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Related Concept Videos

Case Studies01:22

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
Confirmation Biases01:31

Confirmation Biases

The confirmation bias is the tendency to focus on information that confirms our existing beliefs and ignore information that is inconsistent with our expectations. For example, if you think that your professor is not very nice, you notice all of the instances of rude behavior exhibited by the professor while ignoring the countless pleasant interactions he is involved in on a daily basis. Have you ever fallen prey to the confirmation bias, either as the source or target of such bias?
Criticisms of the Evolutionary Perspective01:23

Criticisms of the Evolutionary Perspective

In a study where individuals posing as strangers offered compliments and proposed casual sex to students, the responses differed significantly based on gender. Not a single woman accepted the proposal, while 70% of the men agreed. This outcome provides a useful scenario to explore through the lens of evolutionary psychology and social learning theory, highlighting the diverse perspectives on human sexual behaviors.
Evolutionary psychology provides one explanation for these findings, suggesting...
Criteria for Causality: Bradford Hill Criteria - II01:28

Criteria for Causality: Bradford Hill Criteria - II

The Bradford Hill criteria serve as guidelines for establishing causative links in epidemiological research. Beyond Strength, Consistency, Specificity, and Temporality, key criteria also include Biological Gradient, Plausibility, Coherence, Experiment, and Analogy. These principles assist scientists in assessing the likelihood of causation in complex biological contexts. Below is a summary of these concepts:
Criteria for Causality: Bradford Hill Criteria - I01:30

Criteria for Causality: Bradford Hill Criteria - I

The Bradford Hill criteria are a group of principles that provide a framework to determine a causal relationship between a specific factor and a disease. There are nine criteria that are pivotal in assessing causality in epidemiological studies. Here's a closer look at Strength, Consistency, Specificity, and Temporality criteria with definitions and examples:
The Nativist Approach01:21

The Nativist Approach

The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to exist...

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Related Experiment Videos

Making a broader case for the narrow view: where to begin?

Geraldine P Wallach1, Stephen Charlton, Julie Christie

  • 1California State University at Long Beach, Department of Communicative Disorders, 1250 Bellflower Boulevard, Long Beach, CA 90840, USA. coronacape@aol.com

Language, Speech, and Hearing Services in Schools
|April 2, 2009
PubMed
Summary

Clinicians can improve language intervention for students with language learning disabilities (LLD) by integrating content and structure knowledge from textbooks. This approach enhances comprehension and prepares students for academic success.

Related Experiment Videos

Area of Science:

  • * Linguistics and Education
  • * Clinical Speech-Language Pathology

Background:

  • * Understanding the relationship between decoding, comprehension, and knowledge of content and structure is crucial for effective language intervention.
  • * School-age students with language learning disabilities (LLD) require targeted, curriculum-relevant language support.

Purpose of the Study:

  • * To provide clinicians with practical strategies for developing and implementing language interventions focused on content area learning.
  • * To bridge the gap between linguistic principles and practical classroom application for students with LLD.

Main Methods:

  • * Analyzing the content and structural demands of academic textbooks.
  • * Incorporating metacognitive and metalinguistic strategies into intervention goals.
  • * Focusing on meaning-based activities at both macrostructure (discourse) and microstructure (sentence/word) levels.

Main Results:

  • * Textbooks offer valuable insights into instructional content and structure, guiding intervention planning.
  • * Integrating content and structure knowledge through social studies and science examples enhances student learning.
  • * Strategic language intervention can improve academic outcomes for students with LLD.

Conclusions:

  • * Clinicians should utilize textbook analysis to inform language intervention strategies.
  • * Early intervention in preschool is vital for preparing children for future academic language demands.
  • * A framework integrating content, structure, and strategic-based language intervention is proposed.