Anime Japanese Love Doll

anime japanese love doll
anime japanese love doll

Learning different languages

Language is one of the most amazing things we are capable of. It may be even we - homo sapiens - is the only creature on this planet. Only dolphins show any indication of the language, although we have as yet not understand them.

We seem to be "contained" to speak and understand language. Special areas of the brain, such as Broca's and Wernicke's area, suggest that genetics gives us, at the very least to, the neurological foundation for language.

Linguistics is, of course, a whole separate subject, but it will overlap with psychology quite a bit, especially with regards language development in infants and children. The ability of young children with learning a language - or even two or three languages simultaneously - is one of the indications that there was something special about our brains at that age.

It all started in infancy. From birth until around 6 months, babies make a great deal of noise. They squeal, squeak, growl, yell, and give us raspberries. And they coo. Cooing is actually the production of what later become the vowels (a, e, i, o, and u).

From 6 months to about 10 months, they make somewhat more complex sound called babbling. First, they practice their vowels more precisely, starting with round, back vowels (yes, oh, ah ...) and working their way to the front unrounded vowels (ee, eh, There ...). The initial consonants are h, m, and b, which can be included on the vowels to make syllables. Soon, they add p, t, d, n, w, f, v, and Y. A little while later, they add k, g, and.

Then they start adding s and Z. Takes a little for babies to get sh, ch, j, and th infamous sound. The last sound is l and r. This is why you hear them pronouncing works as oddly as they sometimes do. Fi is fine for fish, soozies for shoes, Wobbut for Robert, Cawa for Carla, and more. But keep in mind that they can realize far more than they can express - something called applicable Fi phenomenon. They can say some words, but they put you up mispronouncing them! One of my daughter, for example, used syllable ya (with a long-nose) to mean the shoes, socks and even chairs - but understand the differences quite well.

Mothers (and fathers) play a major part in forming the child's language. Though we are "preprogrammed" in some way to communicate language, we need to know a specific language from people around us. Mothers typically change their speech to fit the child's level. It is called motherese. It is located approximately every culture on the planet, and it has some common features: The "sentence" is very short, there is a lot of repetition and redundancy, there is a sing-song quality, and it contains many special "word baby." Also it is embedded in the context of the immediate surroundings, the constant references to things closely at the activities going on here-and-now.

Moms also ask questions like "where is it?" And "what it does?" Any answer to all is the reward in happiness! Of course, the conversation becomes more meaningful when the child can actually form his own words. By 10 months, most children understand between 5 and 10 words. The fastest 1 / 4 of them have up to 40 words!

From 12-18 months (or near there) is called a word (OR holophrastic) stage. Each word constitutes a sentence all by his self. By 12 months, most children can produce 3 or 4 words, and understand 30-40. Again, there are some children to understand and even use as many number 80! By 14 months, the number of words understood jumps on 5-10, and even the slowest 1 / 4 knew 20-50. By 18 months, most children can produce 25-50 words themselves, and understand the hundreds.

Two features of this stage is overextension and underextension. For example, the word hat can say just about anything you can put your head, a "goggie" applies to just about any animals, and "dada" (much to embarrassment of moms everywhere) pretty much means that any person whatsoever. On other hand, sometimes kids engage in underextension, meaning that they use a general word to denote a very specific thing. For example, the "Down" can mean MY bottle and my bottle only, and "soozies" might mean MY shoes and no one else's.

There are some common words show most children's early vocabularies. In English, with their mama, daddy, baby, dog, kitty, duck, milk, cookie, juice, doll, car, ear, eye, nose, hi, bye-bye, no, go, down and up. There are also special words, sometimes children actually invented, called idiolects. Alike Twins sometimes invent dozens of words between themselves without other understands.

Between 18-24 months (approximately), we see the beginnings two word sentences, and telegraphic speech. Here are some common examples that show different grammatical functions taken by more than simple conjunction of two words:

see the dog, hi milk
ball, big ball
Daddy shoes (ie shoes Daddy's), baby shoes (ie my shoe)
more cookies, more sing
two shoes, allgone juice (the number and volume)
mommy sit, read Eve (subject-verb "Sentence")
gimme ball, more like (making a request)
no bed, no wet (opposite)
mom socks (subject-object "sentence," mean mommy get my socks)
put book (verb-object "sentence," meaning you put the book here)

After 24 months, children begin to use grammatical constructions of various sorts. Here are some common aspects of their development:

I walk (-ing participles used as verbs)
the basket, the floor (prepositions)
two balls (the plural)
it broke (verbs in an irregular past tense)
John's ball (possessive 'S)
There it is (the verb to be)
A book, the ball (articles)
John walked (verbs regular past tense)
He walks (third person singular of verbs)
He has (irregular third person singular)
It's going (the progressive formation of verbs)
It has (contractions)
I'm walking (complex verbs)

Notice that the simple irregular verb tenses tenses learned new regular!

These things are by no means restricted to English, or in any particular language: These are universal. For example, all children begin sa telegraphic sentence:

Clean car man (The man was cleaning his car)
Obachan atchi Itta (Obachan atchi e ga Itta, "my aunt went that way, "in Japanese)

Articles (in languages that use the article) is learned as a general idea first, and only refined later:

uh = 1, (see uh car?)
un = uh, Une, le, la in French
duh = die, der, das, etc. in German

Grammatical gender is not an easy thing to learn, ether. French masculine and feminine words and German masculine, feminine, and neuter words is just a matter of memorization. The same difficulty covering different classes of verbs.

Aspects (such as differentiating between things done once and for all, and things are done repeated - the perfect and imperfect) are learned before tense (past-present-future). current is actually quite difficult, even in those with age we take it for granted.

There do seem is that language is easier for children to learn, and others more difficult: Some languages (Turkish, Hungarian, and Finnish, for example) use many suffixes to indicate a different grammatical and semantic features. The suffixes are very common, complete syllables, and quite regularly - and are learned early and easily.

On the other hand, some languages (eg, Chinese, Indonesian, and to some extent English) prefer to use small word called particles (eg, the, to, and, etc.). These are often learned too late, because they do not make sense of themselves and often have no accent and spoken unclearly. Notice, for example, that "will" and "no" is often reduced to 's and n't!

The third group - which contains most European and Semitic languages - have a mixed system, with many very irregular, unstressed endings and particles. If you recall effort you put into remembering the article German or Spanish conjugations or declensions of Latin nouns, you realize why the child has a difficult time learning these things as well.

Language learning does not end two years old, of course. Three year olds are notorious for something called over-regularization. Most languages have irregularities, but 3 year old love will rule and repeal some of the irregulars they learned when they are 2, eg "go-ed" instead I went and "Foots" rather than feet. Three years old can communicate in four sentences and words can have 1000 words in their direction.

Four year olds are great askers of questions, and start using a lot of wh-words like of which, what, who, why, when (learned in that order). They can handle five-word sentences, and there may be 1,500 word vocabularies.

Five-year age make six word sentences (with clauses, no less), and use as many as 2000 words. The first grader uses to

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Kanon Wakeshima-Still Doll[PV]

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