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Language Acquisition and Learning in Children |
Language acquisition and learning in children is a process which begins in early childhood and is impacted by the social surroundings. The development and use of words in language in young children is a natural phenomenon and is a social process which occurs in the context in which children are placed. When children begin the process of using conventional language, the first words and utterances they make are based on their responses of the novel aspects of the surroundings in which they learn. For instance, when a child sees a dog, the mother excitedly utters the sentence, “Look, a dog!” pointing to the dog so that the child can see and understand the meaning of the word dog. Thus, the mother, through her knowledge and excitement, plays a vital role in conveying to the child, a new word ‘dog’ and its meaning through visual pointing. This paper aims to analyze whether children need a sophisticated understanding of others’ intentions (Akhtar et al., 1996) when they learn the meanings of new words or whether they use their own pragmatic cues in the process of understanding the meanings of new words (Samuelson and Smith, 1998). In their study, Akhtar et al. (1996) conducted two experiments with children using control condition and experimental condition, the results of which correspond with their belief of the social-pragmatic influence of two year old being sensitive to the knowledge of others. Akhtar et al., (1996) suggest that “it is plausible to assume that children make use of this sensitivity in their comprehension and learning of language”. In the first of the two creative experiments, the authors gave the two-year-old children, three objects to play with, in the presence of adults including two experimenters and the mothers. In order to familiarize the objects but keep them nameless, they were referred to with pronouns like ‘it’, ‘this’ and ‘that’ after which they were placed in a box. The experiment was continued with an experimenter grasping the box and exclaiming in an excited tone “Look, I see a modi!” followed by further exclamations like “A modi!”, “I see a modi in there!” This would instigate the children to recognize the novel object among the unknowns due to the excitement and novelty of the fourth unknown object. Through this experiment, the authors tried to prove that the children would be able to recognize and distinguish the fourth object from the other three due to the novelty and the excitement of the adults when they refer to the new object. Both the experiments demonstrate that children display sensitivity to novelty in discourse during the early stages of language production and that they use the perceptions of others, such as the excitement of their mother and the experimenter. However, this claim of the authors has been alternatively interpreted by Samuelson and Smith (1998) who conducted similar experiments to “seek evidence for a third possible account of children’s smart word learning” which essentially focuses on the process of learning rather that the mechanisms which instigate learning. Samuelson and Smith (1998) hypothesize that young children learn meanings of new words through the general attention and memory processes and not because of the intentions of the adults being communicated to them. In their article “Memory and attention make smart word learning….” the authors build the premise around their central idea that the processes which enable children to learn words, including “perceiving, remembering, and attending” could actually be “sufficient in themselves” to allow the learning process to occur. The authors performed identical experiments performed by Akhtar et al. (1996) with one important alteration in the procedure of playing with the object in a novel and unique location at a table on the other side of the room by all the participants. The findings were similar to Akhtar et al’s (1996) experiments due to which Samuelson and Smith (1998) concluded that children learn and acquire the meanings of new words through the general cognitive processes including memory and attention and not the knowledge of the “communicative intent” of others. Through this article and the experiments, the authors Samuelson and Smith (1998) counter the claim made by Akhtar et al., (1996) that smart word learning in children could actually result from the regular and sometimes dumb cognitive processes of children and smart word learning in children occurs simply by memory and attention mechanisms. In response to this alternative claim by Samuelson and Smith (1998), Diesendruck et al. (2004) report that Samuelson and Smith (1998) did not simply “manipulate the context of presentation of the objects” but did it in an “intentional and relevant way” by making the experimenter move to the table to show the children the fourth object, which sent cues to the children that “the fourth object was special to the experimenter.” Diesendruck et al. (2004) refute the claim of Samuelson and Smith (1998) by conducting experiments to prove their premise that two year olds children “have a fully developed understanding of others’ beliefs” and are therefore “sensitive to the intentions underlying others’ behavioral and verbal expressions”. By conducting similar experiment like Samuelson and Smith (1998), Diesendruck et al. (2004) presented their findings that the responses of two year olds varied substantially in accordance with the “nature of a speaker’s action’ in addition to the correlation between the speaker and the action performed. These results conclude that children base their ideas and meanings of new words on the intention of the speakers. Thus through the three articles in which a claim had been proved (Akhtar et al., 1996), then competed (Samuelson and Smith, 1998)and then proved again (Diesendruck et al., 2004), it is evident that children do in fact need an understanding of the intention of others and this understanding plays a vital role in the process of learning new words. Thus, children learn new words and their meanings with numerous processes and mechanisms including memory, intelligence, cognitive processes and others’ intents in their process of acquiring the meanings of novel words during their language developmental stages. |
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