Psycholinguistics: Linguistics and Language Production

Topics: Linguistics, Brain, Human brain Pages: 9 (3085 words) Published: February 16, 2013
Psycholinguistics studies the relationship between language and mind. It studies how are language and speech acquired, produced, comprehended, and lost. Language acquisition and language dissolution happen over time or diachronically. While language production and comprehension happen at a certain point of time or synchronically.

Firstly, this paper will talk about language acquisition. Children are a focus of attention and affection in all societies. They go through many stages in language acquisition such as crying, cooing, babbling, first word, birth of grammar and childish creativity. During the very first few weeks of a child's life, crying is his only way to show what he needs. Crying is unaffected by intentional control from the nervous system, which is responsible for human behavior. At the very beginning, baby's crying is completely iconic. For example, when the child is hungry, his or her crying becomes louder and louder, it also increases in pitch. During the first two months of the child's life, his or her crying becomes more symbolic.

At these early stages, babies cannot depend on themselves. They depend completely on their caretakers for several years. This creates on enormous degree of early bonding and socialization. As a result of the extensive interaction between the children and their caretakers, children start to coo, making soft gurgling sounds, to express satisfaction. The cooing stage emerges at two months. When the child is about six months old, he or she starts to babble. This babbling stage refers to the natural tendency of children to create strings of consonant-vowel syllable clusters as a kind of vocalic play. Psycholinguists distinguished between marginal babbling and canonical babbling. Marginal babbling is an early stage similar to cooing where the child produce few and random consonants. While canonical babbling emerges at eight months when the child's vocalization narrow down to syllables that similar of caretaker's language.

Then, the child enters the first-word stage. It starts after crying, cooing, and babbling. It emerges at about one year old. Children use idiomorphs. They are words which children invent when they first catch on to the magical notion that certainly sounds have a unique reference. For example, when the child sounds"milk", he or she says "kaka". By using these idiomorphs, children transform from an iconic creature to a symbolic one. During this stage, children use egocentric speech. They want to talk about the objects which surround them.

After this previous stage, the child starts to use grammatical forms. Children start to use one word as a sentence, request or an exclamation. It is referred to as the holophrastic stage. Psycholinguists believe that the intentional, gestural and contextual clues which accompany holophrases make it clear those children are using single word sentence, exactly as adults do in conversations. The child starts to make sentences by a grammatical form. They can develop they use of grammar by imitating their caretakers. For example, when the father says "backwards", his daughter imitated him by saying "rightwards". They start to create sentences after the holophrastic stage, first with two words and subsequently with more.

Childish creativity is an important stage during the child's life. Children's language is determined for their mother tongue. For example, children who rose up in china, they speak Chinese. Children are creative. They come up with new words and expressions which are not in their native language or not heard in their bilingual environments. Children are a bit more like well-programmed computers, who make creative, but often inaccurate guesses about the rulers and patterns of the language they are acquiring. They create to construct or reconstruct their mother tongue.

Secondly, this paper will talk about...
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