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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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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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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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In order to make good decisions, we use our knowledge and our reasoning. Often, this knowledge and reasoning is sound and solid. However, sometimes, we are swayed by biases or by others manipulating a situation. For example, let’s say you and three friends wanted to rent a house and had a combined target budget of $1,600. The realtor shows you only very run-down houses for $1,600 and then shows you a very nice house for $2,000. Might you ask each person to pay more in rent to get the...
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Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.
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Language01:16

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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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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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Do Second Graders Adjust Their Language by Discourse Context?

Minkyung Cho1, Young-Suk Grace Kim1

  • 1School of Education, University of California, Irvine.

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|February 10, 2023
PubMed
Summary
This summary is machine-generated.

Second graders use different language strategies based on context. They use more complex language when describing pictures to a friend (decontextualized) but more detailed introductions when describing to an examiner (contextualized).

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Area of Science:

  • Developmental Psychology
  • Linguistic Development
  • Child Language Acquisition

Background:

  • Children's ability to adapt language to different social situations is crucial for academic success.
  • Understanding how young children adjust their discourse based on context informs educational practices.

Purpose of the Study:

  • To investigate if second graders vary linguistic and discourse features when describing pictures in contextualized versus decontextualized settings.
  • To analyze how children's oral language production changes based on the listener and shared visual information.

Main Methods:

  • 330 second graders described three pictures under two conditions: contextualized (with an examiner) and decontextualized (imagining a listener).
  • Picture descriptions were transcribed and coded for linguistic features (e.g., elaborated noun phrases) and discourse features (e.g., character introduction, decontextualization).
  • Analyses controlled for overall productivity and demographic factors.

Main Results:

  • Higher type-token ratio was observed in the contextualized condition.
  • Elaborated noun phrases, conjunctions, and nonclauses were more frequent in the decontextualized condition.
  • Proper character introductions were more common in the decontextualized condition, while complex perspective-taking and decontextualization were higher in the contextualized condition.

Conclusions:

  • Second graders demonstrate flexibility in their oral language production, adjusting features based on discourse context.
  • Linguistic and discourse cues reveal the extent to which primary grade students utilize their developing discourse knowledge.