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Nancy N. Soja [22] argues that Quine is mistaken, and that children can learn new nouns without fully understanding the mass/count distinction. She found in her study that 2-year-old children were able to learn new nouns (some mass, some count nouns) from inferring meaning from the syntactic structure of the sentence the words were introduced in.
Children are able to build upon their previously mastered oral skills or vocabulary to help them learn new skills, such as reading or writing. Oral language can be taught explicitly and implicitly through play. For example, dramatic play can allow for the child to take on different roles and use language as a tool in different contexts (Hill ...
And if a child's parents aren't fluent, the child will still learn to speak fluent sign language. Trask's theory therefore is that children learn language by acquiring and experimenting with grammatical patterns, the statistical language acquisition theory. [72] The two most accepted theories in language development are psychological and ...
In another language acquisition study, Jean-Marc-Gaspard Itard attempted to teach Victor of Aveyron, a feral child, how to speak. Victor was able to learn a few words, but ultimately never fully acquired language. [24] Slightly more successful was a study done on Genie, another child never introduced to society. She had been entirely isolated ...
This is done either explicitly, when a new word is defined using old words, or implicitly, when the word is set in the context of old words so that the meaning of the new word is constrained. [55] When children reach school-age, context and implicit learning are the most common ways in which their vocabularies continue to develop. [ 56 ]
Of course, the reason why children need to learn the sound distinctions of their language is because then they also have to learn the meaning associated with those different sounds. Young children have a remarkable ability to learn meanings for the words they extract from the speech they are exposed to, i.e., to map meaning onto the sounds.
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Speech production is the process by which a thought in the brain is converted into an understandable auditory form. [4] [5] [6] This is a multistage mechanism that involves many different areas of the brain. The first stage is planning, where the brain constructs words and sentences that turn the thought into an understandable form. [4]