Stanford researchers explore children’s language learning


[SOUND]
>>Stanford University.>>This is a truck.>>There’s this basic question
in cognitive science, how do we become who we are? How do we become human? And one key moment in that transition
is from a baby who can’t speak, can’t use language,
can’t understand language, to a toddler who knows very
well how language works and uses it all the time to push people
around and get their way in the world. And so, that is the transition I’m
really interested in, how do we figure out how language works and
how do we grasp the rudiments of language?>>There are so many mysteries still
associated with how kids go about taking like the huge amount of information
that they get from the world and spitting out eventually accurate language.>>What we do is focus on early
language learning via a bunch of different interlocking methods. So we really try to triangulate what
abilities are involved in language learning, and how language learning
happens in different environments.>>I’m studying what I’d call
a sense of numerosity or quantitative competency in young children,
in infants ages one to four. We’re testing their ability to discern
that different quantities are greater or less than other quantities. So, can they tell that
three is more than two? Can they tell that four is more than one?>>We’re looking at the effects of social
cues, if you were to stare very pointedly, would that make it more likely that
I learn that word more quickly? So right now what we’re
doing is we’re having a, a little animated face look at the object
for different lengths of time and seeing if that affects the way in which people
pick up the words and the reference.>>It turns out that the language
exposure you get early on in life is really critical for your later language
proficiency and your school performance. There’s really this cascade
that starts very, very early. So, a better understanding of
how kids learn words can help us intervene in a lot of
cases that we care about. Cases where kids aren’t getting enough or
rich enough language input. Cases where they have
developmental disabilities, autism spectrum disorders come to mind. So, in order to design
the best interventions for those cases, we really need a,
a good theory of how kids learn. [SOUND]>>For more,
please visit us at stanford.edu

4 thoughts on “Stanford researchers explore children’s language learning”

  1. As Muslims we believe everyone is Muslim as a child so It's like you guys are reading my mind with the interesting stuff you are exploring…  just keep in mind that the reason children learn quicker at that age is that in many ways children are smarter than their parents…  instead of treating them like idiots and trying to make them think like adults, we need to learn how to properly nourish their open mindedness and intelligence while letting them be themselves. Keep up the great work inshallah : )>

  2. Great video. I really like the ideas here. In line with a project I will be launching soon in relation to kids between 0-5 years. I will definitely be looking for contact info for Professors Michael Frank, Elise Sugarman and Eric Perkins and research student Allison Dods. I like the way they articulate the ideas. Good job.

  3. …remove the bill, your job,etc and then learning another language will be easy!! i guess stress blocks your brain from…

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