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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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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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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.
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Hydronium and hydroxide ions are present both in pure water and in all aqueous solutions, and their concentrations are inversely proportional as determined by the ion product of water (Kw). The concentrations of these ions in a solution are often critical determinants of the solution’s properties and the chemical behaviors of its other solutes. Two different solutions can differ in their hydronium or hydroxide ion concentrations by a million, billion, or even trillion times. A common means of...
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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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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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Developing a Longitudinal Scale for Language: Linking Across Developmentally Different Versions of the Same Test.

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Summary

This study developed a statistical model for a developmental scaled score in language tests, addressing issues with unlinked versions. The findings indicate that language development is linear across different test versions for children in grades 1-5.

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Area of Science:

  • Psychometrics
  • Developmental Psychology
  • Educational Measurement

Background:

  • Many language tests lack statistical linkage between versions or developmental scaled scores.
  • This limitation hinders accurate longitudinal tracking of language development.
  • Existing scoring methods can obscure true developmental trajectories.

Purpose of the Study:

  • To illustrate the problems associated with unlinked and unequated language test scores.
  • To propose and validate a statistical model for deriving a developmental scaled score.
  • To enable more accurate longitudinal inferences in language assessment.

Main Methods:

  • Utilized an accelerated cohort design with 890 students in Grades 1-5.
  • Applied a confirmatory factor model to six subtests of the Test of Language Development.
  • Linked subtests to a general language factor and equated measurement characteristics across grades and cohorts.

Main Results:

  • The proposed models demonstrated good fit, supporting the validity of measuring a general language factor.
  • Evidence suggests longitudinal consistency in measurement across different test versions and student groups.
  • Language growth was found to be relatively linear among the participating children.

Conclusions:

  • Standard scores on language tests can be problematic for longitudinal analysis.
  • The developed model provides a method for obtaining developmental scaled scores for consistent language assessment.
  • Researchers and clinicians should prioritize tests offering developmental scaled scores for robust longitudinal studies.