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From the moment they place two words together (and possibly even before) children seem to realize that language is not just a random conglomeration of words. They express each relationship consistently, so that, for example, in the actor–action relationship, the actor comes first, the action second as in MAMA COME, KITTY PLAY, KATHY GO. Exceptions occur when a wrong rule has been deduced, or when a child is groping towards a rule. And even at the two-word stage, children are creative in their speech. They use combinations of words they have not heard before.
Konuşma ve beynin yarım küreleri
Patients who have had the whole of the left hemisphere removed are at first without speech. But after a while, they are likely to acquire a limited vocabulary, and be able to comprehend a certain amount, though they always have difficulty in producing speech. The right hemisphere is not useless, however. Patients with right hemisphere damage have difficulty with intonation, and in understanding jokes and metaphors.
Language stages are often loosely linked to physical milestones. The gradual change of cooing to babbling occurs around the time an infant begins to sit up. Children utter single words just before they start to walk. Grammar becomes complex as hand and finger co-ordination develops.
Aphasia is rather different from slips of the tongue, in that it is far from ‘normal’. The name aphasia comes from a Greek word which means literally ‘without speech’, though is widely used in both the UK and USA to mean ‘impaired speech’.
Aphasia covers an enormous range of speech problems. At one end of the range we find people who can only say a single word such as O DEAR, O DEAR, O DEAR, or more usually, a swear word such as DAMN, DAMN, DAMN. One unproved theory is that people who have had a severe stroke sometimes find their speech ‘petrified’ into the word they were uttering as the stroke occurred. At the other end of the scale are people with only occasional wordfinding difficulties – it is not always clear where true aphasia ends and normal slips of the tongue begin.
Arbitrariness means that human languages use neutral symbols. There is no connection between the word DOG and the four-legged animal it symbolizes. It can equally be called UN CHIEN (French), EIN HUND (German), or CANIS (Latin).
Onomatopoeic words such as CUCKOO, POP, BANG, SLURP and SQUISH are exceptions to this. But there are relatively few of these in any language.
When a worker bee finds a source of nectar it returns to the hive to perform a complex dance which informs the other bees of its location. It does a ‘round dance’, which involves turning round in circles if the nectar is close to the hive, and a ‘waggle dance’ in which it wiggles its tail from side to side if it is far away. The other bees work out the distance by noting the tempo of its waggles, and discover what kind of flower to look for by smelling the scent on its body.
Meanwhile, repetitions are relatively unusual among normal people, because they mostly have a very effective ‘wipe the slate clean’ mechanism. As soon as they have uttered a word, the phonetic form no longer remains to clutter up the mind. But aphasics, often to their frustration and despair, keep repeating sounds and words from the sentence before.
The child first learns the words and later learns that these words are names. The sudden realization that things have names appears to lead to a surge of ‘labelling’ everyday objects such as CAR, MILK, BALL, APPLE, followed by a surge of ‘describing’, with the use of words such as BLUE, GONE, BROKE, HIT. This in turn leads to the beginning of structured speech.
Dil sürçmesi nasıl olur?
A normal person often utters over 200 syllables a minute. Meanwhile, simultaneously with actually uttering the sounds, a speaker is activating phrases of two or three words in advance in their phonetic form. This is shown by slips of the tongue, in which a sound several words away is sometimes accidentally activated before it is needed.
It seems that a far greater proportion of communication is genetically inbuilt in animals than in humans. A child brought up in isolation away from human beings, does not acquire language. In contrast, birds reared in isolation sing songs that are sometimes recognizable, though almost always abnormal.