YT YouTube2Text

YouTube2Text → Transcripts → ADQUISICIÓN Y DESARROLLO DEL LENGUAJE EN LA INFANCIA

ADQUISICIÓN Y DESARROLLO DEL LENGUAJE EN LA INFANCIA — Transcript

by Fonoaudiólogo Francisco Albarracín · 4,377 words · 718 segments · language en · Watch on YouTube

Open in transcriber Summarize with AI Download SRT/VTT

Full transcript

0:02Of all the creatures in the animal
0:04kingdom, only one has the ability to
0:06communicate through speech. The human
0:11baby is born to speak. The first two
0:17years are a journey full of exploration
0:19and joy. But even before being able to
0:24utter a single word, the baby is
0:25already busy experimenting with
0:27communication. Making noises, babbling,
0:31gesturing, listening and imitating
0:33until they finally master the ability
0:35to articulate complete words. Let's
0:40accompany the human baby on this
0:42journey.
0:46Speaking. The process of learning to
0:52speak begins long before the baby is
0:54born. The fetus experiences all kinds
0:59of sensations in the mother's womb. An
1:06ideal environment for the sense of
1:07hearing. By 24 weeks, the fetus 'inner
1:12ear has developed and can already hear
1:15sounds. The sound of the mother's
1:18heartbeat and even more so the sounds
1:20of the outside world. The loudest of
1:33all, even louder than the background
1:35noise of the womb, is the mother's
1:37voice. In the following months of
1:45gestation, the fetus becomes familiar
1:47with the voices of both parents.
1:54This is the beginning of constant
1:56communication between the baby and the
1:58outside world. The baby comes into the
2:03world ready to communicate and at first
2:05the best way is to cry. This gets an
2:13immediate response. Crying is an
2:16involuntary act that shows distress.
2:24The baby cannot yet make other sounds
2:26because his mouth is small, his tongue
2:28is large and at this age his larynx is
2:31too high to prevent him from choking.
2:38Oh my god. But although Heeder's cries
2:42are involuntary, his mother responds,
2:50baby.
2:54It is the first way for the little one
2:55to know that the sounds she makes are a
2:57means of communication and that when
3:03she cries someone hears her. When
3:09Heeder hears her mother's voice, she is
3:11immediately calmed down. Research shows
3:21that from the first days of life,
3:22babies prefer the human voice to any
3:24other sound. But what is surprising is
3:27how accustomed they are to language.
3:43Janet Weger places 12-hour-old Marisa
3:45in a carrycot.
3:54She puts a pacifier in her mouth
3:56connected to a computer that records
3:58the frequency and intensity with which
4:00the baby sucks. Dr. Werker and her
4:08colleague Tracy Berns wanted to know
4:10whether, just hours after birth, a baby
4:12would prefer its parents’ native
4:14language to a foreign language it had
4:16never heard before. Marisa’s parents
4:21speak only English. It is the language
4:23she heard in the womb. Marisa listens
4:27to a tape of two languages, English and
4:29Tagalog. A language from the
4:31Philippines. The actual words are
4:34filtered out and the language can only
4:36be distinguished by its cadence.
4:40Tagalog is played first. When Marisa
4:43hears this language she has never heard
4:45before, her response is very weak. But
4:53when she hears English, the language of
4:55her parents, she reacts completely
4:57differently. The intensity and
5:05frequency of sucking increases and when
5:07the tape switches back to Tagalog, it
5:09decreases. This reveals two astonishing
5:17facts: that babies begin to learn the
5:19properties of language in the womb and
5:21that by birth they prefer the
5:23intonation of their native language to
5:25that of unfamiliar ones. Six-week-old
5:38Rebecca turns her head toward the sound
5:40of her mother’s voice. At this age,
5:42Rebecca spends her time listening and
5:45absorbing. She has to rationalize all
5:47the sounds she hears. She learns that
5:50the clink of a spoon is different from
5:52a cough, and that a cough is different
5:57from the sound of a bird. In this
6:02chaotic, noisy world, from the moment a
6:04baby is born, he has the uncanny
6:06ability to distinguish between the
6:08sounds of speech, that unique vehicle
6:10of communication that sets humans apart
6:13from other animals.
6:22In fact, from the moment a baby enters
6:24the world, he is endowed with this
6:26exceptional ability. But new research
6:32shows that they know something even
6:33more extraordinary. Nelson was born
6:41less than 24 hours ago. During his 9
6:47months in the womb, he has heard his
6:49parents communicate in English. As in
6:52the previous experiment, his pacifier
6:54is connected to a computer that records
6:56the frequency and intensity of his
6:58response. The purpose of Dr. Rusen's
7:05experiment is to see if at this early
7:07age the baby is able to distinguish
7:09between the different parts of speech.
7:13Nelson listens to a tape containing two
7:16lists of words. The first is a list of
7:22prepositions and articles, words that
7:24have no meaning on their own, such as
7:26to, in, or it.
7:31As Nelson listens, the computer records
7:33his reactions. The second is a list of
7:41content words, such as nouns and verbs,
7:47parts of speech that convey meaning.
7:53When Nelson hears content words, his
7:55level of reaction increases
7:57dramatically. This study has been
8:02repeated with babies in many different
8:04languages with the same astonishing
8:06results, that even at birth the baby is
8:08able to distinguish words that convey
8:10meaning from those that do not. The
8:23repertoire of sounds of the 3-month-old
8:25Fénix has just expanded.
8:30His larynx has finally descended, and
8:32at this age he is absorbed in a
8:34conversation with his mother. When
8:41Fénix vocalizes, his mother responds
8:43by confirming the communication, giving
8:45meaning to his expressions. Fénix and
9:05his mother do not only exchange voice
9:07or words, but also facial expressions
9:10and, above all, glances.
9:15They imitate each other's facial
9:17expressions, they exchange smiles.
9:27They imitate each other's facial
9:28expressions. They exchange smiles. The
9:41mother speaks, the baby responds, a
9:43rhythm is established.
9:50These are the basic elements of
9:52conversation, but human communication
9:54is complex, and what researchers are
9:56discovering is how early infants
9:58understand the cues for interaction.
10:08Humans communicate with much more than
10:10just words. What are the non-verbal
10:15elements that infants learn to read on
10:17another human face?
10:26To answer that question, Darwin Miwa
10:28conducted a series of four studies. For
10:35the first experiment, Rachel’s mother
10:38sits across from her daughter, talking,
10:40gesturing, and trying to get her
10:42attention. Rachel, age 5 months, seems
10:47to enjoy what she is telling her mother
10:49. Suddenly, her mother’s face freezes
10:53. Rachel smiles, makes sounds—all in
11:00an effort to try to communicate with
11:02her mother. When she sees responses,
11:08she becomes frustrated. Darwin Miwa
11:15concluded that the reason for her upset
11:17was that her mother had broken the line
11:19of communication without warning. In
11:29the second part of the experiment,
11:31Bridget, age 6 months, sits in front of
11:33a television screen and watches a
11:35projected image of her mother, who is
11:37sitting in another room.
11:43Bridlet laughs as she recognizes her
11:45mother's face and voice. Hi. Hi.
11:52Then something unexpected happens. An
11:55image of her mother is projected upside
11:57down.
12:04Bridlet stops smiling. Upside down. Mom
12:11doesn't look like Mom at all. Bridget
12:16can't interpret the inverted image as a
12:18face. The face becomes a peculiar
12:21object. No longer able to communicate
12:24with her, Bridget becomes impatient.
12:36In the third of the four parts of the
12:38study, little Rachel looks at a
12:39television monitor showing a
12:41pre-recorded image. It is a researcher
12:46with a happy face and a happy voice.
12:55Rachel is visibly delighted. But when
13:02the computer shows a sad face
13:03accompanied by a sad voice, Rachel's
13:09smile fades and she becomes a little
13:11more serious. Suddenly the situation
13:20changes. The happy face is accompanied
13:23by a sad voice.
13:31Rachel seems confused. She knows that
13:33something is not right. And when the
13:42sad face is projected with the happy
13:44voice, she reacts with the same
13:46confusion and loses interest. The
13:52researchers concluded that at a very
13:54early age, babies are well aware that
13:56emotions are expressed both by the face
13:58and the voice. They also know that the
14:03face and voice should convey the same
14:04mood.
14:12The last part of the experiment focuses
14:14on eye contact, which is essential in
14:16human communication. Babies
14:20instinctively know that eye contact is
14:22one of the ways to capture the interest
14:24of adults and maintain a relationship.
14:28Darul Miwa wanted to see how a baby
14:30reacts when eye contact is interrupted.
14:35Aston's mother continues talking
14:36without changing anything except her
14:38gaze. At first, Aston tries to regain
14:47his mother's attention, but when he
14:49can't, he gets angry.
14:58The researchers saw that something as
15:00small as the eyes play an essential
15:02role in human interaction. The human
15:23baby is born to be a citizen of the
15:25world. He has an innate, astonishing
15:32ability to learn any language on earth.
15:37But if babies are born with a knack for
15:40all languages, how do they become what
15:42researchers call specialists in a
15:43language linked to a culture? This is
15:51the question that intrigued the
15:52researchers. Six-month-old Macio sits
15:56on his mother’s lap. A researcher
15:59sits across from him and holds his
16:01attention with a colorful toy while two
16:03sounds are played on a tape. One is va
16:06and the other is da, a sound that is
16:08only used in indie and that most
16:10English speakers cannot distinguish
16:12from the English sound da. During the
16:19initial preparation period, a toy bunny
16:22in a large glass box next to Macio
16:24lights up each time the sound da is
16:26heard.
16:32When the sound va is heard, the bunny
16:35disappears and Mawu turns to the
16:36researcher. The process continues until
16:40Macio learns to associate the change
16:42from va to da with the bunny.
16:47Mau even turns his head prematurely
16:49when the researchers delay the
16:51appearance of the bunny. Matthew is now
16:58ready for the next phase of the
17:00experiment. A new tape is played, this
17:05time with two different da sounds that
17:07are only used in indie.
17:11Although they are completely different
17:13sounds, an adult who does not know
17:15indie would not be able to distinguish
17:16them.
17:20But Mau immediately turns his head
17:21towards the bunny when he hears the
17:23change from da indie to the other.
17:28Although he has never heard Indie
17:30spoken, the researchers confirm that at
17:326 months he is still the universal
17:34listener, capable of distinguishing all
17:37sounds. Enma, who is 4 months older
17:44than Macio, comes to the laboratory for
17:46the first time. After a similar
17:48preparation to Macio, he is presented
17:50with the same problem of distinguishing
17:52between the two sounds da in Indie. But
17:56at this age, Enma, whose parents only
17:58speak English, does not react when
18:00there is a change from one to the other
18:02.
18:05She is more interested in the toy that
18:07Velante has than in the bunny. This
18:10leads the researchers to the conclusion
18:12that at 10 months the baby stops being
18:14the universal listener and like the
18:15adults of the species does not
18:17distinguish the difference between the
18:19two sounds. What happens in the baby's
18:27brain between 6 and 10 months? Why does
18:32it lose its ability to distinguish
18:34sounds from another language? It’s
18:38not that the baby loses this ability,
18:40but rather that the brain sorts through
18:42the chaotic world of sounds and selects
18:44those from its own language. It begins
18:46to filter out sounds that the baby
18:48doesn’t hear in its environment. This
18:54makes the human baby unable to
18:56distinguish sounds from other languages
18:58. But what happens if the baby is
19:04exposed to a second language during
19:06this period? That’s what the
19:10researchers in Patcool’s lab were
19:12trying to find out. Children between
19:16the ages of 9 and 10 months visit the
19:18lab for a series of 12 sessions during
19:20which they will listen to games and
19:22stories in Mandarin. Although Mandarin
19:29is not her native language, Delini, 9
19:32months old, gets used to hearing it.
19:35She doesn’t miss a thing and enjoys
19:36the story that Dr. Wimy reads to her.
19:39After 12 sessions, she will be tested
19:42again to see if she has absorbed any
19:44Mandarin. Macio, 9 and a half months
19:50old, has finished the 12 sessions and
19:52returns for the test. He is wearing a
19:55cap with electrodes connected to a
19:57computer. It will record the electrical
20:02activity of his brain as he reacts to
20:04sounds. As the test begins, a
20:13researcher’s visual game captures
20:15Macio’s attention and makes him sit
20:17perfectly still. Two sounds are
20:25repeated over a speaker. They represent
20:28two different words in Mandarin Chinese
20:30. An adult who has not grown up
20:32speaking Mandarin cannot distinguish
20:34between the two sounds. But Matthew has
20:37heard Mandarin during the sensitive
20:39period, when most children’s brains
20:41begin to filter out sounds that are
20:43part of their native language. When his
20:47brain activity is replayed on the
20:49computer, the two lines on the graph
20:51clearly show that he can distinguish
20:53between the two Mandarin sounds. The
20:57results of the study suggest that a
20:59child raised with more than one
21:01language can learn the sounds of both
21:03languages, but it is the ability to
21:04reproduce the sounds that drives the
21:06next stage of the journey to speech.
21:15Knowing what sounds are possible in
21:16their language allows the baby to learn
21:19where one word begins and another ends.
21:22Page’s mother speaks to him in the
21:24same way that all mothers around the
21:26world speak to their babies. It’s
21:28what linguists call baby talk, or baby
21:30language. But whoever speaks it, it has
21:47some clear characteristics.
21:53A sing-song tone. Her voice is higher.
22:06And her sentences are reduced to short
22:08phrases. Babies respond clearly to the
22:17sound of this comforting language. As
22:22her mother exaggerates words,
22:24stretching out vowels, 5-month-old Page
22:27builds an acoustic map of her native
22:29language and repeats the words, her
22:38mother helps Page learn them,
22:44emphasizing the most important,
22:46meaningful words. What mothers do
22:51instinctively is communicate the
22:53essentials of language. And while the
22:56potential for speech is there at birth,
22:58its development depends on learning
23:00from those around her. So communication
23:05is both nature and nurture. Just as
23:11adults practice singing in the shower,
23:13babies love practicing language in the
23:15bathtub.
23:17Ela, 9 months old, babbles.
23:25At first, babies of all cultures babble
23:27the same way. Da da ba ma. Ah,
23:37but by 9 months, like Ela, her speech
23:39sounds narrow down and focus on those
23:41of her native language. She may not
23:45seem to say anything, but she's trying
23:47really hard. He is practicing the
23:52sounds of the language he hears around
23:54him.
23:56By playing with the sounds, he also
23:58listens to what she says. It is called
24:05Sound-Mouth Association.
24:12When his mother says his name, he
24:14listens to her.
24:23Suddenly he is able to reproduce the
24:25sounds and he is delighted.
24:32Imitation and repetition are the keys
24:34to learning a language. But babbling is
24:40just one of Ela's ways of expressing
24:42herself. The baby has another essential
24:45weapon that is inseparable from
24:47communication.
24:52Long before a child learns to speak, he
24:54already knows that communication is
24:56much more than sounds and words. A
25:03large part of feelings, intentions and
25:05desires can be conveyed through
25:07gestures.
25:15Some gestures are easy to understand,
25:26but there is one that is special.
25:31Pointing represents a great mental step
25:33for the baby. The child only
25:37understands what it means to point when
25:39he begins to crawl and wants to draw
25:41attention to something. By pointing,
25:46Aaron is having a conversation with his
25:48parents. Pointing is such an important
25:54gesture that it has been the subject of
25:56much research.
26:00Dr. Amanda Budwar's studies focus on
26:02what exactly a baby understands when he
26:04points. Do
26:08babies understand that there is a
26:09connection between the person pointing
26:11and the object? Eight-month-old Bob has
26:19been watching Amanda point and look at
26:21a teddy bear over and over again. When
26:24Dr. Budwar sees that Bob is getting
26:26bored, she moves on to the testing
26:28phase of her study. She changes the
26:31position of the toys.
26:38When Dr. Budwar points to the teddy
26:40bear, even in a new position, Bob shows
26:43no interest. He is tired of looking at
26:45the teddy bear.
26:54But when she points to the ball, Bob's
26:56attention returns because she is now
26:58pointing to a new object. His
27:04attentiveness suggests that he realizes
27:06that it is not the hand that matters,
27:08but the object she is pointing to.
27:13Pointing is a uniquely human
27:15communication gesture. When humans see
27:21a pointing finger, they know that they
27:23are going to see something interesting.
27:25They just have to look in the direction
27:27in which it is pointing. No other
27:32creature in nature, not even primates,
27:35understands what humans mean by
27:37pointing. They will look at the finger,
27:40but not at the thing it is pointing at.
27:43Pointing is also how humans learn the
27:45names of things, but simply pointing is
27:48enough for a baby to learn new words.
27:54That's the question Amanda Boodw set
27:56out to investigate in this experiment.
28:05They invited 13-month-old Max into the
28:08lab. Dr. Woodward and researcher Ashley
28:10Brown showed him an object with a
28:12made-up name. Both researchers looked
28:21at and pointed to the object when
28:23Ashley said the name.
28:29Max was then asked to pick up the
28:31object. He quickly learned the name of
28:37a new object.
28:40Max was then shown another object. This
28:44time Amanda Boodward continued to look
28:46and point at the object, but Ashley,
28:51who was naming it, looked in another
28:53direction.
28:57Max was asked where to focus his
28:58attention. Under these conditions, Max
29:09would never understand what the word
29:11Dax was referring to.
29:15Research clearly shows that in order to
29:17learn new words, babies must be guided
29:19by the pointing finger and the eyes of
29:21the person speaking. For deaf people,
29:27pointing is closely linked to
29:29communication. Kesia, 10 months old,
29:32and Erika, 20, are friends. Both are
29:36daughters of deaf parents whose only
29:37means of communication is sign language
29:39. Kessia’s mother points to an apple
29:47and teaches her the sign for it. Like
29:54all talking parents, she emphasizes
29:56important words like names and repeats
29:58them over and over. Although Erika has
30:04fewer than 100 words in her spoken
30:06language, she has a large gestural
30:08vocabulary. Signing is easier than
30:12articulating words. Controlling the
30:16hands is less complicated than
30:17coordinating the tongue, lips, and jaw.
30:20In fact, the brain centers that control
30:23physical movements develop before the
30:25speech centers. When Erika sees a dog
30:30approaching, she starts patting her
30:32thigh. This is the sign for dog. She
30:35keeps repeating the sign with
30:36excitement. Even Kesia, who is only 10
30:41months old, can learn. This suggests
30:47that imitation plays a very important
30:49role in learning a language. By the
30:57time little ones are almost a year old,
30:59they have learned to interpret facial
31:01expressions and gestures. All in an
31:04attempt to maintain communication
31:05channels. But it is said that for
31:12babies, the main driver of learning is
31:14imitation. As if Emily, 10 months old,
31:19wouldn't know what to do with the phone
31:21. This need to imitate is key to
31:25learning a language. Even before
31:28learning to say a word, they imitate
31:30the sounds of the language they hear in
31:32their environment.
31:42Dr. Andrew Melsov tries to explain how
31:44babies learn to communicate. Emma, 18
31:50months old, watches Dr. Melsov play
31:53with a series of objects. He in turn
31:56watches what Emma does with them. Emma
32:00imitates the action
32:11for this study. Dr. Melsov has
32:13purposely chosen things that Emma has
32:15never seen before, things that are not
32:18so easy to make work. Although the
32:25objects are increasingly strange, Emma
32:27imitates the actions in detail.
32:40Dr. Melsov believes that imitation is
32:42the first way of communicating between
32:45adults and children. Parents often
32:50think that their child has understood
32:52something when they imitate it.
33:01Not only does he understand what to do
33:03with the objects, he also understands
33:05the rules of the game. They take turns.
33:10The exchange that is the essence of all
33:11conversation. Dr. Melsov shows Emma the
33:20orange box again.
33:23This time he doesn't let her try and
33:25asks her to leave.
33:27He wants to see if she will remember
33:29the lesson.
33:34An hour later, Emma returns. The power
33:52of imitation is incredible.
34:05Imitation and turn-taking are the
34:07foundations of imitation. But there are
34:10more subtle aspects to it as well.
34:17How does a baby understand when other
34:19people have something to say to her?
34:27What signals does a baby learn to
34:29interpret as communication? To study
34:34this question, Susan Johnson designed
34:35an experiment to discover the sights
34:37that infants seek.
34:44Jina, 14 months old, sits on her
34:46mother's lap. She watches intently as
34:55the researcher communicates with a
34:56green puppet.
35:02The interaction follows the same
35:03pattern as a conversation. The
35:06researcher speaks and the puppet makes
35:08a sound as if in response.
35:15After all, communication works in two
35:17directions. Jina follows the exchange
35:23between researcher and puppet,
35:25anticipating what each will say.
35:33Then the researcher leaves. Jina is
35:36left with the strange character. After
35:42an awkward silence, Gina initiates an
35:44interaction. The puppet responds. A
35:51conversation develops.
35:59Jina babbles and the puppet waits for
36:01the right moment and imitates the
36:02rhythm of what the child has said. Jina
36:07has never seen this puppet before. How
36:10does she know that it is something she
36:12can communicate with? Susan Johnson
36:17believes it is because from a very
36:18young age, children recognize the give
36:20and take of a conversation, the
36:22underlying structure of communication.
36:36After a year, the baby begins the
36:38exciting step from simply articulating
36:40sounds to pronouncing whole words. In
36:46the first 18 months, the child has a
36:48working vocabulary of between 50 and
36:50100 words, but understands much more
36:52than he can say.
37:02They can respond to questions and
37:03follow simple instructions. Almost 70%
37:09of their first words are names, names
37:11of things they know from their daily
37:13lives or things that are truly
37:15unforgettable. Food and body parts take
37:27the cake. What is he doing there?
37:45That's brushing. But there are several
38:00terms in a baby’s vocabulary that are
38:02nearly universal by this age.
38:16Gone. And gone. There’s an equivalent
38:21in every known language. Some express
38:29concern.
38:41And others are saved for disaster. At
38:56this stage of development, a baby’s
38:58brain is busy associating sounds with
39:00words and then with meanings, trying to
39:02understand language. But between 18
39:07months and 2 years, a mysterious
39:09language event occurs that catapults a
39:11baby from the infant phase into
39:12toddlerhood. Researchers still can’t
39:22explain a phenomenon that usually
39:24occurs starting in the first year and a
39:26half of life, when babies suddenly take
39:27control of the world of words. The
39:35sounds they’ve been practicing and
39:36the meanings they’ve attributed to
39:38them seem to connect. They suddenly
39:42grasp the idea that everything has a
39:44name. A new phrase enters their
39:49vocabulary. What is that? It’s
39:52a huge mental leap. The phenomenon is
39:55called the language explosion.
40:01What does a baby look for to speed up
40:02the learning of new words? To find out,
40:16Susan Jones and her colleagues
40:18conducted a special study.
40:25Maya is 17 months old and just starting
40:27to walk. She is in the early stages of
40:30learning language and her vocabulary is
40:32about 50 words. This is the first of
40:38eight weekly sessions with a researcher
40:39. They
40:49show her a series of objects that they
40:51have given made-up names. They have the
41:06same shape, but the materials and
41:07colors are different.
41:16By participating in these sessions,
41:18Maya learns to pay special attention to
41:20shape. The researchers wanted to see if
41:26shape helps her learn new words. Malory
41:40is almost two years old, has completed
41:42the eight weekly sessions and is now
41:45back for testing. They
41:49show her an object and tell her it is
41:51called a wak. They then show her
41:55several objects that have similar
41:57features, but only one has the same
41:59shape.
42:03When they ask her to find another wag,
42:05Malory identifies it by its shape
42:07rather than any other feature. The
42:15researchers stated that shape is
42:16crucial for learning the names of
42:18things. In fact, these studies showed
42:23that the vocabulary of children who
42:25were trained to pay special attention
42:27to shape was up to three times larger
42:29than that of other children.
42:40During the language explosion, children
42:42move into the next phase of language
42:44development. They move from single
42:47words to mini-sentences of two words.
42:57Pronunciation is still far from perfect
43:00and often requires someone close to
43:02translate. Come on.
43:23It’s an exciting time. New
43:26perspectives open up, their play
43:28changes dramatically. Adults often see
43:37themselves reflected in their actions
43:39and words. Yummy.
43:52Imagination blossoms in an amazing way
43:55when language is introduced into play.
43:59It takes a lot of effort, but it’s
44:01worth it in the end. Delicious.
44:19The human animal is the only one with
44:21the gift of speech. When children begin
44:28to talk, their inner world becomes
44:30visible. How they reason, solve
44:34problems and plan actions is reflected
44:36in the way they put words together to
44:38express increasingly complex thoughts.
44:49The day ends and Miranda gets ready for
44:51bed.
44:56At 22 months old, she is in the midst
44:58of her language explosion. This is a
45:02time when a human baby learns a minimum
45:04of one new word every 90 minutes.
45:11By the time they are two years old,
45:13they are using around 300 words. and
45:15understand about 1,000.
45:24These early years are the critical time
45:26for learning a language, and early
45:28interaction with parents lays the
45:30foundation for their communication
45:31skills. Like other babies, Miranda has
45:43learned to speak by listening to and
45:45imitating the adults around her. The
45:58games and songs of childhood are very
46:00important in this process. Bedtime is a
46:13time for quiet and alone time. Miranda
46:19takes advantage of the moments before
46:21falling asleep to practice what she has
46:22learned during the day. She
46:31must process a flood of new words and
46:33new concepts.
46:48Her baby days are over. She is now on
46:50the threshold of toddlerhood. In less
46:58than two years, Miranda has done an
47:00incredible amount of work. She has gone
47:07from making sounds to babbling
47:09syllables and finally articulating
47:11words. She
47:15is learning that language can be played
47:17with and words can be put together in
47:19unexpected ways that allow us to think
47:20of new ideas. Language is a fundamental
47:29part of being human. It allows us to
47:33express feelings, remember the past and
47:35imagine the future.
47:45For the baby, a new way of relating to
47:47the world is about to open up,
47:48something he can't even imagine.

About this transcript

This page contains the full transcript of ADQUISICIÓN Y DESARROLLO DEL LENGUAJE EN LA INFANCIA by Fonoaudiólogo Francisco Albarracín , generated from the public captions YouTube serves with the video. The transcript has 4,377 words across 718 segments, with the original timestamps preserved so you can click any line to jump to that moment in the embedded player.

What you can do with it

Use the transcript to take notes, quote the speaker, build a study guide, generate a summary with ChatGPT or Claude via the YouTube Summary tool, or export it as a timed subtitle file with YouTube to SRT. You can also re-open it in the transcriber to choose a caption track available on the video.

Free YouTube transcript tool

YouTube2Text is a free YouTube transcript generator — no signup, no daily limit. Paste any YouTube link and get the full transcript instantly, with timestamps, click-to-jump, caption language selection, AI prompts for ChatGPT, Claude, and Gemini, and exports to TXT, SRT, VTT, or Markdown.