BIRTH EFFECTS ON LANGUAGE DEVELOPMENT

The Number Of Siblings And Their Position In The Family In Terms Of Birth Effects On Language Development

The Number Of Siblings And Their Place In The Family In Periods Of Birth Consequences Language Development

Introduction

Within the scope of this study, we will consider the number of siblings and their position in the family in periods of birth consequences language development. The words that emerge early in the dialect of siblings, round the first anniversary, are often not utilized as symbols. The hallmark of a phrase utilized as an emblem is that it marks an open class of referents and is not only a verbal response to a specific incentive or an incentive for a particular nonverbal response. The early words have a sign character. They appear to be part and parcel of certain behavioral routines and are not separable from them. They lack the flexibility to disengage themselves from the contexts in which they are embedded. (Alford, 1998)

Discussion

Behaviors such as hand waving and banging are typically elicit able only under circumstances that resemble the situation in which the responses were trained. Characteristically, young kids do not themselves make the utterances to which they have wise to reply in this manner. (Alford, 1998)The parent's utterances were not learned as items of knowledge but as stimuli to be responded to. The child's demeanor was come by as part of a ritual interaction in which the vocal component was part of the incentive situation, and it will not be isolated from that situation. (Jack, 2002)

A child is analyzed in similar terms his son's early behavioral responses to verbal stimuli. At 8 months Adam would reply to "Where's the shoes?” By crawling over to his mother's closet where her shoes were kept. The response pattern was so narrowly defined that he would bypass his mother's footwear if encountered on the way to the closet. (Jack, 2002)It took him approximately two weeks to learn to respond to the question in relation to shoes in the father's closet, two more weeks to shoes on the bedroom floor, and again two weeks to shoes on the parents' feet. Reich summarizes by saying: "It appears that the very first phrase meanings are formed by associating a sequence of sounds with vitally everything that is perceptually and functionally salient about the things or activities in the natural environment that co-occur with that word". (Alford, 1998)

In detail, young kids may not address either the word or its nominal referent as essential components in the connection they have formed. It gives some examples from the work of others on this point. Thus, a 1-year-old Russian child was trained to turn his face to a portrait of Lenin when asked "Where is Lenin?" To the observer it appeared that the child learned to attach the phrase Lenin with the portrait. But the child proceeded to turn his face to the same location even after the portrait was taken; displaying that for him the inquiry became affiliated with the total ...