Sejak dalam kandungan, manusia tela

Sejak dalam kandungan, manusia telah terpajani bunyi bahasa. Janin merespon bunyi
melalui perubahan detak jantung, serta lebih tanggap terhadap suara ibunya. Setelah lahir,
orok mampu mengenal kembali bahasa (Inggris misalnya) yang diperdengarkan ibunya saat
dalam kandungan, dan memberi respon negatif terhadap bahasa yang tidak dikenalnya.
Anak tuli lahir, mengalami gangguan pendengaran, lumpuh karena lesi otak
menunjukkan perbedaan komprehensi. Anak mungkin memahami ujaran tanpa mampu
memproduksi dengan baik karena adanya gangguan pada pendengarannya. Meski demikian,
mereka dapat diajari membaca.
Pada anak-anak normal, komprehensi bahasa terus berkembang dan mendasari
proses produksinya. Meski demikian, perkataan anak tidak otomatis dijadikan ukuran jika
tidak didukung konteks yang tepat, karena diduga anak belum memahami makna ujarannya
sendiri. Komprehensi dan produksi adalah dua hal yang tidak dapat dipisahkan.
Anak memahami ujaran sejak usia 6 bulan. Mereka juga mampu memahami kata,
frase, dan kalimat yang ditulis sebelum mampu mengatakannya. Ini berarti, komprehensi
berkembang lebih dahulu sebelum produksi. Sayangnya, studi tentang komprehensi sangat
jarang, karena tes komprehensi sulit dilakukan (tidak dapat diobservasi langsung).
Kalau komprehensi mempengaruhi dan mendasari proses berbicara, maka berpikir
merupakan dasar dari pemahaman. Berpikir dilakukan terutama dalam proses menarik
makna dari kata dan struktur yang dipajankan.
Perkembangan bahasa anak, pada masa awal, dipengaruhi pajanan orang tua yang
disebut parentis (ringkas, simpel, katanya pendek dan sederhana, jelas dan lambat dalam
nada, tekanan, dan intonasi), dan tuturan bayi yang dipajani parentis disebut (baby talk).
Keduanya adalah fenomena universal dan memiliki kaidah yang terprediksi.
Anak kadang belajar bahasa dengan meniru, tetapi meniru mungkin berkualitas
membeo (tanpa komprehensi). Anak juga melakukan strategi “coba-ralat” saat
mengkonstruksi kaidah. Kesalahan seringkali terjadi, tetapi koreksi langsung (pembetulan
bentuk) dan tak langsung (pemberitahuan kaidah) dari orang tua sering sia-sia.
Anak memperolah kata-kata konkret sebelum kata-kata abstrak. Hal ini terjadi karena
anak harus mengaitkan bentuk dan referen, guna mengkonstruksi makna. Kata konkret
dimanfaatkan untuk mengkonstruksi makna kata abstrak.
Dalam proses belajar bahasa, anak memanfaatkan memori asosiatif (untuk
mengaitkan bentuk dan objek) dan episodik (mengaitkan situasi dan peristiwa dengan kata,
frase, dan kalimat). Anak juga memanfaatkan logika induktif dan deduktif guna
memformasikan kaidah dan strategi berbicara. Logika induktif digunakan untuk mempelajari
bentuk, makna, dan kaidah morfem-morfem, sedang logika deduktif digunakan untuk
menunjukkan konsep, argumentasi, menjabarkan premis dan menarik konklusi. Pernyataan
Piaget mengenai logika deduktif pada anak perlu dikaji ulang dengan ditemukannya buktibukti
baru.

Hasil (Inggris) 1:

Since in the womb, humans have terpajani the sound of the language. Fetuses respond to soundsthrough changes in heart rate, as well as more responsive to the voice of his mother. After birth,Rattlesnake is able to know the return language (e.g. United Kingdom) who played his mother whenin the womb, and gave a negative response against an unfamiliar language.Children born deaf, suffered hearing loss, paralysis due to brain lesionsshows the difference in comprehension. The child may understand speech without being able toproduces well due to disorders of the hearing. Nevertheless,they can be taught to read.In children, normal comprehension of the language continues to evolve and underlyingthe production process. However, the word is not automatically made the size ifthe right context is not supported, because the alleged children have yet to understand the meaning of ujarannyaon its own. Comprehension and production are the two things that can not be separated.Children understand the speech since the age of 6 months. They are also able to understand the words,phrases, and sentences are written before being able to say it. This means, comprehensiondeveloped first before production. Unfortunately, the study of comprehension is veryrarely, because of difficult comprehension test (can not be observed directly).If the underlying process and affect the comprehension of speech, then thinkis the basis of understanding. Thinking is done mainly in the process of pullingthe meaning of words and the structure of an organism.Children's language development, early exposure, affected older people whocalled parentis (concise, simple, short and simple, she said, clearly and slowly inthe tone, the pressure, and intonation), and speech is a baby dipajani parentis called (baby talk).Both phenomena are universal and have predictable rules.Sometimes children learn a language by imitating, but quality may mimicmembeo (without comprehension). Children also did the strategy of "try-erratum" momentconstruct rule. Errors often occur, but direct correction (correctionform) and indirect notification (rule) of the parents are often futile.The child received the words concrete before abstract words. This happens becausethe child must associate the shape and the referring, to construct meaning. Concrete wordsutilized to construct the meaning of the word abstract.In the process of learning a language, the child harness the associative memory (forassociate shapes and objects) and episodic (hooking situation and events with the word,the phrase, and sentence). Children also utilize deductive and inductive logic tomemformasikan rules and strategy talks. Inductive Logic is used to studyform, meaning, and rules the morpheme morpheme-deductive logic, is being used toshow concept, argument, lays out the premise and exciting conclusion. StatementPiaget deductive logic regarding the child needs to be re-examined with the discovery buktibuktirecently.

Hasil (Inggris) 2:

In the womb, humans have terpajani sounds. The fetus responds to sound
through a change in heart rate, as well as more responsive to the voice of his mother. After birth,
the infant is able to recognize back in languages (English for example) who played her mother
in the womb, and gave a negative response to an unfamiliar language.
Child born deaf, hard of hearing, paralyzed by a brain lesion
showed differences in comprehension. The child may understand speech without being able
to produce well because of their interference with the hearing. However,
they can be taught to read.
In normal children, language comprehension continues to evolve and the underlying
production process. However, the words of the child is not automatically used as standard if
not supported the right context, because of suspected child may not understand the meaning ujarannya
own. Comprehension and production are two things that can not be separated.
Kids understand speech since the age of 6 months. They are also able to understand words,
phrases, and sentences were written before were able to say. This means, comprehension
develops first before production. Unfortunately, the study of comprehension is very
rare, because the test comprehension difficult (can not be observed directly).
If comprehension influence and underlie the process of talking, you think
is the basis of understanding. Thinking is done mainly in the process of appealing
the meaning of words and the structure is exposed.
Language development of children, in the early days, influenced by exposure to parents who
called parentis (quick, simple, he was short and simple, clear and slow in
tone, stress, and intonation), and speech called parentis dipajani baby (baby talk).
Both are a universal phenomenon and have predictable rules.
Kids sometimes learn by imitating, but the quality may mimic
parrot (without comprehension). Children are also pursuing a strategy of "try-corrected" when
constructing rules. Errors often occur, but the immediate correction (correction of
the form) and indirect (notification rules) of parents are often futile.
Kids obtain concrete words before the words abstract. This happens because
the child must associate the shape and referents, in order to construct meaning. Said concrete
used to construct the meaning of abstract words.
In the process of learning the language, children take advantage of associative memory (to
associate the shapes and objects) and episodic (hooking situations and events with words,
phrases, and sentences). Children also take advantage of inductive and deductive logic to
memformasikan rules and strategy to speak. Inductive logic used to study
the shape, meaning and rules of morphemes, deductive logic is being used to
demonstrate concepts, arguments, lays out the premise and draw conclusions. Statement
Piaget on deductive logic in children need to be re-examined by the discovery of evidences
new.