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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.
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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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Learning Disabilities01:25

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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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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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Generalization, discrimination, and extinction are key concepts in operant conditioning that influence how behaviors are learned and maintained.
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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
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A Complexity Approach to Promoting Within- and Cross-Language Generalization in Bilingual Children With Phonological

Carlos D Irizarry-Pérez1, Leah Fabiano-Smith2, Andrea Martinez-Fisher1

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Treating complex speech sounds in Spanish helped a bilingual child improve their phonological skills in both Spanish and English. This suggests shared sounds facilitate cross-linguistic generalization in speech therapy.

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Area of Science:

  • Speech-Language Pathology
  • Bilingualism Research
  • Childhood Communication Disorders

Background:

  • Phonological delays can impact bilingual children's language development.
  • Generalization of speech sound targets across languages is a critical aspect of therapy for bilingual individuals.
  • Understanding effective treatment targets for complex phonological errors in bilingual children is essential.

Purpose of the Study:

  • To investigate the impact of treating complex phonological targets with shared sounds in Spanish.
  • To examine the generalization of speech sound accuracy in a 5-year-old Spanish-English bilingual child with a phonological delay.
  • To assess cross-linguistic and within-language generalization effects.

Main Methods:

  • A single-subject case design was employed over a 1-year period.
  • Weekly intervention sessions were conducted in Spanish, targeting complex clusters (/fl/, /fɾ/) and /l/.
  • Treated and untreated target accuracy was monitored and assessed using visual analysis.

Main Results:

  • Intervention led to increased accuracy in the production of treated Spanish speech sounds.
  • Significant generalization of accuracy was observed for untreated /fl/ targets in both Spanish and English.
  • Generalization also occurred for untreated /l/ in English and /fɾ/ clusters in Spanish.

Conclusions:

  • Selecting complex targets with shared sounds appears to promote skill generalization across languages.
  • This approach may be beneficial for improving phonological skills in bilingual children.
  • Further research is recommended to explore other complex target types for bilingual populations.