Experts suggest that if parents talk to children in a sing-song style, it helps them learn language.
Scientists at the University of Cambridge found in their research that infants learn languages from the rhythmic and rhythmic information used in nursery rhymes or songs.
They also discovered that babies don’t respond to phonological information—the smallest sound in a sentence—until seven months of age.
The findings of the study, published in the scientific journal Nature Communications, challenge the old view that phonological information, usually represented by letters, is important for language learning.
The research also suggests that problems such as dyslexia and developmental language disorder may be related to rhythm and rhythm rather than difficulties in processing phonological information, he said.
Study author Professor Usha Goswami, also a neuroscientist at the University of Cambridge, said: ‘Our research shows that babies cannot reliably process the individual sounds of sentences until around seven months, although most lions do. Babies can recognize familiar words like ‘bottle’ by this time.’
According to him: ‘From then on the sounds of individual sentences are added slowly, too slowly to form the basis of language.’
He added: ‘We believe that information about the rhythm and rhythm of sentences is a hidden secret to the development of a well-functioning language system. Parents should talk and sing or use nursery rhymes with their children as much as possible as this will make a difference in language learning outcomes.’
It has previously been thought that children learn small sound elements and combine them to form words.
To understand if this was the case, researchers recorded the brain activity of 50 infants aged four, seven and 11 months while they were shown videos of a primary school teacher singing 18 nursery rhymes.
The team involved in the study used special algorithms to interpret how the children were decoding this information in their brains.
Scientists have found that phonetic decoding in babies emerges gradually in the first year of life, starting with teeth sounds such as the ‘d’ for ‘daddy’ and the nozzle sound of ‘m’ for mummy. take out
Professor Goswami said: ‘Children can use rhythmic and rhythmic information to incorporate phonological information such as scaffolds and skeletons.
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For example, they can learn that the rhythmic pattern of English words usually consists of strong and weak parts, as in ‘Daddy’ or ‘Mummy’, requiring more stress on the first syllable and less stress on the second. is
According to him: ‘They can use this rhythmic pattern to predict where one word ends and another begins when listening to natural sentences.’
“Rhythm is a universal aspect of every language that all children encounter—a strong beat structure with a strong syllable twice a second,” he said.
Professor Goswami added: ‘This is how we naturally talk to children.’
The study is part of the ‘Baby Rhythm’ project led by Professor Goswami who is investigating the relationship of language to problems such as dyslexia and developmental language disorders.
There is a long history of trying to describe them as phonological problems, but the evidence does not support this because individual differences in children’s language learning skills can arise from rhythm and rhythm, he said.
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2024-09-21 13:22:45
