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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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Language01:16

Language

894
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...
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Nursing Interventions I: Taxonomy of Nursing Interventions01:03

Nursing Interventions I: Taxonomy of Nursing Interventions

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Nursing interventions are chosen as part of the planning process to achieve patient outcomes. Once nursing diagnoses are determined, the goals and outcomes are specified, then the nursing interventions are selected and individualized according to the patient's situation.
A nursing intervention is a treatment or action based on scientific concepts and knowledge from the nursing, behavioral, and physical sciences. Identifying and prioritizing nursing interventions based on the desired outcome...
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Components of Language01:24

Components of Language

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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

Language and Cognition

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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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Nursing Interventions II: Selecting and Classifying the Nursing Interventions01:29

Nursing Interventions II: Selecting and Classifying the Nursing Interventions

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Creating and executing a nursing diagnosis helps nurses plan care and guide patient, family, and community interventions. They are developed based on a patient's physical evaluation and support measuring the outcomes. It is not recommended to select random interventions throughout the planning process. Instead, consider the following six essential factors when choosing interventions:
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Related Experiment Video

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Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors
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Speech-language development as proceduralization and skill learning: Implications for assessment and intervention.

Alan G Kamhi1

  • 1UNCG, United States.

Journal of Communication Disorders
|July 15, 2019
PubMed
Summary

Viewing speech and language development as skill learning offers new insights into diagnosing and treating speech and language disorders. This perspective highlights the importance of proceduralization in language acquisition and function.

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Area of Science:

  • Cognitive Science
  • Linguistics
  • Neuroscience

Background:

  • Speech-language development is a complex process involving both explicit learning and implicit skill acquisition.
  • Understanding the underlying cognitive mechanisms is crucial for effective intervention.

Purpose of the Study:

  • To explore speech-language development through the lens of proceduralization and skill learning.
  • To examine the implications of this perspective for assessing and treating speech-language disorders.

Main Methods:

  • Review of existing literature on memory systems, specifically Ullman's (2016) distinction between procedural and declarative memory.
  • Conceptual analysis of speech-language development as a form of proceduralization and skill learning.

Main Results:

  • Norm-referenced measures effectively assess deliberative speech-language processes.
  • Social conversations and discourses are better indicators of proceduralized speech-language skills.
  • Intervention strategies must differentiate between processes requiring proceduralization versus deliberative processing.

Conclusions:

  • Viewing speech-language development as skill learning has significant implications for assessment and intervention.
  • Further research is needed to refine criteria distinguishing deliberative and proceduralized speech-language processes.
  • Clinical applications require a nuanced understanding of proceduralization in speech and language disorders.