Closely tied to the development of intelligence is the acquisition of language. Indeed, facility with language is one of the best indices of intelligence (Lenneberg). The acquisition of speech and language by the infant and child has been observed methodically by a number of eminent investigators, and their findings provide a background for the understanding of a number of derangements in the development of these functions (Ingram; Rutter and Martin).
Early verbalizations consist of babbling, cooing, and lalling stages, during which the infant, a few weeks old, emits a variety of cooing and then, at about 6 months, babbling sounds in the form of vowel–consonant (labial and nasoguttural) combinations. Later, babbling becomes interspersed with pauses, inflections, and intonations drawn from what the infant hears. At first this appears to be a purely self-initiated activity, being the same in normal and deaf infants. However, study of the latter shows that auditory modifications begin within a period of 2 to 3 months; without an auditory sense, babblers do not produce the variety of random sounds of the normal infant, nor do they begin to imitate the sounds made by a parent or other caretaker. Thus motor speech is stimulated and reinforced mainly by auditory sensations, which become linked to the kinesthetic ones arising from the speech musculature. It is not clear whether the capacity to hear and understand the spoken word precedes or follows the first motor speech. Perhaps it varies from one infant to another, but the dependence of motor speech development on hearing is undeniable. Comprehension seems to postdate the first verbal utterance of words in most infants.
Soon babbling merges with echo speech, in which short sounds are repeated parrot-like; gradually longer syllable groups are repeated correctly as the praxic function of the speech apparatus develops. As a general rule, the first recognizable words appear by the end of 12 months. Initially these are attached directly to persons and objects and then are used increasingly to designate objects. The word then becomes the symbol, and this substitution greatly facilitates speaking and later thinking about people and objects. Nouns are learned first, then verbs and other parts of speech. Exposure to and correction by parents and siblings gradually shapes vocal behavior, including the development of a distinctive and enduring accent, to conform to that of the social group in which the child is raised.
During the second year of life, the child begins to use word combinations. They form the propositions, which, according to Hughlings Jackson, are the essence of language (a notion in part echoed by modern linguists as noted in Chap. 22). On average, at 18 months the child can combine an average of 1.5 words; at 2 years, 2 words; at 2.5 years, 3 words; and at 3 years, 4 words. Pronunciation of words undergoes a similar progression; 90 percent of children can articulate all vowel sounds by the age of 3 years. At a slightly later age the consonants p, b, m, h, w, d, n, t, and k are enunciated; ng by the age of 4 years; y, j, zh, and wh by 5 to 6 years; and f, l, v, sh, ch, s, v, and th by 7 years. Girls tend to acquire articulatory facility earlier than boys. The vocabulary increases, so that at 18 months the child knows 6 to 20 words; by 24 months, 50 to 200 words; by 3 years, 200 to 400 words. By 4 years, the child is normally capable of telling stories, but with little distinction between fact and imagination. By 6 years, the average child knows several thousand words. Also by that age, children can indicate spatial and temporal relationships and start to inquire about causality. The understanding of spoken language always exceeds the child’s speaking vocabulary; that is to say, most children understand more than they can say.