THE RELATIONSHIP BETWEEN SPEECH, LANGUAGE AND COMMUNICATION NEEDS

Abstract

The article below exposes one of the most mainline issues in the process of
interrelations between language development and speech, mainly a clear connection
between cognition and language is the accrual of words related to new conceptual
knowledge. In some studies, vocabulary is actually used as a measure of content
knowledge in a given domain. In studies of children acquiring expert knowledge,
learning domain-specific words (e.g., names for types of birds) has been both a
measure of expertise and part of what is learned. In children and adults, expertise
within a domain typically entails learning finergrained distinctions, suggesting that
word learning will focus on subordinate labels and rare words or words for atypical
categories. Very little is known about how conceptual knowledge relates to accuracy
and richness of word meanings. An old debate concerned toddlers’ over-extension of
labels (e.g., calling all men daddy). One theory is that this was due to conceptual
blurring—that is, not distinguishing between subtypes (e.g., different men).. The article
will be provided with main factors of the problem and some suggestions to overcome
its usage.