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A new study, conducted by Dr. Catherine Birken, a pediatrician and scientist at the Hospital for Sick Children in Toronto, Ontario, revealed the following: the more time children between the ages of six months and two years spent using handheld screens such as smartphones, tablets and electronic games, the more likely they were to experience speech delays. In the study, which involved nearly 900 children, parents reported the amount of time their children spent using screens in minutes per day at age 18 months. Researchers then used an infant toddler checklist, a validated screening tool, to assess the children's language development also at 18 months. They looked at a range of things, including whether the child uses sounds or words to get attention or help and puts words together, and how many words the child uses. Twenty percent of the children spent an average of 28 minutes a day using screens, the study found. Every 30-minute increase in daily screen time was linked to a 49% increased risk of what the researchers call expressive speech delay, which is using sounds and words. Commenting on the study, Michelle MacRoy-Higgins and Carlyn Kolker, both speech pathologists/therapists and co-authors of "Time to Talk: What You Need to Know About Your Child's Speech and Language Development," offered this advice: interact with your child. The best way to teach them language is by interacting with them, talking with them, playing with them, using different vocabulary, pointing things out to them and telling them stories.

Ironically, native L1= English speakers are worse at delivering their message than people who speak English as a second or third language. Non-native speakers, it turns out, speak more purposefully and carefully, typical of someone speaking a second or third language. L2=English speakers generally use more limited vocabulary and simpler expressions, without flowery language or slang. Consequently, their language tends to be shorter, clearer, and more direct. Anglophones, on the other hand, often talk too fast for others to follow, and use jokes, slang, references, and baffling abbreviations specific to their own culture. "The native English speaker… is the only one who might not feel the need to accommodate or adapt to the others." When trying to communicate in English with a group of people with varying levels of fluency, it's important to be receptive and adaptable, tuning your ears into a whole range of different ways of using English, Jenkins says. "People who've learned other languages are good at doing that, but native speakers of English generally are monolingual and not very good at tuning in to language variation."

This article discusses how numbers are not innately known and must be taught, thus as such our language and "defining" them cannot be exact. Through research and monitoring children as well as isolated people like the Piraha, one see's it is difficult to differenciate numbers such as 4 and 5 and 7. While telling the difference between big and small or 1 and 2 are easy.

Numbers are tools people invented a long time ago, and we know how to use them only because we find ourselves in a society in which that knowledge has been preserved and transmitted. Without these symbols, we, like the Pirahã, could not "see" divisions between most quantities. Anthropologist Caleb Everett asserts that when our ancestors learned to count, they "radically transformed the human condition," making possible such number-dependent developments as complex agriculture.

This article argues how there is a separate language of the law. This language consists of technical legal terms and it is different from ordinary language because ordinary language cannot compare to the amount of legal terms. This type of language allows for more precision by stating specifically the rules of something. This can prove that the Constitution was writing in the language of the law. This is because the Constitution consists of around 100 reasons why the United States shouldn't be a part of Britain.

New research suggests that babies perceive sound differently depending on what language they hear growing up compared to what language they hear during the third trimester of birth. Babies prefer to listen to voices that they have heard in the womb, their mothers in particular, and enjoy listening to languages that have similar rhythms. This cancels the previous thinking that babies didn't learn phonemes until the second six months of life.

IN ENGLISH, the object on your face that smells things is called a "nose", and, if you are generously endowed, you might describe it as "big". The prevailing belief among linguists had been that the sounds used to form those words were arbitrary. But new work by a team led by Damian Blasi, a language scientist at the University of Zurich, and published in Proceedings of the National Academy of Sciences, suggests that may not be true-and that the same sounds may be used in words for the same concepts across many different languages.

A study done with monolingual babies and bilingual babies under a year old showed that in the earlier months, both sets of babies had discrimination abilities to separate languages, but by eight months only the bilinguals had this ability. The study was done by only showing visual clips of people speaking different languages. This means that the babies could differentiate languages by looking at facial movements and the rhythm and shape of the person's mouth.

This article talks about an illusion our brain pulls on called the McGurk effect. This is when visual speech is mismatched with auditory speech and can result in the perception of an entirely different message. The example the article uses is if the visual "ga" were combined with the sound "ba", this results in the perception of "da." Vased on the principle of causal inference, researchers were able to create an algorithm model of multi-sensory speech perception. What this means is that when your brain is given a particular pair of auditory and visual syllables, it calculates the likelihood that they are from a single talker compared to multiple talkers and uses this likelihood to determine the final speech perception.

Children who are bilingual learn the two languages in different courses with the fluency depending on the exposure to each language. It was found that Spanish is vulnerable to being taken over by English exposure, but not vice versa.

"Sarcasm so saturates 21st-century America that according to one study of a database of telephone conversations, 23 percent of the time that the phrase "yeah, right" was used, it was uttered sarcastically. ... The mental gymnastics needed to perceive sarcasm includes developing a "theory of mind" to see beyond the literal meaning of the words and understand that the speaker may be thinking of something entirely different ... Kids pick up the ability to detect sarcasm at a young age. ... There appear to be regional variations in sarcasm. ... Many parts of the brain are involved in processing sarcasm, according to recent brain imaging studies."

Sarcasm is an important aspect of society that seems to develop a person's brain as well. "Exposure to sarcasm enhances creative problem solving" and it "exercises the brain more than sincere statements do." So the extra work it takes to understand sarcasm actually does work out our brains. Apparently sarcasm has been a way to show you belong and almost have a superior quality to those around you. Very interesting!

Suppose you hear someone say, "The man gave the ice cream the child." Does that sentence seem plausible? Or do you assume it is missing a word? Such as: "The man gave the ice cream to the child." People use an array of strategies to make sense of confusing statements. This article reveals the different strategies brains use to create a correct sentence based on semantic expectations.

While this article is directed towards teachers, students can leverage this information to their advantage. Employ the following five strategies to aid retention: 1. Teach a friend. When students explain what they've learned to peers, fading memories are reactivated, strengthened, and consolidated. This strategy not only increases retention but also encourages active learning (Sekeres et al., 2016). 2. The spacing effect: Instead of covering a topic and then moving on, revisit key ideas throughout the school year. Research shows that students perform better academically when given multiple opportunities to review learned material. For example, teachers can quickly incorporate a brief review of what was covered several weeks earlier into ongoing lessons, or use homework to re-expose students to previous concepts (Carpenter et al., 2012; Kang, 2016). 3. Frequent practice tests: Akin to regularly reviewing material, giving frequent practice tests can boost long-term retention and, as a bonus, help protect against stress, which often impairs memory performance. Breaking down one large high-stakes test into smaller tests over several months is an effective approach (Adesope, Trevisan, & Sundararajan, 2017; Butler, 2010; Karpicke, 2016). 4. Interleave concepts: Instead of grouping similar problems together, mix them up. Solving problems involves identifying the correct strategy to use and then executing the strategy. When similar problems are grouped together, students don't have to think about what strategies to use-they automatically apply the same solution over and over. Interleaving forces students to think on their feet, and encodes learning more deeply (Rohrer, 2012; Rohrer, Dedrick, & Stershic, 2015). 5. Combine text with images: It's often easier to remember information that's been presented in different ways, especially if visual aids can help organize information. For example, pairing a list of countries occupied by German forces during World War II wi

Lying in politics transcends political party and era. It is, in some ways, an inherent part of the profession of politicking. But Donald Trump is in a different category. The sheer frequency, spontaneity and seeming irrelevance of his lies have no precedent. A whopping 70 percent of Trump's statements that PolitiFact checked during the campaign were false, while only 4 percent were completely true, and 11 percent mostly true. (Compare that to the politician Trump dubbed "crooked," Hillary Clinton: Just 26 percent of her statements were deemed false.) For decades, researchers have been wrestling with the nature of falsehood: How does it arise? How does it affect our brains? Can we choose to combat it? The answers aren't encouraging for those who worry about the national impact of a reign of untruth over the next four, or eight, years. Lies are exhausting to fight, pernicious in their effects and, perhaps worst of all, almost impossible to correct if their content resonates strongly enough with people's sense of themselves, which Trump's clearly do.

Interesting article exploring the rise of emoji as a "language", also how African American Vernacular English Twitter users may be creating their own subcultural emoji language, where emoji have acquired unambiguous, shared meanings that're different from mainstream meanings.

Words formed from a sound and intended to imitate that sound-what linguists refer to as onomatopoeia-fluctuate around the world even when the underlying sound is roughly the same in each place. And the thing about it is, we don't really understand why this fluctuation occurs. It has something to do with the alchemy of humans in different times and places striving to mimic noises in the world around them, and to incorporate this mimicry into distinct linguistic systems and cultural contexts. Some have hypothesized over the years that language originated with the imitation of natural sounds-a notion sometimes referred to as the "bow-wow theory." But whatever the answer to this question, onomatopoeia explains only a sliver of the words we use. The article goes on to share some fun collections of onomatopoeia.

British researchers say they have found 23 words that have persisted for a staggering 15,000 years. These "ultraconserved words" include some that you might expect (you, me, mother, man), others you might not (spit, worm, bark), and at least one somewhat heartwarming entry (give). Over the centuries, the words have retained the same meaning and almost the same sound. The team claims that's because they all come from an ancient "mother tongue" that was used toward the end of the last ice age, the Guardian reports. They assert that the ancient language eventually formed seven language families, which in turn formed the 700 modern languages used by more than half of the planet today. To find the ultraconserved words, linguists looked for cognates-words that have similar meanings and sounds in different languages, like "father" (padre, pere, pater, pitar)-shared by all seven of the aforementioned language families. They then translated the cognates into what they believed the cognates' ancestral words (known as proto-words) would be, then compared those. They ultimately found 23 that were shared by at least four of the language families, including one (thou) that was shared by all seven. Here are all 23 "ultraconserved words", listed by the number of language families in which they have cognates. 7 - thou 6 - I 5 - not, that, we, to give, who 4 - this, what, man/male, ye, old, mother, to hear, hand, fire ,to pull, black, to flow, bark, ashes, to spit, worm

Previously, genetic analysis had indicated that the ancestors of Native Americans left Siberia to migrate across ancient Beringia (the strip of land that once connected Asia and what's now Alaska) about 25,000 years ago, but the earliest evidence of human habitation on North America dates to 15,000 years ago. With ice covering much of Alaska, the ancestors of Native Americans might've lived in Beringia for about 10,000 years before moving on. Now linguistic evidence may help support that theory. A pair of linguistics researchers, Mark Sicoli and Gary Holton, recently analyzed languages from North American Na-Dene family (traditionally spoken in Alaska, Canada and parts of the present-day U.S.) and the Asian Yeneseian family (spoken thousands of miles away, in central Siberia), using similarities and differences between the languages to construct a language family tree. As they note in an article published today in PLOS ONE, they found that the two language families are indeed related-and both appear to descend from an ancestral language that can be traced to the Beringia region. Both Siberia and North America, it seems, were settled by the descendants of a community that lived in Beringia for some time. In other words, Sicoli says, "this makes it look like Beringia wasn't simply a bridge, but actually a homeland-a refuge, where people could build a life."

A study on emoji polysemy across different operating systems

A good working memory is perhaps the brain's most important system when it comes to learning a new language. But it appears that working memory is first and foremost determined by our genes. Mila Vulchanova, a professor at NTNU's Department of Modern Foreign Languages, led a study of approximately one hundred ten-year-old elementary school students from Norway. Her research suggests that a good working memory is a decisive factor in developing good language skills and competency. Vulchanova states, "Not only is working memory important in learning new words, it is also important in our general language competence, in areas such as grammar skills. Working memory is connected to our ability to gather information and work with it, and to store and manipulate linguistic inputs as well as other inputs in the brain." Vulchanova's results run contrary to some conventional assumptions in both linguistics and cognitive sciences. Quite often it is believed that children acquire languages regardless of their cognitive abilities, such as perception, spatial understanding, and working memory. In other words, children don't need to learn language per se. It just comes on its own. The results from Vulchanova's research contradict this idea. Not only did the researchers find out that there is a close relationship between language competence in the first language and working memory, but that language competence in the mother tongue correlated highly with skills in a foreign language. "We have found evidence that there is a link between language development and the capacity of our working memory, and that there are common cognitive mechanisms that support the ability to learn both your mother tongue and a second language," Vulchanova says. "This is important, because it has been the tradition in linguistics to maintain that learning your native language is qualitatively different from learning a foreign language," she says.