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This article talks about a critical period in the human life for the development of language.

This article reminds me of the "Singing Neanderthals" reading that we did. Perhaps whales, like babies, hear tones instead of actual words and can also perceive emotions of other whales they communicate with. If this is so, would this 'tone communication' be considered a language in of itself?

Like the facebook thing

GENIE An Abused Child's Flight From Silence. By Russ Rymer. 221 pp. New York: HarperCollins Publishers. THE story of the girl known by the pseudonym Genie, who spent the first 13 years of her life locked in a bedroom alone, alternately strapped down to a child's potty chair or straitjacketed into a sleeping bag, fed on baby food and beaten with a wooden paddle when she so much as whimpered, is really three stories woven together.

I'm about to become a father. And among the many questions racing through my mind is an odd one I can't yet answer. It's not the existential question of whether I'll be a good dad or the basic question of whether I'll drop the baby while walking.

Heres a little blurb on how bilingual babies are getting ahead of the game in school and life

Study shows that traditional toys and books should be used more for early language development whereas play with electronic toys should be discouraged.Transforming dinosaur, learning bug, talking farm or baby cellphones - these are some of the most whiz-bang toys most parents would think to buy for their kids this Christmas.

Every time my daughter babbles mem-mem-mem or da-da-da, I get excited that this word will be the first one that makes sense outside of her 1-year-old universe. Recently at breakfast, I even took a video, hoping to document the very moment it happens. But for the past few months, as I have anxiously ...

This article done talks about how children with autism have their "critical period" of language learning affected. Research was done through observation through an EEG which monitored babies of multiple age groups, specifically their auditory cortex.

This is about the "Mozart effect" and if it does indeed help babies become more intelligent by listening to classical music at a young age.

This BBC article notes how media totally misconstrued the modest results reported by the original UC Irvine study, which found that students who listened to Mozart did better at tasks where they had to create shapes in their minds. These students had stronger performance on spatial tasks: specifically, looking at folded up pieces of paper with cuts in them and predicting: how they would appear when unfolded. This effect, however, was sadly temporary: about fifteen minutes. A subsequent meta-analysis of sixteen different studies confirmed that listening to music does lead to a temporary improvement in the ability to manipulate shapes mentally, but the benefits are short-lived and it doesn't make us more intelligent. In 2010 a larger meta-analysis of a greater number of studies again found a positive effect, but that other kinds of music worked just as well, provided that listeners enjoyed what they were listening to. The article concludes that what's crucial in performance is "cognitive arousal": getting your brain more alert, whether it's through music, a Starbucks frappacino, or shooting hoops.

This seminal longitudinal study, conducted by Goodwyn, Acredolo and Brown (2000), evaluated the benefits of purposefully encouraging hearing infants to use simple gestures as symbols for objects, requests, and conditions. Researchers measured the receptive and expressive language abilities of 103 babies via standardized language tests at the age of 11, 15, 19, 24, 30, and 36 months. Their findings suggest that symbolic gesturing does not hamper children's early verbal development, and may even facilitate it. The possible reasons underlying the results: increases in infant-directed speech, infant-selected topic selection, and scaffolding that encourages communication.

What does recent research say about the potential benefits of bilingual education? Here are the main 6 findings: 1. Attention: "[Bilinguals] can pay focused attention without being distracted and also improve in the ability to switch from one task to another," says Sorace. Do these same advantages accrue to a child who begins learning a second language in kindergarten instead of as a baby? We don't yet know. Patterns of language learning and language use are complex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes in brain structure when compared with those who are bilingual from birth, even when they didn't begin practicing a second language in earnest before late childhood. 2. Empathy: bilingual children as young as age 3, because they must follow social cues to figure out which language to use with which person and in what setting, have demonstrated a head start on tests of perspective-taking and theory of mind - both of which are fundamental social and emotional skills. 3. Reading (English): students enrolled in dual-language programs outperformed their peers in English-reading skills by a full school year's worth of learning by the end of middle school. 4. School performance and engagement: compared with students in English-only classrooms or in one-way immersion, dual-language students have somewhat higher test scores and also seem to be happier in school. Attendance is better, behavioral problems fewer, parent involvement higher. 5. Diversity and integration: Because dual-language schools are composed of native English speakers deliberately placed together with recent immigrants, they tend to be more ethnically and socioeconomically balanced. And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different cultures. 6. Protection against cognitive decline and dementia: actively using two languages seems to have a protective effect against age-related demen

This article essentially describes how research has shown that 18-24 months of age is the prime time to help their verbal communication skills in later years.

This article explains that learning language actually starts in the womb, not after birth. With new technology, researchers from the University of Kansas were able to track in-utero babies' responses to American and Japanese. As the mothers had only spoken English during their pregnancies, Japanese was a completely new language to the fetuses. The fetuses reacted very differently to the Japanese than they did to the American, which suggests that fetuses are able to start learning language before they are even brought into the world.

Word "edges" are important for language acquisition. Children start to learn the sound of words by remembering the first and last syllables. A new study sheds light on the information the infant brain uses during language acquisition and the format in which it stores words in its memory. Infants start to learn words very early, during the first months of life, and to do so they have to memorise their sounds and associate them with meanings. The study by Silvia Benavides-Varela (now at the IRCCS Fondazione Ospedale San Camillo in Venice, but at SISSA at the time the study was performed) and Jacques Mehler, neuroscientist at SISSA, revealed the format in which infants remember their first words. In particular, the two scientists saw that infants aged about seven months accurately encode the sound and position of the first and last syllable, whereas they have difficulty retaining the order of syllables in the middle.