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A child exposed to only English will not acquire a language that he or she has never heard. Therefore, research on motherese shows the power of interactional patterns that shape the behavior of children and their caregivers. Children are likely to imitate their caregiver's expanded and grammatically more correct utterances or corrections. Parents often and regularly correct children's grammatical mistakes, whether in the form of expanded utterances or not. Parents expand a child's ungrammatical utterance to include the missing grammatical features. Corrective feedback for unacceptable verbal behaviors is also more common than linguists believe. Reinforcement for acceptable verbal behaviors in children is common and sufficient to sustain and increase those behaviors. Psycholinguists generally assume that parents and other caregivers do not reinforce correct verbal behavior or give corrective feedback for incorrect verbal behaviors of children. Consequently, children also begin to produce more complex verbal responses, which are often mistakenly attributed to unfolding developmental stages. As children master the simpler language addressed to them, the mother's speech changes to teach more complex verbal skills. Because of its distinct characteristics, the speech addressed to young children is called motherese. It has been shown that mothers and other caregivers speak differently when they are addressing younger children than they do when they are addressing older children or adults. One of the commonly used methods of teaching articulation and language skills to children with communication disorders is to model the correct responses and reinforce the child's correct productions. Behavioral scientists and speech-language pathologists have demonstrated that in either experiments of clinical treatment sessions, all forms of verbal behaviors can be increased or decreased experimentally. Another child hearing such compound words as 'schoolyard' or 'backbone' may understand the meaning by identifying the two separate words forming the compound. Behavioral scientists believe that verbal behavior is learned behavior, and therefore, the events in the child's environment are more important than in hypothesized mechanisms. Behavioral scientists assert that just because a child speaks in grammatically correct sentences, it does not follow that the child knows the rules of grammar. There is no evidence to assume that the knowledge is naturally 'given' as an innate mechanism. Furthermore, they find it incredible that the child has knowledge of the rules of the universal grammar when neither the child nor the average adult can describe that knowledge. Behavioral scientists suggest that learning, not an innate mechanism, plays a major role in gaining mastery over verbal behavior. Most of these causes involve damage to the brain, especially the left hemisphere, which is most responsible for language functions in a majority of people. Other studies have reported that children from lower classes make more errors of articulation than those in the upper classes. Generally, the grammatical morphemes learned earlier are grammatically and semantically simpler than are those learned later. There is some evidence that firstborn and only children have better articulation skills than do children who have older siblings. There is some evidence that female children generally have slightly superior articulatory skills than do male children. The language of children in the higher grades tends to contain more uncommon sentence types than the language of children in the lower grades. The language of children in the higher grades tends to contain more uncommon sentence types than the language of children does in the lower grades.
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