Anthropological Analysis

In humans, language has both the protracted and early development. After birth, children develop complex capabilities ands start to learn languages in their native land. Dehaene-Lambertz, Dehaene & Hertz-Pannier says that such early capabilities in children rely mainly on a set of perisylvian brain regions, which is close to what is described in adults. The main rules of verbal communication in humans are developed within the first three years of life, but children continue to improve their expertise until adulthood improving their syntactic skills (Monzalvo and Ghislaine 356). After comparing the neural bases of spoken language between the literate and illiterate adults, it is revealed that there are higher activations in the left parieto-temporal region. Similarly, normal children also have larger activations in the left posterior temporal region than impaired children.

Readers develop good Metaphonological capabilities and short-term verbal memory than the illiterate.  A reader’s perception is influenced by orthography and they retain the meaning of new words when such words are exposed to their orthography. As in older ages, listening to native language speech activates similar regions in children. A core of religions in the left Sylvian fissure is what human language relies on. Studies have uncovered striking similarities between adults and children. The success of a cultural object lies in its effectiveness in mounting and increasing neural possibilities within the structure of pre-existing constraints. As often emphasized, the effect of reading on speech perception is to improve the retrieval and coding of the speech sublexical units (Monzalvo and Ghislaine 364). Reading thus has a larger effect on sentence comprehension and sublexical during the first years in school. Such a fact should be taken into account when comparing impaired and non-impaired children.

This article applies to linguistic anthropology because it explains how the language develops in the brain from childhood to adulthood. It shows how children capture languages and stores it in their brains especially native languages. It explains how children develop capabilities in capturing and understanding languages through reading and speaking. Such capabilities and capacities change the social life of children. After they learn a language, children can interact better with adults as opposed to when they cannot speak or write. The mastery of language greatly influences the way humans interact with each other considering that there are many native languages, but humans always find a way to communicate. The mastery of language by children through reading makes them fit more in the societies

The knowledge gained about the evolutionary theory is the evolution of language from childhood to adulthood. The major rules of communication using languages are developed in the children in the first three years. However, as they grow, children continue to develop their expertise in the mastery of language. Again, language itself evolves with time, and the human brain can capture any changes in language and adjust accordingly. A child evolves in terms of language from childhood to adulthood. The brain region involved with capturing and later retrieval of language develops capabilities as a child grows and learns. However, it is good to note that if a child has not developed the capacity to comprehend the language, evolving to learn more complex aspects of the language becomes difficult. Such a child has difficulties interacting with others in the social life. As the human brain evolves from childhood to adulthood, so does the language comprehension evolve.


Work cited

Monzalvo, Karla, and Ghislaine Dehaene-Lambertz. “How reading acquisition changes children’s spoken language network.” Brain and language 127.3 (2013): 356-365.

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