Stages of Child Language Acquisition
Summary
TLDREste video explora las etapas del desarrollo del lenguaje infantil, desde el balbuceo hasta la etapa telegráfica. Se explica cómo los bebés experimentan con sonidos, identifican y reproducen los de su lengua materna, y cómo su vocabulario crece y se vuelve más complejo a medida que aprenden a combinar palabras. Además, se destaca la importancia del periodo crítico de aprendizaje de idiomas, y cómo los bebés toman estadísticas lingüísticas de su entorno, lo que los convierte en oyentes limitados a su lengua materna. Finalmente, se menciona la investigación sobre cómo los bebés procesan diferentes lenguajes y la necesidad de interacción humana para el aprendizaje.
Takeaways
- 👶 El primer sub-sistema que los bebés dominan es el babilar, que ocurre desde los cinco a siete meses de edad.
- 🌐 Los bebés no se limitan a los sonidos de su lengua materna al babilar; pueden producir todos los sonidos del Alfabeto Fonético Internacional.
- 🗣️ Hacia el final del babilar, los bebés cambian la entonación para coincidir con la lengua materna, anticipando su aprendizaje de la lengua.
- 👂 Los bebés que pueden oír y aquellos expuestos a lenguaje de señas babilan con sus manos, lo que muestra que el babilar es un comportamiento innato.
- 🔤 El segundo estágio es el uso de palabras de una sílaba, comenzando alrededor de los doce meses de edad, donde los bebés asocian sonidos con significados.
- 📈 Los bebés aprenden primero sustantivos concretos que pueden tocar y ver, y su comprensión de las palabras es mejor que su capacidad de usarlas.
- 🌀 En el tercer estágio, los bebés comienzan a combinar palabras para formar frases de dos palabras, generalmente comenzando por el año y medio hasta los dos años.
- 🔠 El cuarto estágio es el periodo telegráfico, que ocurre entre los dos y tres años de edad, donde los niños comienzan a usar palabras funcionales pero aún dejan afuera muchos marcadores gramaticales.
- 🧠 Existe un período crítico para el aprendizaje de lenguaje, donde los bebés y niños son genios en el aprendizaje de sonidos hasta los siete años, después de lo cual disminuye sistemáticamente.
- 👩🏫 Los bebés toman estadísticas del lenguaje que escuchan y esto cambia su cerebro, transformándolos de oyentes no lingüísticamente limitados a limitados por su lengua materna.
Q & A
¿Cuáles son las etapas de la adquisición del lenguaje en los niños?
-Las etapas son balbuceo, una palabra, dos palabras y la etapa telegráfica.
¿Qué sucede en la etapa de balbuceo?
-Entre los 5 y 7 meses, los bebés comienzan a hacer sonidos y experimentar con su aparato vocal. No están limitados por los sonidos de su lengua materna.
¿Cuál es el significado del balbuceo en los bebés?
-El balbuceo permite a los bebés experimentar con diferentes sonidos y desarrollar su aparato vocal, sin estar aún enfocados en un idioma específico.
¿Qué diferencia a los niños oyentes de los niños sordos en la etapa de balbuceo?
-Todos los bebés balbucean, incluidos los bebés sordos o expuestos a lenguas de señas, lo que indica que el balbuceo está innato.
¿Cuándo empieza la etapa de una palabra y qué caracteriza esta fase?
-Comienza alrededor de los 12 meses y se caracteriza por que los bebés aprenden que los sonidos tienen significado y suelen usar palabras monosilábicas como 'ma' o 'no'.
¿Qué es la sobregeneralización en el lenguaje infantil?
-Es cuando los niños usan una palabra para referirse a varios objetos que comparten alguna característica. Por ejemplo, usan 'luna' para describir cosas redondas.
¿Cómo son las combinaciones de palabras en la etapa de dos palabras?
-Los niños empiezan a combinar palabras de forma creativa, como 'papa silla' o 'mamá come', aunque sin seguir reglas gramaticales completas.
¿Qué indican las oraciones en la etapa telegráfica?
-Entre los 2 y 2.5 años, los niños empiezan a usar oraciones concisas, parecidas a un telegrama, donde omiten palabras funcionales como artículos y preposiciones.
¿Cómo afecta la exposición a un segundo idioma en la etapa crítica de desarrollo del lenguaje?
-Durante el período crítico, los bebés pueden aprender los sonidos de un segundo idioma si están expuestos a ellos, aunque la presencia humana es fundamental para su aprendizaje.
¿Por qué los bebés necesitan interacción humana para aprender un nuevo idioma?
-Los estudios han mostrado que los bebés no aprenden nuevos sonidos a través de pantallas o audio, sino mediante la interacción con seres humanos, lo que activa su cerebro social.
Outlines
👶 Fases del desarrollo del lenguaje infantil
Este segmento explora las etapas clave del desarrollo del lenguaje en niños, incluyendo el coqueteo, las expresiones de una sola palabra, las expresiones de dos palabras y la fase telegráfica. Se menciona que los bebés comienzan a coquetear alrededor de los cinco a siete meses y experimentan con diferentes sonidos, no solo los del idioma materno. Hacia el final de esta etapa, los bebés comienzan a imitar las intonaciones de su lengua materna. Además, se destaca que los bebés expuestos a lenguajes de señas también coquetean con sus manos, lo que demuestra la capacidad innata de los niños para aprender y expresar el lenguaje.
🗣 Etapa de expresiones de una sola palabra
La etapa de expresiones de una sola palabra ocurre alrededor de los doce a dieciocho meses de edad. Los bebés descubren la relación entre los sonidos y el significado, aprendiendo palabras como 'no' y imitando sonidos del entorno. Estas palabras suelen ser monosílabas y seguir una construcción de consonante-vocal, lo que facilita su pronunciación. Los niños tienden a aprender nombres de objetos concretos primero, ya que son más fáciles de asociar con conceptos tangibles. A pesar de su limitada vocabulario, los niños utilizan la generalización excesiva para ampliar el uso de sus palabras, como usar 'gato' para referirse a todos los animales felinos.
👥 Etapa de expresiones de dos palabras
A los dieciocho a veinticuatro meses, los niños comienzan a combinar palabras para crear nuevas expresiones, como 'mamá leche' o 'ballena grande'. Aunque las combinaciones son simples, demuestran una comprensión creciente de la gramática y el uso de estructuras básicas de oraciones. A pesar de que las expresiones no suelen incluir palabras funcionales o marcadores gramaticales, los niños siguen un orden lógico al describir acciones o localizaciones. Esta fase es crucial ya que muestra que los niños están internalizando y aplicando reglas gramaticales complejas a pesar de su corta edad.
📢 Etapa telegráfica
La fase telegráfica, que ocurre alrededor de los dos años hasta los treinta meses, se caracteriza por el uso de lenguaje conciso y la omisión de palabras funcionales. Los niños empiezan a incluir algunas palabras funcionales, como preposiciones y verbos en forma de gerundio, pero aún no las utilizan de manera compleja. Este estilo de hablar, que se asemeja a los telegramas, refleja un avance en la habilidad de los niños para expresar pensamientos más complejos, aunque su lenguaje sigue siendo simple y directo.
🧠 Aprendizaje del lenguaje y el cerebro infantil
Este segmento se centra en cómo el cerebro de un bebé procesa y aprende lenguaje, destacando la importancia de la estadística lingüística y la influencia del entorno social en el desarrollo del lenguaje. Se menciona que los bebés son capaces de diferenciar sonidos de todas las lenguas hasta su primer año de vida, pero luego se vuelven más especializados en el idioma que escuchan con mayor frecuencia. La exposición a un segundo idioma durante este periodo crítico puede influir en la habilidad del niño para aprender ese idioma. Además, se destaca la importancia del contacto humano en el aprendizaje del lenguaje, ya que la interacción social es esencial para que los bebés absorban y procesen la información lingüística.
📘 Tareas adicionales
En este último segmento, se hace una llamada a la acción para que los estudiantes consulten la página 67 y 68 de su libro de texto y realicen las tareas tres, cinco, seis y siete. Se sugiere que estas actividades complementen la teoría y el conocimiento adquirido a lo largo del video, promoviendo un aprendizaje activo y la aplicación de los conceptos aprendidos.
Mindmap
Keywords
💡Adquisición del lenguaje infantil
💡Balbuceo
💡Expresiones de una palabra
💡Expresiones de dos palabras
💡Etapa telegráfica
💡Lenguaje corporal
💡Período crítico
💡Estimulación auditiva
💡Monosílabos
💡Sobregeneralización
Highlights
Los niños pasan por cuatro etapas en la adquisición del lenguaje: balbuceo, univocismo, frases de dos palabras y el uso de lenguaje telegráfico.
El balbuceo comienza alrededor de los cinco a siete meses y es cuando los bebés experimentan con diferentes sonidos.
Los bebés no se limitan a los sonidos de su lengua materna; pueden producir todos los sonidos del Alfabeto Fonético Internacional.
Hacia el final del balbuceo, los bebés ajustan su entonación para coincidir con la lengua materna.
El balbuceo es un comportamiento innado y no se aprende de los demás; incluso los bebés expuestos a lenguaje de señas balbucean con sus manos.
La etapa de univocismo ocurre alrededor de los doce a dieciocho meses y es cuando los bebés descubren que los sonidos tienen significado.
En la etapa de univocismo, los bebés suelen aprender sustantivos concretos primero, como 'cup' o 'spoon', ya que son más fáciles de asociar con objetos tangibles.
Los bebés en la etapa de univocismo tienen una comprensión de las palabras mucho mejor que su capacidad para usarlas.
Los bebés tienden a generalizar excesivamente las palabras, usando una sola palabra para referirse a muchas cosas diferentes.
La tercera etapa, las frases de dos palabras, comienza alrededor de los dieciocho a veinticuatro meses y muestra que los niños comienzan a combinar palabras para expresar nuevas ideas.
Durante la etapa de frases de dos palabras, los niños no usan palabras funcionales ni marcadores gramaticales, lo que hace que sus frases sean ambiguas.
A pesar de la simplicidad, las frases de dos palabras reflejan que los niños ya han internalizado ciertas estructuras gramaticales básicas.
La etapa telegráfica, que ocurre alrededor de los dos a tres años, se llama así porque el lenguaje de los niños suena conciso, similar a un telegrama.
En la etapa telegráfica, los niños comienzan a usar palabras interrogativas y sufijos, aunque aún no tienen una maestría completa de la gramática.
Un ejemplo de un telegrama muestra cómo los mensajes se escribían de manera concisa, dejando fuera muchas palabras funcionales.
Los niños en la etapa telegráfica pueden expresar mucho más con su vocabulario, aunque su uso de la gramática no sea completamente correcto.
Un TED Talk menciona que los bebés son genios en la adquisición de lenguaje hasta los siete años, después disminuye sistemáticamente.
Los estudios demuestran que los bebés pueden ser ciudadanos del mundo, capaces de discriminar todos los sonidos de todos los idiomas hasta su primer cumpleaños.
Los bebés toman estadísticas de los sonidos que escuchan y se adaptan a la lengua que van a aprender, cambiando su capacidad para percibir sonidos de otras lenguas.
La exposición a un nuevo idioma durante el período crítico puede influir en la habilidad del bebé para discriminar los sonidos de ese idioma.
La interacción humana es crucial para que los bebés aprendan y tomen estadísticas de un nuevo lenguaje; el aprendizaje no ocurre de la misma manera a través de medios como la televisión.
El uso de MEG (Magnetoencefalografía) permite observar el cerebro de los bebés en tiempo real mientras aprenden, ofreciendo una visión única de su desarrollo.
El estudio del cerebro infantil puede revelar verdades profundas sobre lo que significa ser humano y ayudar a mantener la mente abierta al aprendizaje a lo largo de la vida.
Transcripts
okay hi today we're going to go through
the stages of child language acquisition
so this is the start of the second area
of study of unit 1 okay thinking about
how children learn language I'd like you
to just pause here and have a quick
brainstorm have a think about of all of
the subsystems or six subsystems which
one do you think is the first one that
in infant masters once you've written
something down come back to the video
and check if you're right okay so these
are the stages of child language
acquisition so we talked about four
stages we have babbling one word
utterances two word utterances and then
the telegraphic stage and I'm going to
take you through each one of these today
okay the first one is babbling so this
happened from around five to seven
months of age until the child starts
learning to actually speak words
themselves so infants begin by gurgling
and cooing and making those classic kind
of baby sounds that we associate with
little babies babbling is babies
experimenting with different sounds
they're not restricted to the sounds of
their mother tongue which is really
interesting so we know from looking at
the international phonetic alphabet in
the rph art that there are sounds that
exist in human language that we are not
able to produce anymore because we speak
English and those sounds don't exist in
English what's really interesting is
that babies who grow up in
english-speaking families for example
they will be able to make all of the
sounds in the IPA chart from from the
time when they begin babbling they also
all babies no matter no matter which
country they grow up in no matter what
language or languages they're surrounded
by they're all babbling the exact same
way which is really interesting too they
do this to figure out their vocal
apparatus meaning the the different
parts of of their mouth and their speech
organs which create sound and they do
this to discover the sounds that are
distinctive for their mother tongue that
they will end up learning
eventually so towards the end of the
babbling stage babies will change the
intonation to match the mother tongue so
we know that there are different
intonation patterns in English compared
to Mandarin compared to French compared
to Spanish and so on and those
intonation patterns will start to be
mimicked by the babies before the babies
are able to say any words in their
language the first things that babies
pick up on babbling is in aged men an H
means built in so basically this means
that children who can hear deaf children
and children who are born to deaf
parents they all babble it's not
something that we learn from people
around us we just do it automatically
babies exposed to sign language from
birth will also babble with their hands
too which is quite interesting okay so
I'd like you to pause here and go to the
yellow book page 47 to 48 and read and
summarize into your notes the section
titled babies cry in mother's tongue
once you've done that come back to the
video okay we're just gonna watch this
which is an example of a baby babbling
just so you have an idea of what it
sounds like
okay Oh
ah
Oh
okay so we can hear that the baby is
making noises obviously with their
mouths but none of those sounds are
translating to any kind of meaning for
us
they're just noises okay the second
stage is the one word - rent stage and
they starts happening from around 12
months of age so we round about a year
old up to 18 months of age okay so this
is a point in time where babies discover
that sounds relate to meaning so they
hear the people around them speaking and
they realize that the different sounds
that people make make things happen or
they mean particular things they learn
words such as no oh and imitate sounds
made by things around them like cars and
animals and that kind of thing
typically the words that they produce
will be mono Sybilla meaning that they
have one syllable such as ma order and
will follow a consonant vowel
construction that's mainly because
they're easy to pronounce and they don't
have a very strong grasp over their
vocal apparatus at this stage typically
babies will learn concrete nouns first
such as cup spoon vicky chair anything
they can touch see around them it's much
easier obviously for them to process
things that they can see and touch
around them than concepts like happiness
or whatever it might be
okay baby's first load words that
contain the sounds most frequently used
in their mother tongue at this stage
their understanding of words said to
them is much better than their ability
to use the words themselves that is to
say that they can actually understand a
lot more than they're able to say at
this stage all right and here's an
example of a child in the one word
utterance stage down little boy are you
all done little one are you done yeah
should we get you out
yeah okay okay so we can say in this
example that obviously the child is only
saying one word yeah
but they are using it in the correct way
they clearly understand what the word
means and they kind of expand on what
they're trying to say but they can
convey a message through the use of
their voice at this stage babies have
around 50 words in their vocabulary
which isn't a lot so to overcome this
limitation in their vocabulary they're
over generalized which means that they
they use the same word to refer to a lot
of different things and this allows them
to make maximal use of their limited set
of words for example a child might use
the word moon to refer to all round
things such as the letter or a cake okay
because they've only got the word moon
they say that it's the same shape so
that over-generalized
similarly they might use the word fly to
refer to specks of dirt or small insects
because it kind of follows a similar
pattern so specks of dirt might look
similar to a little black fly small
insects obviously we can see the
connection between those and flyers as
well so you need to make sure that
you've got overgeneralization in your
notes to please okay the next stage is
to word utterances and this starts
happening from around 18 months of age
up to 24 months of age at this stage
children begin to use their set of words
to make new combinations to say new
things so typical combinations might
include things like data chair mum are
gone eat Becky bye bye boat okay they're
not particularly sophisticated but they
are creative in the sense that the child
probably hasn't learned those two words
together they're starting to put
rudimentary the basics of sentences
together sentences together on their own
I'm sorry having a think about the words
that we just looked out what do you
notice about them I'll go back to them
for a moment
okay so what I'm noticing about these
words is that they are content words
they do not yet have enough grammar to
the to be able to use function words or
to really understand what their role is
they also don't use grammatical markers
such as tense changes so inflectional
morphemes are kind of out they they
don't understand how those work yet at
this stage because of this their
utterances that they make their two word
utterances are quite open to
interpretation for example if we look at
the first one on that list at a chair it
might mean I am on Daddy's chair or data
is in the chair or put me in daddy's
chair could be a whole lot of different
things so you really do when you're
speaking to a child up the two word
utterances you tune in to use a bit of
trial and error and a bit of guesswork
even though they are starting to put
together a more complex sentences the
combinations are not random so when a
child is describing the location of
something the location always follows
the subject so for example mum a bed
means mummys in bed when a child is
describing an action the action fall is
the subject so for example mama eat
which is exactly the same interestingly
enough as what we do with our fully
formed grammar so we know that we always
go subject verb when a child is using
imperatives meaning remember imperative
sentences commands you to do something
so when they're using imperatives the
action comes first
just like they do for us so kickball
children are not parroting phrases that
they've heard they're rearranging the
words that they have in their set in
their vocabulary to create new phrases
to convey information to the people
around them and this is pretty
incredible because it actually shows us
that children at the age of two have
already grasped a lot of the really
important grammatical structures like
subject verb order a subject verb object
order that we have in English okay so
this is going to give you an example of
some one word and some two-word
utterances can you say daddy
can you say Alton can you say thank you
can you say I mean can you see now SiC
raided say daddy say grandma say car
sent okay all right listen this fish yep
that one what is it you know yeah that
one that one that one yeah ring yes yeah
hand me what's this right here
what is that helicopter you're right and
what is this right here yeah the window
what is that on top of the farm
a queue below very good what's this
right here
yeah a silo good job what's wrong you
hurt your knee hey sorry
big checks area okay so we can say
particularly this child at the end is
definitely in the two word utterances
stage so he's putting together words
that he knows like hurt and knee to
convey a new meaning the last one is the
telegraphic stage so this happens from
around two years to up to thirty months
of age this stage is called the
telegraphic stage because it sounds like
children of reading a telegram and we'll
look at why that is later they're very
very concise and they leave out many
function words so they're starting to
put in function words now but they're
not using them in the same way that an
adult would for example they might say
back tonight
rather than I will be getting back
tonight or I will be coming back tonight
the language is starting to be more
grammatically correct but there's still
a lack of function words and morphemes
particularly inflectional morphemes they
begin using WH words at the beginning
beginning of questions like who what
when where why using the suffixes ing
and es and simple prepositions like in
and on okay so this is an example of a
telegram so I'm just gonna skip down to
the bottom and you'll hear how a lot of
the function words have been left out so
success for flights Thursday morning all
against 21-mile wind started from level
with engine power alone average speed
through the air 31 miles longest 57
seconds inform press home Christmas okay
so you do kind of need to understand how
telegrams work to be able to understand
this but you can see that there are
pretty much only content words in that
and that's where we get the name from so
this is an example of a child in
telegraphic stage and you can see how
much more he is able to say down the
child that we just saw in the to word
our end stage
[Music]
boom baby budget it's been night chicken
house go potty and take a bath do all
the winters and be on a bed and drink
water pick up mommy alright so we can
see that he is he's got quite an
extensive vocabulary and he is on his
own
putting words together to express what
he's trying to say and it does make
sense even though it's not grammatically
correct okay I'd like you to watch this
video that I'm gonna play for you now
and just jot down maybe three
interesting things from this TED talk
[Music]
[Music]
I want you to take a look at this baby
what you're drawn to are her eyes and
the skin you love to touch but today I'm
gonna talk to you about something you
can't see what's going on up in that
little brain of hers the modern tools of
neuroscience are demonstrating to us
that what's going on up there is nothing
short of rocket science and what we're
learning is going to shed some light on
what the romantic writers and poets
described as the celestial openness of
the child's mind what we see here is a
mother in India and she's speaking coral
which is a newly discovered language and
she's talking to her baby what this
mother and the eight hundred people who
speak coral in the world understand that
it to preserve this language they need
to speak it to the babies and therein
lies a critical puzzle why is it that
you can't preserve a language by
speaking to you and I to the adults well
it's got to do with your brain what we
see here is that language has a critical
period for learning the way to read this
slide is to look at your age on the
horizontal axis and you'll see on the
vertical your skill at acquiring a
second language the babies and children
are geniuses until they turn seven and
then there's a systematic decline after
puberty
we fall off the map no scientists
dispute this curve but laboratories all
over the world are trying to figure out
why it works this way work in my lab is
focused on the first critical period in
development and that is the period in
which babies try to master which sounds
are used in their language we think by
studying how the sounds are learned
we'll have a model for the rest of
language and perhaps for critical
periods that may exist in childhood for
social emotional and cognitive
development so we've been studying the
babies using a technique that we're
using all over the world and the sounds
of all languages the baby sits on a
slap and we train them to turn their
heads when a sound changes like from A
to E if they do so that the appropriate
time the black box lights up and a panda
bear pounds a drum a six month or adores
the task what have we learned
well babies all over the world are what
I like what I like to describe as
citizens of the world they can
discriminate all the sounds of all
languages no matter what country we're
testing and what language we're using
and that's remarkable because you and I
can't do that
we're culture-bound listeners we can
discriminate the sounds of our own
language but not those of foreign
languages so the question arises when do
those citizens of the world turn into
the language bound listeners that we are
and the answer before their first
birthdays what you see here is
performance on that head turn tasks for
babies tested in Tokyo and in the United
States here in Seattle as they listen to
raw and LA sounds important to English
but not to Japanese so at six to eight
months the babies are totally equivalent
two months later something incredible
occurs the babies in the United States
are getting a lot better the babies in
Japan are getting a lot worse but both
of those groups of babies are preparing
for exactly the language that they're
going to learn so the question is what's
happening during this critical two-month
period this is the critical period for
sound development but what's going on up
there so they're two things going on the
first is that the babies are listening
intently to us and they're taking
statistics as they listen to us talk
they're taking statistics so listen to
two mothers speaking motherese the
universal language we use when we talk
to kids first in English and then in
Japanese ah I love your big blue eyes so
pretty and nice you know I don't maybe
so sticky they're not good all right
gummy during the production of speech
when babies listen what they're doing is
taking statistics on the language that
they hear and those distributions grow
and what we've learned is that babies
are sensitive to the statistics and the
statistics of Japanese and English
very very different English has a lot of
ours and ELLs the distribution shows and
the distribution of Japanese is totally
different where we see a group of
intermediate sounds which is known as
the Japanese are so babies absorb the
statistics of the language and it
changes their brains it changes them
from the citizens of the world to the
culture bound listeners that we are but
we as adults are no longer absorbing
those statistics we're governed by the
representations in memory that were
formed early in development so what
we're seeing here is changing our models
of what the critical period is about
we're arguing from a mathematical
standpoint that the learning of language
material may slow down when our
distributions stabilized it's raising
lots of questions about bilingual people
bilinguals must keep two sets of
statistics in mind at once and flip
between them one after the other
depending on who they're speaking to so
we asked ourselves can the babies take
statistics on a brand new language and
we tested this by exposing American baby
so it never heard a second language to
Mandarin for the first time during the
critical period we knew that when
monolinguals were tested in Taipei in
Seattle on the Mandarin sounds they
showed the same pattern six eight months
they're totally equivalent two months
later something incredible happens but
the Taiwanese babies are getting better
not the American babies what we did was
expose American babies during this
period to Mandarin it was like having
mandarin relatives come and visit for a
month and move into your house and talk
to the babies for 12 sessions here's
what it looks like in the laboratory Hey
okay so what have we done to their
little brains wait we had to run a
control group to make sure that just
coming into the laboratory it didn't
improve your Mandarin skills so a group
of babies came in and listened to
English and we can see from the graph
that exposure to English didn't improve
their Mandarin but look what happened to
the babies exposed to Mandarin for 12
sessions they were as good as the babies
in Taiwan who'd been listening for 10
and a half months what it demonstrated
is that babies take statistics on a new
language whatever you put in front of
them they'll take statistics on but we
wondered what role the human being
played in this learning exercise so we
ran another group of babies in which the
kids were get the same dosage the same
12 sessions but over a television set
and another group of babies who had just
audio exposure and looked at a teddy
bear on the screen what did we do to
their brains what you see here is the
audio result no learning whatsoever and
the video result no learning whatsoever
it takes a human being for babies to
take their statistics the social brain
is controlling when the babies are
taking their statistics we want to get
inside the brain and see this thing
happening as babies are in front of
televisions as opposed to in front of
human beings thankfully we have a new
machine Magneto and Cefalu grafite to do
this it looks like a hair dryer from
Mars but it's completely safe completely
non-invasive and silent we're looking at
millimetre accuracy with regard to
spatial and millisecond accuracy using
three hundred and six squids these are
superconducting quantum interference
devices to pick up the magnetic fields
that change as we do our thinking we're
the first in the world to record babies
in an Emmy Jima scene while they are
learning
so this is little Emma she's a six month
er and she's listening to various
languages in the earphones that are in
her ears you can see she can move around
we're tracking her head with little
pellets in a cap so she's free to move
completely unconstrained it's a
technical tour de force what are we
seeing we're seeing the baby brain as
the a as the baby here is a word in her
language the auditory areas light up and
then subsequently areas surrounding it
that we think are related to coherence
getting the brain coordinated with its
different areas and causality one brain
area causing another to activate we are
embarking on a grand and golden age of
knowledge about the child's brain
development we're going to be able to
see a child's brain as they experience
an emotion as they learn to speak and
read as they solve a math problem as
they have an idea and we're going to be
able to invent brain based interventions
for children who have difficulty
learning just as the poets and writers
described we're going to be able to see
I think that wondrous openness utter and
complete openness of the mind of a child
in investigating the child's brain we're
going to uncover deep truths about what
it means to be human and in the process
we may be able to help keep our own
minds open to learning for our entire
lives thank you and go to page 67 and 68
and do tasks three five six and seven
please thanks
Посмотреть больше похожих видео
Lenguaje - Capítulo Completo - El cerebro y Yo
Language Acquisition: Crash Course Linguistics #12
The linguistic genius of babies - Patricia Kuhl
DESARROLLO DEL LENGUAJE. Proceso complejo de adquisición del lenguaje. Ver descripción del vídeo.
¿Quién inventó las palabras?
¿Cómo aprendemos Aprendizaje y conexiones neuronales.
5.0 / 5 (0 votes)