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14 children with autism spectrum disorder participated in the "Hunter Heartbeat Method" which is a drama-based social skills intervention. The children play games that work on skills like facial emotion recognition, personal space, social improvisation, and pragmatics of dialogue exchange. The games are based on the plot of The Tempest and are taught in a relaxed and playful environment. At the end of the ten week program, children showed better language skills and were able to better recognize facial expressions.

In this article, scientists analyze 5,000 orangutan "kiss squeaks." They think that our ancestors used orangutan kiss squeaks as a precursor of consonants and vowels. The kiss squeaks require the action of the lips, tongue, and jaw similar to the movements needed to say consonants. Scientists believe orangutan kiss squeaks to be the crucial "building blocks" in the evolution of language.

Semantic Sustainability

Here's a followup on the Economist's language blog: http://www.economist.com/blogs/johnson/2011/04/change . The comments are pretty interesting, too.

The LENA System measures the early language environment of children birth to 48 months. It consists of a compact digital recorder with clothing so a child can wear it comfortably; software that turns the recording into data; and a cloud-based system for managing the data. Feedback from LENA helps parents and caregivers increase the quantity and quality of interactive talk. While words are important, "conversational turns" are even more so - times when an adult says something and the child responds, or vice versa. Turns measure interactions, and according to research, they're a very powerful predictor of brain growth. LENA devices were mentioned in "In the Beginning Was the Word" article from _The Economist_.

Teachers can use music to deepen the learning environment in a literacy classroom. Many commonalities exist between music and literacy, especially in the pre-K to second grade years, and therefore music education is a vital element in children's literary development. Here are some areas that reading and music both address: 1. Development of auditory processes 2. Visual decoding processes 3. Vocabulary growth occurs whenever students are exposed to new material, like a story or a song. Putting new information into a musical context can also help student memory. 4. Poetry: vocal music is essentially poetry set to a melody 5. Building confidence in performance, whether it's vocal or instrumental.

This article talks about the possibility of English words being used to suppress women in politics, the workplace, and in general. Also writes about how women use a more passive voice when speaking, and how this is seen as a bad thing, but actually could lead to a better environment in a workplace.

Parents become too intense while watching their children's sports games, and their language (yelling, profanity, etc.) ruins the environment for everyone.

Children who are bilingual take longer to learn language because they are learning two languages at once. This article basically focused on how bilingual children acquire two languages, and described the ideal environment for this to take place.

Written language is an imperfect method for the messy, complex business of communication, where facial expressions, gestures and vocal tones transmit oceans of meaning and subtext - for those, at least, who can read them. Words themselves offer none of that: In a famous study, Albert Mehrabian, a psychology professor at U.C.L.A., found that humans tend to perceive only a fragment of a speaker's meaning through spoken words. Instead, he observed, most meaning is gleaned from body language and tone of voice. In a text-only environment, how can we ever be certain other people understand what we mean when we post online? Enter tone indicators. Tone indicators are paralinguistic signifiers used at the ends of statements to help readers fill in the blanks. Put simply, they are written shorthand for the poster's intent and emotion. One might use "/srs," short for "serious," to express sincere affection for a pop culture crush.

Siblings are an important influence on the language acquisition/learning of other siblings, especially in multilingual households.

Researchers from Brown University and King's College London have uncovered new details about how brain anatomy influences language development in young kids. Using advanced MRI, they find that different parts of the brain appear to be important for language development at different ages. Their study, published in the Journal of Neuroscience, found that the explosion of language acquisition that typically occurs in children between 2 and 4 years old is not reflected in substantial changes in brain asymmetry. Structures that support language ability tend to be localized on the left side of the brain. For that reason, the researchers expected to see more myelin -- the fatty material that insulates nerve fibers and helps electrical signals zip around the brain -- developing on the left side in children entering the critical period of language acquisition. Surprisingly, anatomy did not predict language very well between the ages of 2 and 4, when language ability increases quickly. "What we actually saw was that the asymmetry of myelin was there right from the beginning, even in the youngest children in the study, around the age of 1," said the study's lead author, Jonathan O'Muircheartaigh, the Sir Henry Wellcome Postdoctoral Fellow at King's College London. "Rather than increasing, those asymmetries remained pretty constant over time." That finding, the researchers say, underscores the importance of environment during this critical period for language. While asymmetry in myelin remained constant over time, the relationship between specific asymmetries and language ability did change, the study found. To investigate that relationship, the researchers compared the brain scans to a battery of language tests given to each child in the study. The comparison showed that asymmetries in different parts of the brain appear to predict language ability at different ages. "Regions of the brain that weren't important to successful language in toddlers became more important i

Dr. Michael Rich is the director of the Center on Media and Child Health and the Clinic for Interactive Media and Internet Disorders. Rich notes some major takeaways: 1.Babies' brains are elastic: the first three years of life are critical for both language and overall brain development. Unlike other animals, humans are born with embryonic brains, rendering babies helpless and in need of caregivers while also providing a developmental advantage: allowing us to build our brains in response to the challenges and stimuli of the environment we're in," In the first three years of life, the brain triples in volume due to synaptic connections, therefore stimuli and challenges babies receive within that time frame help babies build creative, flexible and resilient brains. 2. Face to face interaction is valuable. 3. It's not just about screen time duration, but the type of content being consumed. For example, young children can interact meaningfully via Facetime, if they've previously interacted with that person. However, screens as a distraction for kids in lieu of human interaction= not good.

This article talks about how screen time affects babies language development. The first nine months of a baby's life are important for a child to understand sounds and how they should be used. They are able to understand language much earlier than they actually start talking. Many doctors and scientists encourage parents to communicate with their babies as soon as possible to develop language. Recent studies found that babies that spent more time in front of a screen than talking suffered in language development. I found it interesting that not all screen time is necessarily bad for a child's language development. For example, FaceTime can be beneficially for children because they are interacting in a meaningful way but using screens as a distraction for kids can be harmful.

This article discusses the different theories on what influences language development: Nature or Nurture? Is language bound to develop from genetics, or is language dependent on environment?

Abstract: Self-affirmation theory posits that people are motivated to maintain a positive self-view and that threats to perceived self-competence are met with resistance. When threatened, self-affirmations can restore self-competence by allowing individuals to reflect on sources of self-worth, such as core values. Many questions exist, however, about the underlying mechanisms associated with self-affirmation. We examined the neural mechanisms of self-affirmation with a task developed for use in a functional magnetic resonance imaging environment. Results of a region of interest analysis demonstrated that participants who were affirmed (compared with unaffirmed participants) showed increased activity in key regions of the brain's self-processing (medial prefrontal cortex + posterior cingulate cortex) and valuation (ventral striatum + ventral medial prefrontal cortex) systems when reflecting on future-oriented core values (compared with everyday activities). Furthermore, this neural activity went on to predict changes in sedentary behavior consistent with successful affirmation in response to a separate physical activity intervention. These results highlight neural processes associated with successful self-affirmation, and further suggest that key pathways may be amplified in conjunction with prospection.

As animals don't have an actual language with words for them to communicate they have to use their other senses, and in this case it is by sound. Every single animal in the world makes a different sound in order to communicate with their species. By using their distinct sound(s) each animal can "talk" to warn each other of a predator, locate each other, and more.

Learning a second language is usually difficult and often when we speak it, we cannot disguise our origin or accent. However, there are important differences between individuals with regard to the degree to which a second language is mastered, even for people who have lived in a bilingual environment since childhood. Members of the Cognitive Neuroscience Research Group (GRNC) linked to the Barcelona Science Park, have studied these differences. By comparing people who are able to perceive a second language as if they were native speakers of that language with people who find it very difficult to do so, they have observed that the former group is also better at distinguishing the sounds of their own native language. The study results show that there is a positive correlation between specific speech discrimination abilities and the ability to learn a second language, which means that the individual ability to distinguish the specific phonemes of the language, both in the case of the mother tongue and in the case of other languages, is, without a doubt, a decisive factor in the learning process, and the ability to speak and master other languages."

This study researches how AI may be used as a tool in the learning environment. It describes how pedagogy may evolve with new technologies, thus allowing AI to personalize learning to the student based off of digital footprint.

This chapter of Oliveria's "A Nation Rising: Hawaiian Movements for Life, Land, and Sovereignty," talks about the cultural significance of the Hawaiian language and its revival in educational environments.

This article outlines the differences between an adult and child brain that allows children to pick up languages more efficiently. It also highlights the large effect of the environment on children, as researchers found that children tend to learn unconciously, while adults acquire language through conscious thought processes.