Chinese (Mandarin)

Spanish

English

Hindi

Arabic

Portuguese

Bengali

Russian

Japanese

Punjabi

German

Javanese

Malay

Telugu

Vietnamese

Korean

French

Marathi

Tamil

Urdu

Turkish

Italian

Chinese, Yue / Cantonese

Thai

Gujarati

Chinese, Jin

Chinese, Min Nan

Persian, Dari

Persian, Western

Polish

Pashto

Kannada

Chinese, Xiang

Malayalam

Sundanese

Hausa

Odia

Burmese

Chinese, Hakka

Ukrainian

Bihari, Bhojpuri

Tagalog

Yoruba

Bihari, Maithili

Uzbek

Sindhi

Amharic

Fula

Romanian

Oromo

Igbo

Azerbaijani

Chinese, Gan

Dutch

Kurdish, Central

Kurdish, Northern

Kurdish, Southern

Malagasy

Lahnda, Saraiki

Nepali

Sinhalese

Chittagonian

Zhuang

Khmer

Turkmen

Assamese

Madurese

Somali

Marwari

Bihari, Magahi

Haryanvi

Hungarian

Chhattisgarhi

Greek

Chewa

Dakhini

Akan, Twi

Akan, Fante

Kazakh

Chinese, Min Bei

Sylheti

Zulu

Czech

Kinyarwanda

Marwari, Dhundhari

Haitian Creole

Chinese, Min Dong

Ilocano

Quechua

Kirundi

Swedish

Hmong

Shona

Uyghur

Hiligaynon

Mossi

Xhosa

Belarusian

Balochi

Psychology

<OpenstaxParagraph>
	Given the remarkable complexity of a language, one might expect that mastering a language would be an especially arduous task; indeed, for those of us trying to learn a second language as adults, this might seem to be true. However, young children master language very quickly with relative ease. B. F. <OpenstaxTerm>Skinner</OpenstaxTerm> (1957) proposed that language is learned through reinforcement. Noam <OpenstaxTerm>Chomsky</OpenstaxTerm> (1965) criticized this behaviorist approach, asserting instead that the mechanisms underlying language acquisition are biologically determined. The use of language develops in the absence of formal instruction and appears to follow a very similar pattern in children from vastly different cultures and backgrounds. It would seem, therefore, that we are born with a biological predisposition to acquire a language (Chomsky, 1965; Fernández &amp; Cairns, 2011). Moreover, it appears that there is a critical period for language acquisition, such that this proficiency at acquiring language is maximal early in life; generally, as people age, the ease with which they acquire and master new languages diminishes (Johnson &amp; Newport, 1989; Lenneberg, 1967; Singleton, 1995).
</OpenstaxParagraph>
<OpenstaxParagraph>
	Children begin to learn about language from a very early age (<a href="#Table_07_02_01">Table 7.1</a>). In fact, it appears that this is occurring even before we are born. Newborns show preference for their mother’s voice and appear to be able to discriminate between the language spoken by their mother and other languages. Babies are also attuned to the languages being used around them and show preferences for videos of faces that are moving in synchrony with the audio of spoken language versus videos that do not synchronize with the audio (Blossom &amp; Morgan, 2006; Pickens, 1994; Spelke &amp; Cortelyou, 1981).
</OpenstaxParagraph>
<OpenstaxTable id="Table_07_02_01">
	<OpenstaxThead>
		 
		<OpenstaxTr>
			 
			<OpenstaxTh>
				Stage
			</OpenstaxTh> 
			<OpenstaxTh>
				Age
			</OpenstaxTh> 
			<OpenstaxTh>
				Developmental Language and Communication
			</OpenstaxTh> 
		</OpenstaxTr> 
	</OpenstaxThead>
	<OpenstaxTbody>
		 
		<OpenstaxTr>
			 
			<OpenstaxTd>
				1
			</OpenstaxTd> 
			<OpenstaxTd>
				0–3 months
			</OpenstaxTd> 
			<OpenstaxTd>
				Reflexive communication
			</OpenstaxTd> 
		</OpenstaxTr> 
		<OpenstaxTr>
			 
			<OpenstaxTd>
				2
			</OpenstaxTd> 
			<OpenstaxTd>
				3–8 months
			</OpenstaxTd> 
			<OpenstaxTd>
				Reflexive communication; interest in others
			</OpenstaxTd> 
		</OpenstaxTr> 
		<OpenstaxTr>
			 
			<OpenstaxTd>
				3
			</OpenstaxTd> 
			<OpenstaxTd>
				8–13 months
			</OpenstaxTd> 
			<OpenstaxTd>
				Intentional communication; sociability
			</OpenstaxTd> 
		</OpenstaxTr> 
		<OpenstaxTr>
			 
			<OpenstaxTd>
				4
			</OpenstaxTd> 
			<OpenstaxTd>
				12–18 months
			</OpenstaxTd> 
			<OpenstaxTd>
				First words
			</OpenstaxTd> 
		</OpenstaxTr> 
		<OpenstaxTr>
			 
			<OpenstaxTd>
				5
			</OpenstaxTd> 
			<OpenstaxTd>
				18–24 months
			</OpenstaxTd> 
			<OpenstaxTd>
				Simple sentences of two words
			</OpenstaxTd> 
		</OpenstaxTr> 
		<OpenstaxTr>
			 
			<OpenstaxTd>
				6
			</OpenstaxTd> 
			<OpenstaxTd>
				2–3 years
			</OpenstaxTd> 
			<OpenstaxTd>
				Sentences of three or more words
			</OpenstaxTd> 
		</OpenstaxTr> 
		<OpenstaxTr>
			 
			<OpenstaxTd>
				7
			</OpenstaxTd> 
			<OpenstaxTd>
				3–5 years
			</OpenstaxTd> 
			<OpenstaxTd>
				Complex sentences; has conversations
			</OpenstaxTd> 
		</OpenstaxTr> 
	</OpenstaxTbody>
</OpenstaxTable>
<OpenstaxTableTitle>
	<strong>Table 7.1</strong> Stages of Language and Communication Development
</OpenstaxTableTitle>
<OpenstaxNote>
	<OpenstaxNoteTitle> Dig Deeper </OpenstaxNoteTitle> <OpenstaxH3> The Case of Genie </OpenstaxH3>
	<OpenstaxParagraph>
		In the fall of 1970, a social worker in the Los Angeles area found a 13-year-old girl who was being raised in extremely neglectful and abusive conditions. The girl, who came to be known as Genie, had lived most of her life tied to a potty chair or confined to a crib in a small room that was kept closed with the curtains drawn. For a little over a decade, Genie had virtually no social interaction and no access to the outside world. As a result of these conditions, Genie was unable to stand up, chew solid food, or speak (Fromkin, Krashen, Curtiss, Rigler, &amp; Rigler, 1974; Rymer, 1993). The police took Genie into protective custody.
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		Genie’s abilities improved dramatically following her removal from her abusive environment, and early on, it appeared she was acquiring language—much later than would be predicted by critical period hypotheses that had been posited at the time (Fromkin et al., 1974). Genie managed to amass an impressive vocabulary in a relatively short amount of time. However, she never developed a mastery of the grammatical aspects of language (Curtiss, 1981). Perhaps being deprived of the opportunity to learn language during a critical period impeded Genie’s ability to fully acquire and use language.
	</OpenstaxParagraph>
</OpenstaxNote>
<OpenstaxParagraph>
	You may recall that each language has its own set of phonemes that are used to generate morphemes, words, and so on. Babies can discriminate among the sounds that make up a language (for example, they can tell the difference between the “s” in vision and the “ss” in fission); early on, they can differentiate between the sounds of all human languages, even those that do not occur in the languages that are used in their environments. However, by the time that they are about 1 year old, they can only discriminate among those phonemes that are used in the language or languages in their environments (Jensen, 2011; Werker &amp; Lalonde, 1988; Werker &amp; Tees, 1984).
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> Link to Learning </OpenstaxNoteTitle> 
	<OpenstaxParagraph>
		Watch this <a href="http://openstax.org/l/language">video about how babies lose the ability to discriminate among all possible human phonemes as they age</a> to learn more.
	</OpenstaxParagraph>
</OpenstaxNote>
<OpenstaxParagraph>
	After the first few months of life, babies enter what is known as the babbling stage, during which time they tend to produce single syllables that are repeated over and over. As time passes, more variations appear in the syllables that they produce. During this time, it is unlikely that the babies are trying to communicate; they are just as likely to babble when they are alone as when they are with their caregivers (Fernández &amp; Cairns, 2011). Interestingly, babies who are raised in environments in which sign language is used will also begin to show babbling in the gestures of their hands during this stage (Petitto, Holowka, Sergio, Levy, &amp; Ostry, 2004).
</OpenstaxParagraph>
<OpenstaxParagraph>
	Generally, a child’s first word is uttered sometime between the ages of 1 year to 18 months, and for the next few months, the child will remain in the “one word” stage of language development. During this time, children know a number of words, but they only produce one-word utterances. The child’s early vocabulary is limited to familiar objects or events, often nouns. Although children in this stage only make one-word utterances, these words often carry larger meaning (Fernández &amp; Cairns, 2011). So, for example, a child saying “cookie” could be identifying a cookie or asking for a cookie.
</OpenstaxParagraph>
<OpenstaxParagraph>
	As a child’s lexicon grows, they begin to utter simple sentences and to acquire new vocabulary at a very rapid pace. In addition, children begin to demonstrate a clear understanding of the specific rules that apply to their language(s). Even the mistakes that children sometimes make provide evidence of just how much they understand about those rules. This is sometimes seen in the form of <OpenstaxTerm>overgeneralization</OpenstaxTerm>. In this context, overgeneralization refers to an extension of a language rule to an exception to the rule. For example, in English, it is usually the case that an “s” is added to the end of a word to indicate plurality. For example, we speak of one dog versus two dogs. Young children will overgeneralize this rule to cases that are exceptions to the “add an s to the end of the word” rule and say things like “those two gooses” or “three mouses.” Clearly, the rules of the language are understood, even if the exceptions to the rules are still being learned (Moskowitz, 1978).
</OpenstaxParagraph>

7.2.2 Language Development

1 Introduction to Psychology

1.1 What Is Psychology?

1.1.1 Why Study Psychology?

1.2 History of Psychology

1.2.1 Wundt and Structuralism

1.2.2 Functionalism

1.2.3 Freud and Psychoanalytic Theory

1.2.4 Wertheimer, Koffka, Köhler, and Gestalt Psychology

1.2.5 Pavlov, Watson, Skinner, and Behaviorism

1.2.6 Maslow, Rogers, and Humanism

1.2.7 The Cognitive Revolution

1.2.8 Multicultural And Cross-Cultural Psychology

1.2.9 Women in Psychology

1.3 Contemporary Psychology

1.3.1 Biopsychology and Evolutionary Psychology

1.3.2 Sensation and Perception

1.3.3 Cognitive Psychology

1.3.4 Developmental Psychology

1.3.5 Personality Psychology

1.3.6 Social Psychology

1.3.7 Industrial-Organizational Psychology

1.3.8 Health Psychology

1.3.9 Sport and Exercise Psychology

1.3.10 Clinical Psychology

1.3.11 Forensic Psychology

1.4 Careers in Psychology

1.4.1 Other Careers in Academic Settings

1.4.2 Career Options Outside of Academic Settings

2 Psychological Research

2.1 Why Is Research Important?

2.1.1 Use of Research Information

2.1.2 NOTABLE RESEARCHERS

2.1.3 The Process of Scientific Research

2.2 Approaches to Research

2.2.1 Clinical or Case Studies

2.2.2 Naturalistic Observation

2.2.3 Surveys

2.2.4 Archival Research

2.2.5 Longitudinal and Cross-Sectional Research

2.3 Analyzing Findings

2.3.1 Correlational Research

2.3.2 Causality: Conducting Experiments and Using the Data

2.3.3 Reliability and Validity

2.4 Ethics

2.4.1 Research Involving Human Participants

2.4.2 Research Involving Animal Subjects

3 Biopsychology

3.1 Human Genetics

3.1.1 Genetic Variation

3.1.2 Gene-Environment Interactions

3.2 Cells of the Nervous System

3.2.1 Neuron Structure

3.2.2 Neuronal Communication

3.2.3 Neurotransmitters and Drugs

3.3 Parts of the Nervous System

3.3.1 Peripheral Nervous System

3.4 The Brain and Spinal Cord

3.4.1 The Spinal Cord

3.4.2 The Two Hemispheres

3.4.3 Forebrain Structures

3.4.4 Midbrain and Hindbrain Structures

3.4.5 Brain Imaging

3.5 The Endocrine System

3.5.1 Major Glands

4 States of Consciousness

4.1 What Is Consciousness?

4.1.1 Biological Rhythms

4.1.2 Problems With Circadian Rhythms

4.2 Sleep and Why We Sleep

4.2.1 What is Sleep?

4.2.2 Why Do We Sleep?

4.3 Stages of Sleep

4.3.1 NREM Stages of Sleep

4.3.2 REM Sleep

4.4 Sleep Problems and Disorders

4.4.1 Insomnia

4.4.2 Parasomnias

4.4.3 Sleep Apnea

4.4.4 Narcolepsy

4.5 Substance Use and Abuse

4.5.1 Substance Use Disorders

4.5.2 Drug Categories

4.6 Other States of Consciousness

4.6.1 Hypnosis

4.6.2 Meditation

5 Sensation and Perception

5.1 Sensation versus Perception

5.1.1 Sensation

5.1.2 Perception

5.2 Waves and Wavelengths

5.2.1 Amplitude and Wavelength

5.2.2 Light Waves

5.2.3 Sound Waves

5.3 Vision

5.3.1 Anatomy of the Visual System

5.3.2 Color and Depth Perception

5.4 Hearing

5.4.1 Anatomy of the Auditory System

5.4.2 Pitch Perception