2. Newborn – 2 Months
• Cry : Main form of communication
• Sense and turn toward human faces
– What about a blind infant?
• Know and prefer their mother’s voice
• React to their mother’s smell
• Respond to vocal prompts (Video 2)
Bardies, 1999
3. 3 Months
• Turns head when hearing a voice
• Participate in turn
taking, echoing, and fleeting
• Coos single syllable (Video 4)
Bardies, 1999; Hermosa, 2002
4. 4 Months
• Babble strings of consonants (Video 8)
• Produce first laughter and cry (Video 7)
• Produce sound for showing emotion and
demand
Bardies, 1999; Hermosa, 2002
5. 5 Months
• Vocalize vowel sounds to toys and to
image in mirror
• Experiment with sounds (Video 9 and 10)
• Imitate some sounds
• Respond to names
Bardies, 1999; Hermosa, 2002
6. Babies’ Smiles
Effect on Others:
–Calm others
–Establish affect
Kinds of Smile
1. Sleeping Smile
Medieval Legend
Legend of Cypselus
2. True Smile
Bardies, 1999
7. 6 Months
• Vocalize to show pleasure and
displeasure (Video 11-14)
• Interrupt their vocalization at will
• Voice is higher when they are with
their mother than with father
Bardies, 1999; Hermosa, 2002
8. 7-9 Months
• Play vocally (Video 15)
• Listen to vocalization of others
• Imitate cough, hiss, and tongue
click
Bardies, 1999; Hermosa, 2002
9. Babbling
• Shows that all languages are syllabic
• Groups syllables and repeats sequences
• Becomes clear and well articulated
–Consonant-Vowel
–CVC
–VCV
–CVCV
Bardies, 1999
10. Stand about Babbling
Jakobson (1972/1941) on Babbling
Babbling is only an exercise that produces
series of sounds. It has a period of silence which
is not linguistic.
Lenneberg (1964) and Chomsky (1959)
Babbling is a stage of maturation. Its forms
are universal.
Bardies, 1999
11. Biochemical Approach to Babbling
• A baby has a small chance to escape
babbling.
• Individual differences and biological
mechanicals create the babbling
differences.
Bardies, 1999
12. Babbling and Sign Language
Age in Description
Months
5-6 Vocalizes like a hearing baby
7 Do not babble
8 Babbles manually
12 Babbles “ba”
Bardies, 1999
13. 10-11 Months
• Obey some command
• Practice gesture of pointing
–Begin to point toward a distant object
• Demand
• Call attention
• Ask names of objects
Bardies, 1999; Hermosa, 2002
14. 1 Year
• Recognize own name
• Follow simple motor instruction with visual cue
• React to “no” intonation
• Practice word vocalization
• Interpret and take into account the adult’s
reactions to guide their exploration of the world
Hermosa, 2002
15. Expression of Emotion
• Express physiological states and emotions
–Crying (Hunger, Distress, Uneasiness)
–Facial expressions
–Arm waving
–Foot stamping
–Staring
Bardies, 1999
16. Expression of Emotion
Age in Reaction to Emotion
Months
4 Change of expression on portraits
5 Face and voice
6 Voice
7 Slight facial expression
8-9 Sometimes misinterpret angry facial
expressions as jokes
17. Motherese
• AKA fatherese, maidese, care giver talk
• Does this consciously or unconsciously
• Shows willingness to adapt to the capacities of
the baby
Purpose:
• Gets baby’s attention
• Heightens baby’s interest
Bardies, 1999
18. Characteristics of Motherese
1. Clear and slow articulation
2. Emphasis on word or message
3. Long, soft, melodic forms
4. Frequency of repetition
5. Rhythm of body movement
6. Exaggerated facial expression
Bardies, 1999
19. Culture and Motherese
Culture Practice
American Indians • Monotone
in Guatemala • Repeat after me
Technique
Soloman Islands • Indirect infant
speech
Bardies, 1999
20. Culture and Motherese
• Kaluli in New Guinea – Adults speak seldom
to infants and rarely look at them directly.
– Receive certain instructions
– Prevent from touching an object
– Correct errors of pronunciation
– Do not show objects and teach names
– Repeat words and sentences
Bardies, 1999
21. Motherese and Language Dev’t
• There is no correlation between the
child-directed speech of the mother
and the linguistic development of the
child.
• Parents do not teach. They furnish
language models.
Bardies, 1999
23. For Sale: An antique desk
suitable for lady with thick legs
and big drawers.
Forms
1. Phonological
2. Morphological
3. Syntactic
(Fromkin, Rodman, & Hyams, 2003)
24. Semantics
Study of Richard Aslin (1993)
• Present words in sentences in teaching
How to Teach Children to Understand?
1. Repeat sentences
2. Simplify previous utterance
3. Reformulate their utterance
4. Clarify and comment on remarks
Bardies, 1999
25. Syntax and Pragmatics
• Imperative and Interrogative sentences are
numerous on the speech of parents
Study in the Luo Society:
Case of a Father:
Son – 3% imperative
Daughter – 43% imperative
Bardies, 1999
26. Elissa Newport (1976)
Sentence Children Adult
Type
Declarative 30% 87%
Interrogative 44% 9%
Imperative 18% 2%
Total 92% 98%
Bardies, 1999
27. Language Progress
Age in Phonology Semantics Syntax Pragmatics
Mos.
15 Common 4-6 • 2-word
18 Everyday 20 utterance
21 Object • Sing/Hum
• Q/A
• Use of “I” and
“Mine”
• Rhyming
Games
28. Language Progress
Age in Phonology Semantics Syntax Pragmatics
Years
2 Parts of 200-400 • Short,
Speech incomplete
sentences
• Short dialogue
3 900-1000 • 3-4 sentences
• Follow 2-step
command
• Talk about
present
29. Language Progress
Age in Phonology Semantics Syntax Pragmatics
Years
4 1500-1600 • Ask.
• Narrate.
5 90% 2100-2200 • Discuss feeling
Grammar • Follow 3-step
Acquisition command
• Use request
• Produce short
passive
30. Language Progress
Age in Phonology Semantics Syntax Pragmatics
Years
6 26000 • Complex
words sentences
• Keep conversation
7 • Reason
• Direction
8 Produce all • All passives
sounds • Consider
intention.
• Start to brag.
32. Behaviorist
• B.F. Skinner
• Language learning through environmental
conditioning and imitation of adult models
Study of Darwin, 1872
Darwin’s son at 6 months assumed a
melancholy expression, with the corners of the
mouth turned down, when he saw his nurse
pretend to cry.
Bardies, 1999; Hermosa, 2002
40. 4. Heuristic
• A child points to an animal in
the zoo and asks his mother
“What is that?”
41. 5. Imaginative
• Girls play with each other.
They pretend to be
princesses who are about to
attend a ball.
42. 6. Informative
• A student goes home and
recounts school experiences
to his parents.
43. 7. Regulatory
• In the classroom, the
sergeant at arms stands and
writes the names of the noisy
students on the board.
Suddenly, the class becomes
silent.
44. Implications
• Children need to grow up in a linguistic
environment with a very rich input.
• Do not judge late-developing children.
• Give importance to eye contact and turn
taking in the classroom.
• Provide “Teacherese”.
Bardies, 1999
45. References
Bardies, B. d. (1999). How language comes to
children: from birth to two years (pp. 38-
93). Cambridge, Mass.: MIT Press.
Fromkin, V., Rodman, R., & Hyams, N. M. (2003).
An introduction to language (7th ed.).
Boston: Thomson, Heinle.
Hermosa, N. (2002). The Psychology of Reading
(249-254). Philippines: UP Open University.
The Baby Human from the Discovery Channel
Hinweis der Redaktion
(to be lifted or reach something)
Responds to shadowCreativity in baby names
Lengthen and modulate isolated vowels
Linguistic info is transmitted through manual gestures and they are received visually
Turn back to their mother’s faces in the expectation of being able to read some sign of approval of disapproval of what they propose to do. Mother’s expression is taken as a commentary directed to the child that the child should consider. (Cassie – case of meeting new people and Bjorn’s 1st day in school)
