to attribute beliefs and intentions. Hence if one accepts the findings from research into children's understanding of mind, one should predict that young children will have severe difficulties in (...) verbal communication. Conversely, if this prediction fails, this casts doubt on the claim that young children lack meta-representational skills. Using insights from Relevance Theory, an experiment was designed to test children's ability to recover a speaker's intended referent in situations in which the speaker's words underdetermine the referent. Results suggest that children's skills are comparable to those of untutored adults in similar situations. Thus this study indirectly casts doubt on the claim that young children lack meta-representational skills. (shrink)

The present study aimed to investigate the effects of type of noise, age and gender on children’s speech intelligibility and sentence comprehension. The experiment was conducted with 171 children between 11 and 13 years old in ecologically-valid conditions (collective presentation in real, reverberating classrooms). Two standardized tests were used to assess speech intelligibility (SI) and sentence comprehension (SC). The two tasks were presented in three listening conditions: quiet; traffic noise; and classroom noise (non-intelligible noise with the same (...) spectrum and temporal envelope of speech, plus typical classroom sound events). Both task performance accuracy and listening effort were considered in the analyses, the latter tracked by recording the response time using a single-task paradigm. Classroom noise was found to have the worst effect on both tasks (worsening task performance accuracy and slowing response times), due to its spectro-temporal characteristics. A developmental effect was seen in the range of ages (11-13 years), which depended on the task and listening condition. Gender effects were also seen in both tasks, girls being more accurate and quicker to respond in most listening conditions. A significant interaction emerged between type of noise, age and task, indicating that classroom noise had a greater impact on response times for SI than for SC. Overall, these results indicate that, for 11- to 13-year-old children, performance in SI and SC tasks is influenced by aspects relating to both the sound environment and the listener (age, gender). The presence of significant interactions between these factors and the type of task suggests that the acoustic conditions that guarantee optimal SI might not be equally adequate for SC. Our findings have implications for the development of standard requirements for the acoustic design of classrooms. (shrink)

The development of abstract schemas and productive rules in language is affected by both token and type frequencies. High token frequencies and surface similarities help to discover formal and functional commonalities between utterances and categorize them as instances of the same schema. High type frequencies and diversity help to develop slots in these schemas, which allow the production and comprehension of novel utterances. In the current study we looked at both token and type frequencies in two related constructions in German (...) child-directed speech: simple transitive and complement-clause constructions. Both constructions contain high frequency verbs, which potentially support the development of verb-specific schemas. However, only the frequent verbs in the transitive constructions occur with a variety of subject types, which also supports the development of a slot in the subject position. We then used an elicited production task to compare 4- and 5-year-old German-speaking children's productivity with simple transitive constructions and complement-clause constructions. The children were prompted to change the subjects of high and low frequency simple transitive verbs, such as essen ‘eat’ and naschen ‘nibble’, mental-state complement-taking verbs, such as denken ‘think’ and vermuten ‘presume’, and communication complement-taking verbs, such as sagen ‘say’ and berichten ‘report’. In accordance with earlier findings, children had less difficulty producing new utterances with high frequency transitive verbs than with low frequency transitive verbs. For the other verb classes, however, we found either reverse frequency effects or no frequency effects. For these verb classes, children's productivity can be determined by diversity rather than simple token frequency. We discuss how token frequency interacts with diversity, discourse function, semantic complexity, and syntactic complexity. (shrink)

In general, we know that gesture accompanying spoken instruction can help children learn. The present study was conducted to better understand how gesture can support children’s comprehension of spoken instruction and whether the benefit of teaching though speech and gesture over spoken instruction alone depends on differences in cognitive profile – prior knowledge children have that is related to a to-be-learned concept. To answer this question, we explored the impact of gesture instruction on children’s analogical reasoning ability. (...) Children between the ages of 4 and 11 years solved scene analogy problems before or after speech alone or speech and gesture instruction while their visual attention was monitored. Our behavioral results suggest a marginal benefit of gesture instruction over speech alone, but only 5-year-old children showed a distinct advantage from speech+gesture instruction when solving the post-instruction trial, suggesting that at this age, children have the cognitive profile in place to utilize the added support of gesture. Furthermore, while speech+gesture instruction facilitated effective visual attention during instruction, directing attention away from featural matches, and towards relational information, was pivotal for younger children’s success post instruction. We consider how these results contribute to the gesture-for-learning literature and consider how the nuanced impact of gesture is informative for educators teaching tasks of analogy in the classroom. (shrink)

Little is known about young children's ability to talk about absent members of their social network. We analyzed the speech of four children from 2 to 5 years. References to absent caregivers were relatively frequent, even when children were 2 years old. Such references were often generated spontaneously rather than being repetitions of a name produced by the child's interlocutor. Children's comments about absent family members occasionally expressed concern about contact with them but were predominantly neutral or reflective. By (...) implication, children can maintain a representation of the various members of their social network from an early age, despite separation. (shrink)

Infants show impressive speech decoding abilities and detect acoustic regularities that highlight the syntactic relations of a language, often codedvianon-adjacent dependencies (NADs, e.g.,issinging). It has been claimed that infants learn NADs implicitly and associatively through passive listening and that there is a shift from effortless associative learning to a more controlled learning of NADs after the age of 2 years, potentially driven by the maturation of the prefrontal cortex. To investigate if older children are able to learn NADs,Lammertink et (...) al. (2019)recently developed a word-monitoring serial reaction time (SRT) task and could show that 6–11-year-old children learned the NADs, as their reaction times (RTs) increased then they were presented with violated NADs. In the current study we adapted their experimental paradigm and tested NAD learning in a younger group of 52 children between the age of 4–8 years in a remote, web-based, game-like setting (whack-a-mole). Children were exposed to Italian phrases containing NADs and had to monitor the occurrence of a target syllable, which was the second element of the NAD. After exposure, children did a “Stem Completion” task in which they were presented with the first element of the NAD and had to choose the second element of the NAD to complete the stimuli. Our findings show that, despite large variability in the data, children aged 4–8 years are sensitive to NADs; they show the expected differences in r RTs in the SRT task and could transfer the NAD-rule in the Stem Completion task. We discuss these results with respect to the development of NAD dependency learning in childhood and the practical impact and limitations of collecting these data in a web-based setting. (shrink)

In this contribution, we focus on teaching and assessment in school-based activities involving the oral transmission of texts at school entry in multilingual contexts. We analyze activities involving listening and oral exchanges between five-year-olds and their teacher about the comprehension of children's literature. Our analyses show that the challenge of oral interactions in the professionalization of teachers lies in the delimitation of a common, shared space for speech between the teacher and the class collective, and that the story-character system (...) provides a framework for structuring these interactions in heterogeneous, multilingual contexts. (shrink)

The aim of this study was to explore the role of voices as cues to adults of children’s needs for potential caregiving during early childhood. To this purpose, 74 college students listened to pairs of 5-year-old versus 10-year-old children verbalizing neutral-content sentences and indicated which voice was better associated with each of 14 traits, potentially meaningful in interactions between young children and adults. Results indicated that children with immature voices were perceived more positively and as being more helpless than (...) children with mature voices. Children’s voices, regardless of the content of speech, seem to be a powerful source of information about children’s need for caregiving for parents and others during the first six years of life. (shrink)

This study provides new longitudinal evidence on two major types of gesture–speech combination that play different roles in children’s early language. We analysed the spontaneous production of 10 Italian children observed monthly from 10–12 to 23–25 months of age. We evaluated the extent to which the developmental trends observed in children’s early gesture–word and word–word productions can predict subsequent verbal abilities. The results indicate that “complementary” and “supplementary” gesture–speech combinations predict subsequent language development in a different (...) manner: While the onset of “supplementary” combinations predicts the onset of two-word combinations, the use of “complementary” combinations at 12 and 18 months predicts the vocabulary and the ability to produce more words utterances at 2 years of age. Moreover, the results suggest that both “complementary” and “supplementary” crossmodal combinations are good predictive indexes of early verbal skills during the second year of age. (shrink)

In this study we use a computational model of language learning called model of syntax acquisition in children (MOSAIC) to investigate the extent to which the optional infinitive (OI) phenomenon in Dutch and English can be explained in terms of a resource-limited distributional analysis of Dutch and English child-directed speech. The results show that the same version of MOSAIC is able to simulate changes in the pattern of finiteness marking in 2 children learning Dutch and 2 children learning English (...) as the average length of their utterances increases. These results suggest that it is possible to explain the key features of the OI phenomenon in both Dutch and English in terms of the interaction between an utterance-final bias in learning and the distributional characteristics of child-directed speech in the 2 languages. They also show how computational modeling techniques can be used to investigate the extent to which cross-linguistic similarities in the developmental data can be explained in terms of common processing constraints as opposed to innate knowledge of universal grammar. (shrink)

This paper examines early syntactic development from a usage-based perspective, using transcripts of the spontaneous speech of two Englishspeaking children recorded at relatively dense intervals at ages 2;0 and 3;0. We focus primarily on the children’s question constructions, in an effort to determine (i) what kinds of units they initially extract from the input (their size and degree of specificity / abstractness); (ii) what operations they must perform in order to construct novel utterances using these units; and (iii) (...) how the units and the operations change between the ages of two and three. In contrast to nativist theories of language development which suggest that children are working with abstract syntactic categories from an early point in development, we suggest that the data are better accounted for by the proposal that children begin with lexically specific phrases and gradually build up a repertoire of increasingly abstract constructions. (shrink)

The present text has as a main goal to discuss the relations between childhood and contemporary culture. More so, that the social space the children occupy in the cyberculture became a very contradictory one: for in one hand we see such children with a natural inborne expertise; and on the other hand, we see them as unprotected and fragile beings. The line of reasoning we intend to partake with the reader, begins initially with the data research of the production of (...) arguments on the children´s relations with the internet that go around their daily routine and the researches of academical and official nature. On a second instance, we look into the market´s discursive production in order to observe how the making of sites, targeted speciffically to childrens, relates itself with prerrogatives of such specialized knowledge. At last but not at least, we show a philosophical approach of such speeches sustained metaforically by the homeric narrative and Franz Kafka’s reading of Ulisses’encounter at the mermaid’s island. Through this path we intend to analyze tendencies that emerge from the production of knowledge about childhood and cyberculture and, altogether, to think on the ethical and methodological chalenges that such subject imposes to childhood’s researchers. (shrink)

The deep comprehension of a text is tantamount to the construction of an articulated mental model of that text. The number of correct recollections is an index of a learner's mental model of a text. We assume that another index of comprehension is the timing of the gestures produced during text recall; gestures are simultaneous with speech when the learner has built an articulated mental model of the text, whereas they anticipate the speech when the learner has built (...) a less articulated mental model. The results of four experiments confirm the predictions deriving from our assumptions for both children and adults. Provided that the recollections are correct, the timing of gestures can differ and can be considered a further measure of the quality of the mental model, beyond the number of correct recollections. (shrink)

We examined whether children's ability to integrate speech and gesture follows the pattern of a broader developmental shift between 3- and 5-year-old children regarding the ability to process two pieces of information simultaneously. In Experiment 1, 3-year-olds, 5-year-olds, and adults were presented with either an iconic gesture or a spoken sentence or a combination of the two on a computer screen, and they were instructed to select a photograph that best matched the message. The 3-year-olds did not integrate information (...) in speech and gesture, but 5-year-olds and adults did. In Experiment 2, 3-year-old children were presented with the same speech and gesture as in Experiment 1 that were produced live by an experimenter. When presented live, 3-year-olds could integrate speech and gesture. We concluded that development of the integration ability is a part of the broader developmental shift; however, live-presentation facilitates the nascent integration ability in 3-year-olds. (shrink)

Autocommunication, communication with oneself, may become distinct from communication with an “other” both in form and function. Autocommunication has a special role in the development of thinking in small children, as differentiation of speech for oneself, known as “private speech,” from communication for social purposes entails the child’s organization of her or his own cognition and behavior with the aid of symbols. Recent studies have suggested that speech distinctly for the child him or herself is particularly observable (...) during what is called “crib speech” and thus it appears to support already early language acquisition. The purpose and functions of crib speech in child development have been topics of interest until recently, but they are still debated. In autocommunication, instead of transfer of signs from one mind to another as when in communication with an “other,” there is transfer of signs from one state of mind to another, as in the case of recalling something with the help of signs. Next to this mnemonic type autocommunication, Juri Lotman was interested in the type in which textual devices within a text guide the communicative interpretation in relation to the text itself, particularly characteristic to poetry. The paper provides a semiotic analysis of crib speech in terms of Lotman’s concept of autocommunication explaining its particular appearance both in form and content, as well as what initiates and inspires it for the small child and why does it bring such joy. From the point of view of semiotics, crib speech presents as an exceptionally rich phenomenon. In addition to being small children’s language practice, crib speech appears as language play, if not poetry, serving as a modelling system for enacting and representing the world as it appears for the small child. (shrink)

The available evidence indicates that the music of a culture reflects the speech rhythm of the prevailing language. The normalized pairwise variability index (nPVI) is a measure of durational contrast between successive events that can be applied to vowels in speech and to notes in music. Music–language parallels may have implications for the acquisition of language and music, but it is unclear whether native-language rhythms are reflected in children's songs. In general, children's songs exhibit greater rhythmic regularity than (...) adults' songs, in line with their caregiving goals and frequent coordination with rhythmic movement. Accordingly, one might expect lower nPVI values (i.e., lower variability) for such songs regardless of culture. In addition to their caregiving goals, children's songs may serve an intuitive didactic function by modeling culturally relevant content and structure for music and language. One might therefore expect pronounced rhythmic parallels between children's songs and language of origin. To evaluate these predictions, we analyzed a corpus of 269 English and French songs from folk and children's music anthologies. As in prior work, nPVI values were significantly higher for English than for French children's songs. For folk songs (i.e., songs not for children), the difference in nPVI for English and French songs was small and in the expected direction but non-significant. We subsequently collected ratings from American and French monolingual and bilingual adults, who rated their familiarity with each song, how much they liked it, and whether or not they thought it was a children's song. Listeners gave higher familiarity and liking ratings to songs from their own culture, and they gave higher familiarity and preference ratings to children's songs than to other songs. Although higher child-directedness ratings were given to children's than to folk songs, French listeners drove this effect, and their ratings were uniquely predicted by nPVI. Together, these findings suggest that language-based rhythmic structures are evident in children's songs, and that listeners expect exaggerated language-based rhythms in children's songs. The implications of these findings for enculturation processes and for the acquisition of music and language are discussed. (shrink)

Children learn and use various strategies to solve math problems. One way children's math learning can be supported is through their use of and exposure to hand gestures. Children's self-produced gestures can reveal unique, math-relevant knowledge that is not contained in their speech. Additionally, these gestures can assist with their math learning and problem solving by supporting their cognitive processes, such as executive function. The gestures that children observe during math instructions are also linked to supporting cognition. Specifically, children (...) are better able to learn, retain, and generalize knowledge about math when that information is presented within the gestures that accompany an instructor's speech. To date, no conceptual model provides an outline regarding how these gestures and the math environment are connected, nor how they may interact with children's underlying cognitive capacities such as their executive function. In this review, we propose a new model based on an integration of the information processing approach and theory of embodied cognition. We provide an in-depth review of the related literature and consider how prior research aligns with each link within the proposed model. Finally, we discuss the utility of the proposed model as it pertains to future research endeavors. (shrink)

Pantomime has long been considered distinct from co-speech gesture. It has therefore been argued that pantomime cannot be part of gesture-speech integration. We examine pantomime as distinct from silent gesture, focusing on non-co-speech gestures that occur in the midst of children’s spoken narratives. We propose that gestures with features of pantomime are an infrequent but meaningful component of a multimodal communicative strategy. We examined spontaneous non-co-speech representational gesture production in the narratives of 30 monolingual English-speaking (...) children between the ages of 8- and 11-years. We compared the use of co-speech and non-co-speech gestures in both autobiographical and fictional narratives and examined viewpoint and the use of non-manual articulators, as well as the length of responses and narrative quality. The use of non-co-speech gestures was associated with longer narratives of equal or higher quality than those using only co-speech gestures. Non-co-speech gestures were most likely to adopt character-viewpoint and use non-manual articulators. The present study supports a deeper understanding of the term pantomime and its multimodal use by children in the integration of speech and gesture. (shrink)

Adults and children spontaneously produce gestures while they speak, and such gestures appear to support and expand on the information communicated by the verbal channel. Little research, however, has been carried out to examine the role played by gesture in the listener's representation of accumulating information. Do listeners attend to the gestures that accompany narrative speech? In what kinds of relationships between gesture and speech do listeners attend to the gestural channel? If listeners do attend to information received (...) in gesture, how is this information represented— is it 'tagged' as originating in the gestural channel? In this article research is described that addresses these questions. Results show that listeners do attend to information conveyed in gesture, when that information supplements or even contradicts the information conveyed by speech. And information received via gesture is available for retelling in speech. These results are taken to demonstrate that gesture is not taken by the listener to be epiphenomenal to the act of speaking, or a simple manual translation of speech. But they also suggest that the information conveyed in a discourse may be represented in a manner that is neither gesture nor language, although accessible to both channels. (shrink)

Inner speech represents the activity of talking to oneself in silence. It can be assessed with questionnaires, sampling methods, and electromyographic recordings of articulatory movements. Inner speech has been linked to thought processes and self-awareness. Private speech (speech-for-self emitted aloud by children) serves an important self-regulatory function. The frequency of private speech follows an inverted-U relation with age, peaking at 3-4 years of age and disappearing at age 10. Social and inner speech share a (...) common neurological basis: Broca’s area. Dysfunctional self-talk is known to mediate many pathological conditions; negative selfverbalizations have a more significant debilitating impact than positive ones. (shrink)

Some science educators claim that children enter science classrooms with a conception of heat considered by physicists to be incorrect and speculate that “misconceptions” may result from the way heat is talked about in everyday language (e.g., Lautrey and Mazens, 2004 ; Slotta and Chi, 2006 ). We investigated talk about heat in naturalistic conversation to explore the claim that children often hear heat discussed as a substance rather than as a process, potentially hindering later learning of heat as energy (...) involved in emergent processes. We explored naturalistic speech among children and adults to understand the nature and the frequency of heat- and temperature-related conversations that young children are involved in. This study aims to investigate the actual linguistic resources that children have available as part of a sociocultural approach to cognitive development. Parents’ everyday conversations about heat and temperature with their 2–6-year-old children were drawn from the Child Language Data Exchange System (CHILDES) language database and from a parent–child book-reading study. Parents used the word heat rarely, but they did so in ways that implied it is a substance. Parents never talked about heat as an emergent process but sometimes as a direct causal process. Most of the heat- and temperature-related talk, however, focused on words like hot and cold to describe temperature as a property of objects. This investigation of what young children actually experience in everyday conversations is a step toward studying how everyday language may play a role in children’s understanding of heat and temperature. (shrink)

BackgroundDeficits in phonological processing are commonly reported in dyslexia but longitudinal evidence that poor speech perception compromises reading is scant. This 2-year longitudinal ERP study investigates changes in pre-attentive auditory processing that underlies categorical perception of mandarin lexical tones during the years children learn to read fluently. The main purpose of the present study was to explore the development of lexical tone categorical perception to see if it can predict children’s reading ability.MethodsBoth behavioral and electrophysiological measures were taken (...) in this study. Auditory event-related potentials were collected with a passive listening oddball paradigm. Using a stimulus continuum spanning from one lexical tone category exemplar to another, we identified a between-category and a within-category tone deviant that were acoustically equidistant from a standard stimulus. The standard stimulus occurred on 80% of trials, and one of two deviants equiprobably on the remaining trials. 8-year-old Mandarin speakers participated in both an initial ERP oddball paradigm and returned for a 2-year follow-up.ResultsThe between-category MMN and within-category MMN significantly correlate with each other at age 8 but not at age 10. The between-category MMN at age 8 can predict children’s ability at age 10 but the within-category cannot.ConclusionThe categorical perception of lexical tone is still developing from age 8 to age 10. The behavioral and electrophysiological results demonstrate that categorical perception of lexical tone at age 8 predicts children’s reading ability at age 10. (shrink)

Among human and non-human animals, the ability to respond rapidly to biologically significant events in the environment is essential for survival and development. Research has confirmed that human adult listeners respond emotionally to environmental sounds by relying on the same acoustic cues that signal emotionality in speech prosody and music. However, it is unknown whether young children also respond emotionally to environmental sounds. Here, we report that changes in pitch, rate (i.e. playback speed), and intensity (i.e. amplitude) of environmental (...) sounds trigger emotional responses in 3- to 6-year-old American and Chinese children, including four sound types: sounds of human actions, animal calls, machinery, and natural phenomena such as wind and waves. Children’s responses did not differ across the four types of sounds used but developed with age – a finding observed in both American and Chinese children. Thus, the ability to respond emotionally to non-linguistic, non-music environmental sounds is evident at three years of age – an age when the ability to decode emotional prosody in language and music emerges. We argue that general mechanisms that support emotional prosody decoding are engaged by all sounds, as reflected in emotional responses to non-linguistic acoustic input such as music and environmental sounds. (shrink)

Habermas's educational importance is usually misconstrued or underestimated, partly because the scope and implications of ideal speech conditions are generally misunderstood. These conditions are only relevant to discursive speech situations, but non-manipulative teaching need not be discursive. And not even discursive teaching is an appropriate occasion for ideal speech conditions. They properly apply to discourse institutions, at the ‘epistemic centre of modernity’. Thus, the concept of ideal speech conditions impinges on the relation of school to higher (...) education and on curricular change as an agency of modernisation, and illuminates the need for access to discourse institutions, if personal autonomy is an aim for school children, students or adults. Neo-Marxists, traditionalists and progressives all misunderstand the importance of discourse institutions. (shrink)