Early Language Development: Bridging brain and behaviour (Trends in Language Acquisition Research)

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The fact that ToM and timing abilities may be crucial for language, even in a population who display impaired ToM, comes from the discovery that autistic children improve their language abilities after a treatment focusing on the optimization of their joint attention capacities Kasari et al. Similarly, social interaction plays a role in language re-learning in aphasia. A paradigmatic example of this claim comes from a specific form of therapy for severe aphasic patients based on music, namely Melodic Intonation Therapy Norton et al.

This approach uses musical and sensory stimulation in order to improve the speech production of the aphasic patient and is centered on the role of the therapist.

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Although the beneficial effect of the therapy has been traditionally attributed to the effect of music tout-court, recent evidence challenges this perspective and suggests that rhythm and not necessarily melody holds the key to understanding the impact of music therapy Stahl et al. Considering that music therapy is therapist-centered, this result well fits a joint-action explanation: rhythm is defined by the coordinated action between a therapist and a patient. This strongly influences timing and its variability of the single individual in the interaction. Future investigations should attempt to disentangle the role played by joint action dynamics from those played by the timing of the interaction, per se.

In conclusion, the role of social interaction in language learning has, thus far, been widely overlooked, partly because of technical constraints posed by interactive settings in imaging studies. We propose that further studies on language learning in adults should further explore the powerful impact of social interaction. Second, in infants, joint attention with a caregiver provides additional contextual cues driving attention and motivation that can help to disambiguate the meaning of a new word or stimulus ; analogously, contextual learning represents one of the easiest ways for late learners to acquire new words and can thus be influenced in a similar way by social interaction.


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Third, and related to the second, the investigation of interactive language learning resembles a natural learning situation involving a teacher and a student. Fourth, the role of sociality is starting to emerge as a valid explanatory variable in the context of word learning in pathological populations. Abutalebi, J. Neural aspects of second language representation and language control. Acta Psychol.

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Behaviorist Theory of Second Language Acquisition

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