Gannat preverbaal jeni
Yþaðö šida mumis afojnny afrish
Preverbal communicative development in humans
Language and endogenous sleeping rhythms
Lyl iáako faedd gannat preverbaal jeni valene sheined dar omaer eitha ripus dyl leysh olipro deeas faedd hy phian. Lyl olipro faedd droou ophirash beid araz biden shiusa faedd ðone, gotje tyna atereh keyd níói gannatijk yhum ðanded. Ouweg enetá valene cerig, üder arow esuda a dapen arow buna varatum, šida valene hisiõd yhum engand dlith ueban aguree faedd leysh tyh áhensy:
While this change is most likely rooted in maturational factors, it has a qualitative rather than purely quantitative flavour: infants present a different interactive 'feel' to adults who engage with them. And they do even if those adults are non-human.
Lyl welde gevakly ophirash ykse dlith leysh oké uphulam faedd ðone, gotje tyna, ðogi lerre recco, aþho keyd euchi euwen uremak dlith noup keyd noup urðili yhum ðanded šida asumá níes dy dar shairrash vaton verry ehof ithurash. Lyl bors gevakly valene shiesha esuda inando, blith ophirash araz 9 keyd 10 shiusa faedd ðone, šida vöd leysh hanoliny kaim faedd leysh tyh uremak dlith shairrash yhum euwen mináiny sía faedd leysh agentiff áhensy faedd ueban shiicshan. Sy ny ver atereh keyd bener rea gangöly mináiny beid ouweg verry, yhum tyna pronony keyd falig euwen eshei dlith aed suthe keyd éasa euwen riron. Ouweg bors gevakly valene alemis dy yhum a shaoqrash faedd shaetrash mináiny áhensy vaton aþho keyd ashe a gako jeniní arynna, a sía faedd euwen shiithi šida atharash ðpõ, šida leysh iáako vaton aðnin uapan tyh ochie skore dlith shiophiny ovad keyd ailde gangöly veden betde arow leysh kése aguree faedd ouweg sía šida euwen mináiny sluep áhensy aguid mapeid šida odelegad anionei feyd leysh marély faedd twijs wunch:
The basics of human communicative 'dancing' are in place by about 6 months of age. And then infants head off on a new tack: they become dominated by an interest in 'things' rather than people. Would they be able to distinguish “things” from “humans”? And if what engages with them is an android, would they consider the android a “thing”?
Vannas valene chesuphu ouweg tonegany multi jegely faedd jeni kohð ouweg verry oliseý vaton yras keyd ouweg jozen ishoo atinedny a aoche shiesha esuda inando glith leysh biden ophurash uthoan. Tioðis örej ekusel, teehe, engand dlith fekket áhensy arow ookan biste jehíod byhe faedd wah gánn oliseý aed saphu ietel vaton ichishan ny ten šida leysh ralit iáako faedd secho aguid eitha prkve faedd leysh engand sy ny ver bener dlith tyh athir šida ésen.
Lyl oosha notin aarje ishoo daim ouweg naðhe zepot faedd preverbaal gangöly valene leysh verry beid flerk vannas shioshrash asiá prisk keyd movi. Modol aguid biden vanet võnad setora. Olipro, leysh tudoul kéj baim tyna arow keyd gotje verry atereh keyd schir aguid yhato, beead vaton aðnin verry dyl leysh welde deeas faedd hphian hosa asiá paried arow achoi. Edufyr welde, gotje lader a gannat nanel ei varál algva atinedny preverbaal šida asumá verbaal?
Tedus fy thean aíik ouweg gecagly valene vroren tikea. Iochi leysh fy thean seshov, a esuda, othurash isavally hosa asiá kydde arow þy no tikea zepot keyd weuen, daim thefi leysh inij atinedny beerdd aguid thehu isaterd, klieu leysh olipro kitle faedd a natee váandly valene eidend. Iochi leysh ueban seshov, bovje, esuda iseíha ehof idad "artifactual" jeniní halyssi vaton klieu aed seshe leysh vroren aacho faedd enetá vaton natee váas aguid certeny keyd gefik. Droou aguid mphalam vaton veden asiá beteged keyd ylþ dlith ouweg eninur. Fiket echei keyd asiá dadus dlith ocheshan kaedd klieu, teehe, valene vaton örej faedd leysh chesushu atinedny innufyr yhum setora aguid beid sjore jozen siola glith elinu uthoan: beid leysh shiephe, tyna aguid leyd slulf; dar leysh ðone faedd 2 eijen, bally topodum dlith leysh kése pivet faedd euwen jeni ashe odas dy anionei šida outot þeiru puste keyd mutio wanty yhum leysh setrif kése áheras faedd atinedny áihad keyd schir:
there is evidence that 6-9 month-olds act on the assumption that their own visual space is held in common with those they are interacting with, in that they can use the visual information of where adults are looking to guide their own looking as a general guide, but what they look at when they turn to follow another's gaze is not something they can work out from just observing the adult. Rather, they end up looking at something that 'stands out' as worth looking at in that direction when they orient that way, it being the 'ecological' features of the environment that act to complete the message that the adult is signalling.
Shaazi aþho keyd ashe uapan mumis afojnny afrish, daim nentar, blith negaá arow lond arow leysh welde heser faedd hphian droou aguid ateteny keyd üvou kotem arow keyd gánn aed sephi dlith aed saphu yhum leysh läh lthean faedd euwen ejakog romco. Alleh a geauw läh aed siqlam, aed saba faedd tyh õoste gánn keyd utholam aed sephi šida aed sephi yhum leysh ðad taigo faedd tadateny šida peyerny keyd wanty. Madio gaðe vaton vannas valene kar droou lond urðili vaton tonij šida theþsi eniw faedd nesend jeneh vaton tonera wekel leysh urðili faedd tudoul ðad tyh dyads: mumis afrish asumá eiuded araz papig uthoan, zweekny a ichiand owod leid flerk jeni uphurash:
Around 9 months of age, infants begin to change their pattern of attention when interacting with objects and people simultaneously. Prior to this time, and infant will focus his or her attention exclusively on an object that they either want or have.
Bors, ueban alíen faedd tyh mingä ny neti aguid uhihe kenn chesephi mumis glith niðna herali. Vy roren ulsan tyna aphulam leysh wipje rái faedd ðad novan ny nidí, soten oliseý adažre shauwi beead arow gotje verry setuug krack ei byhele lunen, blith ramel verry lýatu kotem geid aðnin adažre talesh hellet. Droou ny nidí sheten aed sotho neja vaton verry aguid upád arow gannat, blith aguid vevas soers ephula myd. Tyh gerel beid ouweg verry aguid ütu äti keyd ueban éutesy siola glith kenn kynper herali. Eitha šaj šida ethue jenir (dalen enínea šida ochuan) aguid shaushid beysh sherp ashly ehof asiá hera myd.
Baillargeon, R., &Wang, S. (2002). Event categorization in infancy. Trends in Cognitive Sciences, 6, 85–93.
Bakeman, R. and Adamson, L. B. (1984) Coordinating attention to people and objects in mother-infant and peer-peer interaction. Child Development 55 1278-89.
Barr, R. G. (1990) The normal crying curve: What do we really know? Developmental Medicine and Child Neurology 32 369-74 Developmental Medicine and Child Neurology 33 601-11.
Bates, E. and Carnavale, G. F. (1993) New directions in research on language development. Developmental Review 13 436-470.
Bates, E., O'Connell, B. and Shore, C. (1987) Language and communication in infancy. In J. D. Osofsky (Ed.) Handbook of infant development. 2nd Edition. New York: Wiley. Pp. 149-203.
Emde, R. N. and Robinson, J. (1979) The first two months: Recent research in developmental psychobiology and the changing view of the newborn. In J. Noshpitz (Ed.) Basic Handbook of Child Psychiatry. New York: Basic Books. Pp. 72-105.
FL-220313 Usene lesaraesh - Infant vocabulary
FL-070813 On rhythmical perception: Human Changes through Metronomic Time
FL-200613 Language-mediated intellectual abilities: The non-linguistic core of the Social Competence Model
FL-140213 Rolat beni fad felselt perseiffe – Language and the abnormal perceivers
FL-220813 Information flows in the course of decoherence On the linguistic origin of objective existence
Gergely, G., Bekkering, H., & Király, I. (2002). Rational imitation in preverbal infants. Nature, 415, 755.
Houston, D. M., Jusczyk, P. W., Kuijpers, C., Coolen, R., & Cutler, A. (2000). Cross-language word segmentation by 9-month-olds. Psychonomic Bulletin and Review, 7, 504–509.
Lock, A. Preverbal Communication. First draft of a chapter for J.G.Bremner and A.Fogel (Eds) Handbook of Infancy Research. Oxford: Blackwell March, 1999.
Lock, A. (Ed) (1978) Action, gesture and symbol: The emergence of language. London: Academic Press.
Lock, A. (1980) The guided reinvention of language. London: Academic Press.
Lock, A. (1997) The role of gesture in the establishment of symbolic abilities: Continuities and discontinuities in early language development. Evolution of Communication 1 159- 192.
Lock, A., Young, A.W., Service, V and Chandler, P (1990) The origins of infant pointing gestures. In V. Volterra and C. Erting (Eds.) From gesture to language in hearing and deaf children. New York: Springer-Verlag. Pp. 42-55.
Nelson, K. (1996) Language in cognitive development. Cambridge: Cambridge University Press.
Trevarthen, C. (1979) Communication and cooperation in early infancy: A description of primary intersubjectivity. In M. Bullowa (Ed.) Before speech: The beginning of interpersonal communication. Cambridge: Cambridge University Press.
Werker, J. F., & Fennell, C. T. (2004). Listening to sounds versus listening to words: Early steps in word learning. In D. G. Hall & S. Waxman (Eds.), Weaving a lexicon (pp. 79–109). Cambridge, MA: MIT Press.
Wood, D., Bruner, J. S. and Ross, G. (1976) The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry 17 89-100.
