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Related Concept Videos

Language Development01:22

Language Development

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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...
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Language and Cognition01:27

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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.
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Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

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Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
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Components of Language01:24

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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.
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Purposive Learning01:22

Purposive Learning

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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...
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Metacognition01:26

Metacognition

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Related Experiment Video

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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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Semantic-syntactic partial word knowledge growth through reading.

Stacy A Wagovich, Margaret S Hill, Gregory F Petroski

    American Journal of Speech-Language Pathology
    |November 21, 2014
    PubMed
    Summary
    This summary is machine-generated.

    Children gain word knowledge from reading, with those having higher language skills showing greater gains. Multiple reading exposures benefit all children in developing and retaining word knowledge.

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    Area of Science:

    • Child Language Acquisition
    • Reading Comprehension
    • Vocabulary Development

    Background:

    • Incidental reading is a key mechanism for word knowledge growth in school-aged children.
    • Understanding how varying language abilities influence this growth is crucial.

    Purpose of the Study:

    • To compare semantic-syntactic partial word knowledge growth between children with higher language skills (HL group) and lower language skills (LL group).
    • To investigate the role of language proficiency in leveraging reading for vocabulary acquisition.

    Main Methods:

    • Thirty-two children (16 per group: HL and LL) silently read stories with unfamiliar words three times weekly.
    • Semantic-syntactic partial word knowledge was assessed post-reading and for retention 2-3 days later.

    Main Results:

    • Both groups demonstrated significant partial word knowledge growth over time.
    • The HL group exhibited significantly greater word knowledge gains compared to the LL group.
    • Knowledge acquired from reading was retained by both groups for several days.

    Conclusions:

    • Multiple exposures to unfamiliar words during reading benefit all children, irrespective of their language skill level.
    • Reading facilitates the development and retention of semantic-syntactic partial word knowledge in school-aged children.
    • Interventions can leverage repeated reading to support vocabulary growth across diverse language abilities.