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By 1 year, single words are spoken, usually to name significant people in their world

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The process of growth and change in intellectual and mental abilities that allow us to understand the world, such as knowing, thinking, reasoning, and remembering (knowledge of the subject matter)

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By 10 months, infants can follow simple directions complying with directions like “come here.”

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First 4-6 months, infants display an understanding of what is spoken to them by turning when their name is called

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Attention maintenance is a form of self-regulation of cognition development.  It is the infant’s ability to exercise control over their own attention span or concentration.  It helps infants gather information, to sustain learning experiences, to observe and problem solve, and to figure out what they find interesting when in the presence of distractions.

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Everyday experiences provide opportunities for the infant to learn about cause and effect.  For example, crying and then being picked up, or dropping a toy and then someone picks it up. This helps infants learn and have a better understanding of the properties of the objects they play with, and also the patterns of human behavior, and the relationship between events and the consequences. They build the ability to solve problems, make predictions, and understand the impact of their behavior on others.

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The capacity to remember allows infants to differentiate between familiar and unfamiliar people and objects, and to anticipate and participate in parts of language learning, personal care routines, and the rules of social interaction.  As infants get older they are able to retain information for longer periods of time.

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FIRST WORDS: Emergence of Naming (10-13m)

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FIRST WORDS: Emergence of Naming (10-13m)

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-Single-word comprehension
-Single-word production
-Individual differences in single-word use
-Gestures that function as words
-Attention directed with object names
-13 months; receptive vocabulary (17-97 words); as speech production increases, gestures increase

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-Development of sound (perception and production)
-Development of gestures
-Concomitant changes in nonlinguistic development
-Rapid development of sound perceptions; distinguish phonological contrasts in human speech
-Speech production rooted in cry and vegetative noises
-Play with speech sounds, including reciprocal speech sounds after 3 months
-6 months to 10 months; consonant and consonant-vowel imitations are evident in babbling