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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 ndings provide a background for the understanding of a number of derangements in the development of these functions (Ingram; Rutter and Martin; Mini e and Lloyd) First, there are the 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 vowelconsonant (labial and nasoguttural) combinations Later, babbling becomes interspersed with pauses, in ections, and intonations drawn from what the infant hears At rst 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 modi cations 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 the mother 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 rst 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 rst verbal utterance 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 rst 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 rst, 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 accent, to conform with 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 On average, at 18 months the child can combine an average of 1 1 2 words; at 2 years,.

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For descriptions of individual tests, see Kinsbourne, 1995

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The origins of the development of intelligence are dif cult to discern Intelligence is readily assessed at 8 to 9 months of life, when the infant begins to crawl and explore For the rst time the infant separates itself from the mother Now, learning proceeds rapidly, as the mother attaches names to objects and helps the baby manipulate them Gradually the child acquires verbal facility (learning what words mean), memory, color and spatial perception, a concept of number, and the practical use of tools, each at a particular time according to a schedule set largely by the maturational state of the brain Nevertheless, in these early achievements individuals differ considerably, re ecting to some extent the in uence of their parents and others around them The young child exhibits elementary modes of thinking but is highly suggestible and often incapable of separating imagination from reality Neurologists who need a quick and practical method of ascertaining whether an infant or preschool child is measuring up to normal standards for a particular age will nd Table 28-5 useful The main items are drawn from Gesell and Amatruda and from the Denver Developmental Test In addition, a variety of intelligence tests have been designed to measure the child s special abilities and increasing success in learning in accordance with age (these are listed in Table 28-6) Starting at 6 to 7 years, there is a steady improvement in intelligence scores that parallels chronologic age up to about 13 years; thereafter the rate of advance diminishes By 16 to 17 years, performance reaches a plateau, but this is probably an artifact of the commonly used tests, which are designed to predict success in school Only late in life do test scores begin to diminish, in a manner that is described in the next chapter Individuals with high or low IQs at 6 years of age tend to maintain their rank at 10, 15, and 20 years unless the early scores were impaired by anxiety, poor motivation, or a gross lack of opportunity to acquire the skills that are necessary to take such tests (language skill in particular) Even then, performance tasks, which largely eliminate verbal and mathematical skills, will disclose similar in-.

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