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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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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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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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Mnemonic Devices01:23

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Mnemonic devices are cognitive tools that facilitate memory retention by linking new information to familiar patterns or organizational strategies. These techniques are beneficial for remembering complex or lengthy sets of information by simplifying and structuring them in easily retrievable ways.
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Information is everywhere and its presentation—such as how and when items are presented—can impact our perceptions and decisions surrounding the info. This broad concept umbrellas framing effects—influences that occur due to the way information is framed in its appearance, whether it’s purely the order or the specific wording of a message. Let’s take a look at numerous ways in which two versions of something can objectively say the same thing, yet we respond in...
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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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How Do Intermediate Grade Students With and Without Language-Based Learning Disabilities Use Noun Phrases in

Anthony D Koutsoftas1, David Nicotera1

  • 1Department of Speech-Language Pathology, School of Health and Medical Sciences, Seton Hall University, Interprofessional Health Sciences Campus, Nutley, NJ.

American Journal of Speech-Language Pathology
|June 20, 2023
PubMed
Summary
This summary is machine-generated.

This study examined noun phrase usage in intermediate students, finding differences in complex noun phrase use between students with and without language-based learning disabilities. These findings impact understanding and intervention for written language development.

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Area of Science:

  • Linguistic analysis of written language.
  • Developmental psychology and education.

Background:

  • Literate language development relies heavily on noun phrase usage and elaboration.
  • Understanding noun phrase complexity is crucial for assessing writing skills.

Purpose of the Study:

  • To describe noun phrase usage and elaboration in narrative writing.
  • To compare noun phrase complexity in intermediate students with and without language-based learning disabilities.

Main Methods:

  • Coded narrative writing samples from 64 fourth- to sixth-grade students.
  • Analyzed five types of noun phrases and calculated noun phrase ratios (NPR).
  • Adapted coding procedures from established research.

Main Results:

  • All students used various noun phrases, but differences emerged in complex noun phrase frequency.
  • Significant relationships were found between NPRs, analytic writing measures, and reading ability.
  • Observed variations in noun phrase elaboration based on language-based learning disability status.

Conclusions:

  • Noun phrase analysis is vital for theoretical and clinical understanding of writing.
  • Findings inform theoretical models of writing and language frameworks.
  • Highlights the clinical importance of noun phrase assessment and intervention for students with language-based learning disabilities.