Cambridge Study Reveals the Importance of Rhythmic Information in Infant Language Acquisition
Scientists from the University of Cambridge have discovered that singing and rhythmic speech play a crucial role in helping babies learn language. The study challenges the traditional belief that phonetic information, represented by the alphabet, is the primary factor in language acquisition. Published in the journal Nature Communications, the research suggests that dyslexia and developmental language disorder may be associated with difficulties in rhythm perception rather than processing phonetic information.
Rhythmic Information as the Foundation of Language Learning
The study conducted at Cambridge found that infants primarily learn languages from rhythmic information, such as nursery rhymes and songs. The rise and fall of tone in singsong speech provides a foundation for language acquisition. The researchers discovered that babies do not begin to process phonetic information, the smallest sounds of speech, until around seven months of age. This challenges the notion that phonetic information is the key to language learning.
Implications for Language Disorders
According to the study’s author, Professor Usha Goswami, the findings suggest that dyslexia and developmental language disorder may be associated with difficulties in rhythm perception rather than processing phonetic information. This challenges the long-held belief that these disorders are primarily related to phonetic problems. The research opens up new avenues for understanding and addressing language disorders in children.
Importance of Parental Interaction
The researchers emphasize the importance of parental interaction in language development. Talking and singing to babies, as well as using infant-directed speech like nursery rhymes, can significantly impact language outcomes. The rhythmic patterns in speech serve as a hidden glue that underpins the development of a well-functioning language system. Parents are encouraged to engage with their infants through speech and song to optimize language learning.
Gradual Emergence of Phonetic Encoding
To investigate how infants acquire language, the researchers recorded the brain activity of 50 infants at different stages of development. The infants watched a video of a primary school teacher singing 18 nursery rhymes while the researchers measured their brain responses. The study revealed that phonetic encoding in babies emerges gradually over the first year of life. Dental sounds, such as “d” for “daddy,” and nasal sounds, such as “m” for “mummy,” are among the first phonetic elements infants learn.
Rhythm as a Scaffold for Language
The study suggests that infants use rhythmic information as a scaffold or skeleton to add phonetic information onto. For example, they learn that the rhythm pattern of English words is typically strong-weak, with stress on the first syllable. This rhythm pattern helps babies distinguish where one word ends and another begins when listening to natural speech. Rhythm is a universal aspect of all languages, and infants are biologically programmed to respond to it.
Conclusion:
The University of Cambridge study highlights the importance of singing and rhythmic speech in infant language acquisition. The research challenges the traditional belief that phonetic information is the primary driver of language learning. Instead, rhythmic information, such as nursery rhymes and songs, provides the foundation for language development. The findings also suggest that dyslexia and developmental language disorder may be associated with difficulties in rhythm perception. By recognizing the significance of rhythm in language learning, parents and educators can better support children’s language development and address language disorders more effectively.
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