Language: What Is Fast Mapping?

The book also encounters the words: sonuvaitch, bastard, crap, god damn, Jesus, Christ-sake, and more. The F-word is also mentioned six times in the book. Many people wonder that since the average adolescent uses roughly 80 to 90 swear words a day, why should it matter that they read about them? The point for books to be banned by their use of profanity is that reading bad words does have an influence on the reader especially at an age were they are very impressionable. Since many eighth grade students are not allowed to use these curse words in school or at home why should they be read them in school? If these children read these words in school they may feel compelled to repeat them in school or other places were they are not appropriate to use. Therefore reading a book with curse words may cause the frequency of student swearing to increase.

As you work with 3-year-old Effie, you keep track of all the new words she uses. You find that, on average, Effie uses two or three new words every week over a period of several months. Based on this information, Effie’s language development:

Dahlgren, D. M. (2008). Oral Language and vocabulary development Kindergarten & First Grade. Nashville: Reading First National Conference. Retrieved from http://www2.ed.gov/programs/readingfirst/2008conferences/language.pdf

There have been many cases of censorship for this book, one instance being at Venado Middle School in Irvine, California in 1992. Students were provided the book, only to have all the “hells” and “damns” blacked out. After parents, students, and media protested, the school eventually gave in and agreed to discontinue the use of the censored copies. The initial reasoning of this censorship was to dissuade the use of profanity in their students. However, according to Cursing in America by Timothy Jay, one of the leading scholars in profanity, the average adolescent uses 80-90 swear words in a day. Undoubtedly, some being much worse than “hell” or “damn”. It is not just in casual locations where youth swear, but it is increasing in the classroom as well. Students are

Dramatic steps in language acquisition are seen from ages two through six. The explosion of vocabulary is attributed to the connection of a new vocabulary word to new concept using a process called fast-mapping. Children only start to grasp the basics of grammar by constructing simple sentences. Overregularization occurs when acquired grammatical rules are used so consistently that they overuse the rules and miss the exceptions to the rules.

Fast mapping refers to the lexical representation of a word a child has due to one or more exposures to a word and its referent. The next step is refining the word which is done through slow mapping. Slow mapping is when children have multiple exposures to a word in a variety of contexts which allows them to refine the words meaning. This can be done in a four-state process which is described by E. Dale (1965). The first time a child hears a word is stage one (no knowledge of a word) and when a child has heard the word but they do not know the meaning of the word is stage two (emergent knowledge). When a child has an idea of what a word means because of how it is presented or because it is used in context is stage three (contextual knowledge). When a child knows what a word means, can

They compared whether children with cochlear implants, children the same age with normal hearing, and children with the same vocabularies could fast map, retain, and extend new words while being shown their “unfamiliar object referents” (Walker and McGregor 2013). They concluded that children with cochlear implants only had difficulties in retention of producing the word and being able to comprehend it. Fast mapping and extension for children with cochlear implants, compared to same aged children with normal hearing and children with the same vocabularies, proved to be unaffected (Walker & McGregor

This study is a conceptualized replication of the Howes and Solomon (1951) experiment investigating word accuracy and word frequency in short duration trials. It is hypothesized that words that appear more often in printed text (easier to access in the lexicon) will be more accurately identified rather than words that appear less commonly. A total of 83 participants in the study were presented with words taken from the Throndike-Lorge database. The words were presented for one second with a six second rest in the middle. This was done sixty times and the results suggest a moderate strong relationship between word accuracy and frequency. Though there are multiple factors that may have influenced these results.

The experiment proceeded with 2.5 minutes of warm-up play; then the experimenter called the mother to instruct her to begin teaching a new word. The mother received another phone call from the experimenter at the end of the first sixty seconds with instructions to teach the second word. By random assignment, one of those periods was interrupted by a call of the experimenter that lasted thirty seconds. Later, the child was taken into a room where a test video with two extension trials and two mutual exclusivity and recovery trials was played. The extension trials tested the toddlers’ knowledge of the words taught by the mothers while the mutual exclusivity and recovery trials tested the toddlers’ reaction to a completely new word and then back to one of the original two words.

Language is a communicative system of words and symbols unique to humans. The origins of language are still a mystery as fossil remains cannot speak. However, the rudiments of language can be inferred through studying linguistic development in children and the cognitive and communicative abilities of primates as discussed by Bridgeman (2003). This essay illustrates the skills infants have that will eventually help them to acquire language. The topics covered are firstly, the biological aspects, the contribution of the human brain to language development? Secondly, key theories of language development will be considered. Is the development innate? Is there a critical period? Thirdly, what must be learned? What are the rudiments infants must

From a baby 's first word to their first complete sentence, there 's a lot to debate with their language development. The average child has a vocabulary of up to six-thousand words by the time they turn five years old (Brighthubcom, 2016). Language development is one of the most critical roles for an educator in both early childhood and primary settings. It is this ability of language development that is particularly interesting in the nature vs nurture debate. In order for educators to provide effective communication, it is important that they have the knowledge and understanding of the four key concepts of language, such as phonological, syntactic, semantic and pragmatic development and the underlying theoretical perspectives that explain the processes of language acquisition and development.

As a child develops along their journey to acquire language, they go through several steps, of which all are crucial to the successful mastering of their native tongue. There is debate over whether the period of acquisition known as babbling is the first or second stage – Berk (1991) mentions that they class babbling as the first stage, but note that there is a previous stage before that, known as the ‘cooing’ stage; following this, this essay will refer to babbling as the second stage of language acquisition. To introduce a general overview of this particular stage, Berk (1991) explains that cooing usually develops into babbling at around 6

Then, cooing appears when the child is between six to eight weeks old, where the infant demonstrates happy vowel like sounds (Hoff, 2006). At age sixteen weeks infants begin to demonstrate laughter and vocal play (Hoff, 2006). Between six and nine month old babies begin to produce babbling sounds, then they utter their first word around age one (Hoff, 2006). When children speak their first word it is usually as an isolated unit (Goldin-Meadow, 2006), and not considered a major step in phonological development (Hoff, 2006). Children then learn that their first spoken word is composed of smaller parts, which is known as morphology, and that the word can be used as a building block for larger sentences called syntax (Goldin-Meadow, 2006). A child’s first word goes farther then communicating a message between the child and communicative partner, the word retains symbolic meaning (Goldin-Meadow, 2006). At age eighteen months phonological processes develop, in which the child’s speech characteristics begin to transform (Hoff, 2006). Subsequent to eighteen months the child’s vocabulary grows and with this growth the child is able to phonemically represent a sound with the mental representation of every word that possesses a sound (Hoff, 2006).

According to Zukowski (2013), language development refers to the process of learning in early life where infants acquire various forms, meaning and word usage. In addition, language refers to the different utterances in regards to linguistic input. Language development in childhood focuses on major arguments in

In the first stage, called the Emergent Stage, children are able to convey his/her message by scribbling, drawing shapes, writing mock letters, and/or random strings of letters/numbers. In some cases, one letter represents an entire word or the most salient sound of a word. Some Emergent children confuse letters, numbers, and letter-like forms and substitute letters and sounds that feel and look alike (e.g., the sounds /v/ and /f/, the letters d and b)