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Related Concept Videos

Language Development01:22

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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.
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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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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.
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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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Vygotsky's Cognitive Development in Cultural Context01:22

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Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
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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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Supporting adjective learning by children with Developmental Language Disorder: Enhancing metalinguistic approaches.

Catherine Davies1, Susan Ebbels2,3, Hilary Nicoll2,3

  • 1University of Leeds, Leeds, UK.

International Journal of Language & Communication Disorders
|November 30, 2022
PubMed
Summary
This summary is machine-generated.

Children with Developmental Language Disorder (DLD) struggle with adjectives, crucial for communication and academics. This study offers practical strategies for speech and language therapists to improve adjective learning in DLD.

Keywords:
Developmental Language Disorderadjectiveslanguage interventionshape codingvocabulary

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Speech-Language Pathology

Background:

  • Adjectives are vital for communication, conceptual development, and academic success.
  • Children with Developmental Language Disorder (DLD) face challenges with adjective semantics and syntax.
  • Current language interventions often overlook the specific needs of adjective acquisition in DLD.

Purpose of the Study:

  • To provide a practical guide on adjectives for practitioners.
  • To adapt the SHAPE CODING™ system for adjective learning in DLD.
  • To offer recommendations for supporting adjective learning in clinical and educational settings.

Main Methods:

  • Synthesizing research on adjective semantics and psychology.
  • Incorporating clinical insights into DLD.
  • Applying pedagogical practices for language development.

Main Results:

  • Addresses the lack of specific training for speech and language therapists (SLTs) on adjectives.
  • Details the adaptation of a metalinguistic intervention for adjective learning.
  • Provides a primer on adjective subtypes, semantics, and syntax.

Conclusions:

  • Targeted adjective support is crucial to enhance the communicative abilities of children with DLD.
  • Recommendations can guide SLTs and educators in therapeutic and educational contexts.
  • Improved adjective acquisition can positively impact the long-term academic and social outcomes for children with DLD.