In the previous article, we had explained about the first two factors that influence language development, they are social and perceptual. In this article, we will now explain about the last three factors, cognitive processing, conceptual and linguistic.
This article would be the last part of factors that influence language development series.
We wish you a very happy learning!
General Information
What you have learnt from the first two factors in the last article? For example, you should know now about the importance of having a highly verbal “professional” environment in your family, especially if you have a toddler.
In another action, training your baby’s auditory perceptual skills between six to twelve months of age may result a high score in vocabulary size and syntactic complexity at nearly two years of age.
How about the other three factors? We will now explain them for you.
Factor that influence language development: Cognitive processes
First: Rate of learning is affected by frequency. Children who are exposed with unusual high proportion of examples from a language form will develop better language skills than those of children who receive common input.
Second: “Adjustment” among different fields of language. This may occur when the children has less mental resources toward the total targeted sentence.
Factor that influence language development: Conceptual
First: Mental age links to relational terms. Words which express notions of causality, time, size, order and location are linked with mental age more than words that just refer to events and objects.
Second: Knowledge about surrounding affects language skills. Children with less knowledge about objects in their surrounding are usually have difficulty recalling a word to which the objects refer.
Factor that influence language development: Linguistic
First: Verb endings are signals to verb meaning. In English language, when a verb ends in a continuous tense (–ing), four-year-old children will choose that the verb relates to an activity.
Second: New learning is influenced with current vocabulary. Children between the ages one to three years (toddler) commonly decide that a new word closely related to an object for which they don’t have a label yet.
