The Intentionality Model and Language Acquisition: Engagement, Effort and the Essential Tension in Development

Results of lag sequential analyses are reported to show how different behaviors--words, sentences, emotional expressions, conversational interactions, and construction thematic relations between objects in play--converged, both in the stream of children's actions in everyday events, in real time, an in developmental time between the emergence of words at about 13 months and the transition to simple sentences at about 2 years of age.

The conclusions show that performance counts for explaining language acquisition; language is not acquired independently but in relation to other behaviors; acquiring language is not easy and requires the work of behavioral coordination.