When children use memorised phrases, and information on gestalt language processing

In this advice, we will use the term ‘memorised phrases’ to describe phrases that children have learned as a whole chunk – rather than phrases that they make themselves by combining single words. Here are some other terms you may hear that have a similar meaning to ‘memorised phrases’:

‘learned phrases’, ‘scripts’, ‘gestalts’, ‘echolalia’.

The early stages of language development typically involve children saying mainly single words, such as ‘more’ or ‘apple’. They then combine these single words together to make two-word phrases such as ‘more apple’. Their phrases steadily get longer as their language develops.

However, young children often use some memorised phrases as well as single words. For example, they may repeat back a phrase that they hear family members saying often, such as ‘see you later’, ‘all gone’, or ‘let’s go’.

Learning to communicate by first using and understanding mainly single words is a typical pattern of how children learn to talk and understand words. However, there is variation and difference between individual children. One of these differences can be how often a child communicates using memorised phrases and the type of memorised phrases they say.

  • The child may use memorised phrases more often than other children their age.
  • The child may use phrases they hear online, in books, in songs or on television. For example, ‘Let’s jump in muddy puddles’ or ‘I’m Thomas, I run this branch line’.
  • The child may repeat back phrases or questions you say to them. For example, if you ask, ‘What animal is that?’, they might repeat, ‘What animal is that?’.
  • The child may repeat back a phrase immediately after they hear it, or hours, days or weeks later – and it may not be obvious to other people how the phrase relates to the situation the child is in.
  • The child may say a memorised phrase with the same accent or the same intonation (how voices go ‘up and down’) as the original phrase. · The child may say memorised phrases, but rarely use single words, or rarely combine words together to make their own phrases. For example, the child might say, ‘The blue car goes beep’ but they don’t say the words ‘car’ or ‘blue’ at other times or to make their own phrases.
  • The child may repeat memorised phrases using intonation and babbling rather than whole words.
  • If the child uses alternative forms of communication – such as signing – you may notice that they often use memorised sequences of signs or symbols to communicate.

Some of the reasons a child may use memorised phrases can include:

  • It may help them to learn new words, sounds, grammar, or social skills – such as taking turns in conversations.
  • It may give them extra time to process and think about what they have heard.
  • They might repeat a phrase they have heard during an exciting or meaningful experience when they think about that experience again, or want it to happen again. For example, a child might say the phrase, ‘pop the big one’ if they heard that phrase while playing bubbles with you before, and they want to play with bubbles again.
  • It may help them to reassure or calm themselves – for example, they may repeat, ‘Mummy’s coming back, Mummy’s coming back’ when they spend time at nursery.
  • They may enjoy noticing and exploring the sounds of the phrase, or how the words feel in their mouth.

We do not yet fully understand why some children use lots of memorised phrases while others do not. We do know that using memorised phrases is more common in children who are neurodivergent, for example autistic children.

The word ‘gestalt’ (usually pronounced ‘guh- shtalt’) comes from German. ‘Gestalts’ can mean whole memorised phrases.

There is a theory that suggests that children learn to communicate in one of two ways. One group of children learn to communicate by understanding and using single words (analytic language processors). The other group of children learn to communicate by understanding and using ‘gestalts’ (gestalt language processors). These terms are descriptions, not diagnoses.

Some professionals believe that children with different language learning styles (analytic or gestalt) need different support. However, other professionals disagree with this theory and don’t think we can describe the way children communicate in this way. There isn’t enough research evidence that supports this theory yet. We will continue to look at any new research and keep this factsheet updated.

What support is helpful?

Many of the communication supportive strategies we recommend on our website and in our advice to educators are helpful for all children. The following strategies may be a good starting point if using memorised phrases is key part of how a child communicates:

For example, where is the phrase from? How might the child have felt when they heard this phrase? Are there any toys or activities they might think relate to this phrase? Talk to the child’s family to hear their ideas about what the phrase could mean.

When they try to communicate with memorised phrases, respond with a smile, by saying ‘yes’ or ‘ok’, or by repeating back what they say.

Join in with the child when they play. For example, if the child is driving cars around the walls – you could do the same with your cars. Following the child’s lead can help you notice when they are ready to hear a new word or phrase, and when they are busy playing and don’t want to be interrupted! If the child turns towards you, points, or shows you something – say the word or phrase you think they need. For example, if the child shows you their car going backwards, you could say ‘Beep beep – we’re reversing’.

For example, if you are playing with trains you could say ‘choo choo’, ‘all aboard!’, or ‘clickety clack, clickety clack’.

Say the words and phrases you think the child might say if they could, or phrase that would be useful for their daily lives and play. Make your voice sound as interesting as possible. For example, ‘Oh no, it’s all gone!’ or ‘WowWee, this is fun!’.

For example, if your child says ‘Get ready everybody!’, you could say ‘Get ready everybody… it’s time for nursery!’.

For example, if the child uses a voice-output device with symbols, include some symbols that represent phrases that would be useful or motivating for the child.

See our other advice pages for more ways to support children’s communication skills:

I have some concerns about a child’s language development, what should I do?

For a quick check of a child’s skills, you can use our progress checker. Our progress checker is based on what we know about how most babies and children develop skills. Choose the age of the child and then answer the questions. At the end, we will direct you to some helpful advice and resources.