In this episode of Beyond Words, host Garrett Oyama, MS, CCC-SLP, is joined by Dr. Michael C. Frank, PhD, a developmental psychologist from Stanford University, for an engaging look at the science behind how children learn language.
Together, they explore how early word learning shapes more than just vocabulary. From concept formation to social cognition, we look at how these first steps in language set the stage for communication, connection, and cognitive development—insights that carry powerful implications for speech-language therapy.
Dr. Frank also shares his work on open-access resources like Wordbank and the MacArthur-Bates Communicative Development Inventories (CDIs), which offer clinicians a global view of early language development and practical benchmarks to support clinical decision-making.
Finally, the conversation unpacks the Rational Speech Act (RSA) model, a framework that explains how children use intention and context to interpret language. This model offers a compelling way to scaffold semantics and pragmatics in therapy, making language learning more intuitive and meaningful for young clients.
Together, they explore how early word learning shapes more than just vocabulary. From concept formation to social cognition, we look at how these first steps in language set the stage for communication, connection, and cognitive development—insights that carry powerful implications for speech-language therapy.
Dr. Frank also shares his work on open-access resources like Wordbank and the MacArthur-Bates Communicative Development Inventories (CDIs), which offer clinicians a global view of early language development and practical benchmarks to support clinical decision-making.
Finally, the conversation unpacks the Rational Speech Act (RSA) model, a framework that explains how children use intention and context to interpret language. This model offers a compelling way to scaffold semantics and pragmatics in therapy, making language learning more intuitive and meaningful for young clients.
