POSTER: A Comprehensive Review of the Historical Contributions into Language Acquisition and Development Over the Last Century are Formulated Here to Provide an Understanding of how Normal Language Develops and Difficulties Occur

Introduction Over the last century numerous theoretical perspectives have been formulated which continue to contribute to the vast literature on language development. Evaluating the effectiveness of theories and models is often confined to the world of academia for the purposes of publishing research papers, journals, books, and presenting at conferences. Yet, the importance of historical research into the acquisition of language and cognitive development is critical to those professionals involved in the assessment of childhood developmental disorders. Contributions The purpose of presenting this article is to briefly describe the dominant theoretical views and basic tenets proposed by Piaget (1955; 1968), Chomsky (1968; 1981), Fodor (1975;1983), Karmiloff-Smith (1985; 1990;1992), Mandler (2004; 2008). This is followed by an account on the importance of acknowledging the research in sensory neural development (Kolb & Whishaw 1990). In particular, our perceptual ability to process all sensory information and to gain an understanding of how children develop speech and language problems, difficulties in identifying specific letters, and in differentiating between the sounds of letters and phonemes. All of which are explored within the cognitive framework proposed by Hoover & Gough (1998). The ability to match information from the different sensory modalities is what Geschwind (1975), Luria (1973) and others proposed is the foundation for the evolution of language. Therein, identifying how each skill is independently acquired, but interconnect according to the task requirements. Conclusions To conclude, the deficits reported in the production and understanding of language, and the problems occurring when reading and writing are considered in accordance with the functions mapped by Brodman (1909).  In adapting an eclectic approach, it is possible to formulate, a synthesis that can be universally accepted with regard to the acquisition of normal language development (submitted by Ita Burke to: Symposium 10 th ITC Conference Vancouver Canada 14/01/2016). Biblography Burke, I. (2014). A comprehensive review of the historical contributions into Language Acquisition and Development over the last century are formulated here to provide an understanding of how normal language develops and difficulties occur . Chomisky, N. (1968). Language and Mind. New York: Harcourt Brace. Chomisky, N. (1981). Lectures on government and binding . Dordrecht: Foris. Fodor, J. A. (1975). The Language of Thought , Cambridge, Massachusetts: Harvard University Press Fodor, J.A. (1983). The modularity of mind . Cambridge,MA:MIT/Bradford. Geschwind, N. (1975). The apraxias: Neural mechanisms of disorders of learned movement. American Scientist 63:199-195. Hoover,W.,A., Gough, P., B. (1998). The Cognitive Foundations Of Learning to Read: The Reading Acquisition Framework-An Overview. Southwest Educational Development Laboratory (800) 476-6861 211 E. 7 th Street Austin, Texas 78701 Karmiloff-Smith (1985). Language and cognitive processes from a developmental perspective. Language and Cognitive Processes, 1 (1), 60-85. Karmiloff-Smith, A (1990), Constraints on representational change: Evidence from children’s drawing. Cognition ,34,57-83. Karmiloff-Smith , A. (1992). Beyond Modularity Cambridge, MA:MIT Press. Kolb, B. Whishaw, I., Q. (1990).  Fundamentals of Human Neuropsychology 3 rd Edition. Published by W.H. Freeman and Company. United States of America. Luria, A. R. The Working Brain. New York: Penguin, 1973. Mandler, J.,M. (2004). The foundations of mind: Origins of conceptual thought. New York: Oxford University Press. Mandler, J.,M. (2008). Infants Concepts Revisited. Philosophical Psychology Vol. 21, No, 2, April 2008, pp, 269-280.

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.