Infants learn language with remarkable speed, but how they do it remains a mystery. New data show that infants use computational strategies to detect the statistical and prosodic patterns in language input, and that this leads to the discovery of phonemes and words. Social interaction with another human being affects speech learning in a way that resembles communicative learning in songbirds. The brain's commitment to the statistical and prosodic patterns that are experienced early in life might help to explain the long-standing puzzle of why infants are better language learners than adults. Successful learning by infants, as well as constraints on that learning, are changing theories of language acquisition.

/pdf/early-language-acquisition-cracking-the-speech-code-bf9adht4u8.pdf

Early language acquisition: cracking the speech code

http://www.jimflege.com/files/Flege_Yeni-Komshian_age_constraints_JML_1999.pdf

Age Constraints on Second-Language Acquisition

Early life events can exert a powerful influence on both the pattern of brain architecture and behavioral development. In this study a conceptual framework is provided for considering how the structure of early experience gets "under the skin." The study begins with a description of the genetic framework that lays the foundation for brain development, and then proceeds to the ways experience interacts with and modifies the structures and functions of the developing brain. Much of the attention is focused on early experience and sensitive periods, although it is made clear that later experience also plays an important role in maintaining and elaborating this early wiring diagram, which is critical to establishing a solid footing for development beyond the early years.

/pdf/how-the-timing-and-quality-of-early-experiences-influence-rinmfq8z3l.pdf

How the Timing and Quality of Early Experiences Influence the Development of Brain Architecture

Second language acquisition (SLA) is a field that investigates child and adult SLA from a variety of theoretical perspectives. This article provides a survey of some key areas of concern including formal generative theory and emergentist theory in the areas of morpho-syntax and phonology. The review details the theoretical stance of the two different approaches to the nature of language: generative linguistics and general cognitive approaches. Some results of key acquisition studies from the two theoretical frameworks are discussed. From a generative perspective, constraints on wh-movement, feature geometry and syllable structure, and morphological development are highlighted. From a general cognitive point of view, the emergence of tense and aspect marking from a prototype account of inherent lexical aspect is reviewed. Reference is made to general cognitive learning theories and to sociocultural theory. The article also reviews individual differences research, specifically debate on the critical period in adult language acquisition, motivation, and memory. Finally, the article discusses the relationship between SLA research and second language pedagogy. Suggestions for further reading from recent handbooks on SLA are provided. WIREs Cogni Sci 2011 2 277-286 DOI: 10.1002/wcs.106 For further resources related to this article, please visit the WIREs website.

Second language acquisition.

On the evidence for maturational constraints in second-language acquisition

Maturational Constraints on Language Development

Losing keys, misplacing a wallet, or forgetting someone's name are common experiences. But for people nearing or over age 65, such memory lapses can be frightening. They wonder if they have Alzheimer's disease or another type of dementia. Developing Alzheimer's is a widespread fear of older adults. The good news is that Alzheimer's disease is not a normal part of aging. Most older adults don't get Alzheimer's! Fewer than 1 in 5 people age 65+ and less than half of those age 85+ have the disease. However, it is important to understand that our brains change over time, and it is helpful to be able to distinguish normal changes from those that require medical and psychological attention.

Memory and Aging

All speech can be seen as a variety of `social action', such as greetings, promises, questions or declarations, etc. Labov (1970) says that there are ‵‵rules of interpretation which relate what is said to what is done" and it is upon the presupposition of these rules that any given dialogue can be considered coherent or incoherent. The linguistic term for this intention or force of an utterance is speech act (also known variously as `illocutionary act', `dialogue act', `discourse act' or `speech function' according to the person giving the definition). Kasper (1997) states that instead of the common term `speech act'a more accurate term might be `communicative action' because this term includes spoken, written, silent, or non-verbal (such as facial expressions and gestures) attempts at communication. Speech acts are what we do with words and statements. Speech acts usually include the following types of utterances : requests, apologizing, compliments, responding to compliments, refusals, complaints, promises, expressions of gratitude, greetings, invitations, etc. ‵‵Words can mean more or something otherthan what they say. Their interpretation depends on a multiplicity of factors, including familiarity with the context, intonational cues and cultural assumptions. The same phrase may have different meanings on different occasions, and the same intention may be expressed by different linguistic means" (Blum-Kulka, 1997). As stated above, the speech act often means more than the actual words spoken. There are three components of a speech act : 1) locution what the speaker actually says, 2) illocution what the speaker really means to say, even though the actual spoken words may have a different meaning, and 3) perlocution the effect of the speaker's utterance on the hearer. An illustration of these three components of a speech act might be : 1) locution ‵‵Boy, it's sure hot in this room." 2) illocution ‵‵I would like you to open the window." 3) perlocution If the person spoken to has a high enough level of pragmatic competence to understand that the hint given in the locution is in fact a request to open the window and if the same person has a reasonable sociopragmatic appropriate behavior and social values level, the window will be opened for the

https://cuc.repo.nii.ac.jp/?action=repository_action_common_download&item_id=2346&item_no=1&attribute_id=18&file_no=1

Warren R. Elliott

Papers

Maturational Constraints on Language Development

Memory and Aging

Speech Acts : -How Now-native English Speakers' Responses to Compliments Compare to Native Speakers' Responses