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Related Concept Videos

Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
Components of Language01:24

Components of Language

Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Language01:16

Language

Language is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
Corballis and Suddendorf (2007) and Tomasello and Rakoczy (2003) highlight the role of language in...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

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Related Experiment Video

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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

Invented rule with English language learners.

Valerie E Boyer1, Kathryn Y Martin

  • 1Rehabilitation Institute, Southern Illinois University Carbondale, IL 62901, USA. valboyer@siu.edu

Clinical Linguistics & Phonetics
|June 14, 2012
PubMed
Summary

This study found that five-year-old English language learners (ELLs) better applied a new language rule than younger children. Age, not language, impacted rule application in this clinical setting.

Area of Science:

  • Linguistics
  • Developmental Psychology
  • Clinical Research

Background:

  • English language learners (ELLs) often face unique challenges in clinical settings.
  • Assessing language processing in ELLs requires methods sensitive to linguistic background.

Purpose of the Study:

  • To investigate age and language differences in rule acquisition among ELLs in a clinical context.
  • To correlate performance on an invented rule task with teacher-reported language skills.
  • To explore a novel method for assessing language processing independent of prior knowledge.

Main Methods:

  • A within-participants design was used with ELLs aged 3-5 years.
  • Participants learned a nonsense morpheme rule, tested in English and English with Spanish interpretation.

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  • Performance was analyzed for effects of age and language, and correlated with teacher reports.

    • Main Results:

    • No significant differences in rule application were found based on language (English vs. English + Spanish).
    • Large effect sizes for age indicated that five-year-olds were more successful in applying the rule to novel stimuli.
    • Participant performance generally correlated with teacher-reported language learning strengths and weaknesses.

    Conclusions:

    • Age is a significant factor in learning novel linguistic rules for young ELLs.
    • The invented rule task shows potential as a clinical tool to assess language processing abilities.
    • This method may offer insights into processing skills irrespective of a child's existing language background.