Late-talking kid part 3: gestalt language learning

post by Steven Byrnes (steve2152) · 2023-10-17T02:00:05.182Z · LW · GW · 5 comments

Contents

  UPDATE JUNE 2024 on articulation / pronunciation:
None
5 comments

Previously in the series: Late-talking kids and “Einstein syndrome” (2021) [LW · GW] and More notes from raising a late-talking kid (2022) [LW · GW]

In the world of childhood speech pathology, “gestalt language acquisition” seems to be a surprisingly obscure concept. I had read three books on late-talking kids, and my late-talking kid had spent time with three different speech-language pathologists, and none of them ever mentioned it. Then my kid met his fourth speech-language pathologist, who brought it up immediately. When I asked her, she commented that “gestalt language acquisition” was never mentioned in her whole graduate education—but happily, she had come across it later!

Anyway, as soon as I started reading about gestalt language development, it was uncanny—it matched my kid’s pattern of language learning in remarkable detail.

The most salient feature of a gestalt language learner is the use of “gestalts”, also called “scripting” or “delayed echolalia”. A gestalt is a surprisingly long string of speech that a kid heard somewhere and then repeats verbatim. A gestalt has a particular meaning to the child, just as a word does, and the kid will say the gestalt in consistent contexts that are appropriate to its “meaning”. However, when I say “meaning”, I mean the meaning of the gestalt to the child, which does not necessarily match what that same phrase would mean to an adult.

(Gestalts a.k.a. delayed echolalia is different from true echolalia, which [if I understand correctly] is where a child will immediately exactly repeat things they hear.)

As an example of a gestalt, my own kid went through a phase in which he would say “I see a stop sign” whenever he saw a stop sign, or any other street sign. But he never said “stop sign” by itself, nor “I see” by itself, etc.—only the whole sentence. There were many examples like that. He would also say individual words at this stage, but he wouldn’t (and still mostly doesn’t) flexibly string together multiple words into even very short phrases.

Now he’s a bit older (4½). He still uses big gestalts sometimes, but he seems to be mainly in stage 2 of the diagram pictured above, where he is mixing and matching somewhat smaller chunks of speech, with steadily (albeit slowly) increasing flexibility.

Other telltale signs a gestalt language learner: “Gestalts” are just one of several things—see top image above for more, or search the internet for even more besides. “Rich intonation” was another one that really jumped out at me when I was first reading about this. Especially early on, my kid would recite gestalts with highly exaggerated, “sing-songy”, intonation. It was very cute.

Is there a spectrum from analytic to gestalt language learners? The sources I’ve seen online mostly say yes. I have no reason to doubt them. But I’ve only had two kids, and they were situated perfectly at each of the two extremes.

Connection to autism: As far as I can tell, gestalt language acquisition is pretty common among autistic kids. But it’s not exclusive to autistic kids; in particular, my own gestalt-language-learner kid is not autistic. (But see my previous [LW · GW] posts [LW · GW] for more on the raging controversies swirling around late-talking kids and autism diagnoses.)

Practical consequences: OK, my kid is a gestalt language learner. So what? Well, it does apparently have some impact on what specific strategies we should use as parents to help him learn language faster. Our speech-language pathologist had some tips to that effect. We’re trying to follow those tips, but honestly they seem pretty minor. A bigger thing was a sense of relief in learning that we’re in good company, and getting a better idea about where he’s at and what to expect going forward.

For more resources and discussion, just search the internet; there are a lot of good resources, and I’m not remotely an expert. (In addition to “gestalt language”, you can also try the search keywords “scripting” and “delayed echolalia”.)

UPDATE JUNE 2024 on articulation / pronunciation:

At least for my kid (and I think more broadly), gestalt language learning went along with truly atrocious articulation / pronunciation. Well into age 5, his words were almost incomprehensible except by close family and teachers helped by abundant experience and context.

No idea why it took me so long to realize this, but the connection between articulation and gestalt language learning is really obvious and natural, I think: If a kid can’t optimize sentences by swapping out words, then they probably likewise can’t optimize words by swapping out phonemes! Seems like two effects of the same underlying cause, whatever it is.

Anyway, about six months after my kid started making good progress splitting gestalts into smaller chunks, I notice that he is finally paying attention to his pronunciation of words, and trying to insert missing sounds. Yay!

Relatedly, our speech-language pathologist says that best practices for speech therapy with gestalt language kids is to ignore articulation / pronunciation altogether until the kid reaches later stages of gestalt language development. She was saying that if you try an articulation exercise too early, for example, that exercise can just become its own new gestalt. Her concrete suggestion was: if we notice that our kid has split off an individual word, and he’s using that word flexibly, then maybe we can try drawing attention to that word’s pronunciation.

5 comments

Comments sorted by top scores.