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Related Concept Videos

Language Development01:22

Language Development

369
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...
369
Language and Cognition01:27

Language and Cognition

352
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.
352
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

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Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of...
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Vygotsky's Cognitive Development in Cultural Context01:22

Vygotsky's Cognitive Development in Cultural Context

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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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Learning Disabilities01:25

Learning Disabilities

149
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.
Dyslexia
Dyslexia is a...
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Information Processing Approach01:30

Information Processing Approach

42
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Applying a Developmental Model to Preliterate Aided Language Learning.

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  • 1Department of Speech and Hearing Sciences, The University of New Mexico, Albuquerque.

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Summary

Applying a developmental model to augmentative and alternative communication (AAC) aids vocabulary selection for preliterate children. This ensures comprehensive language development by addressing gaps in current AAC approaches.

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Area of Science:

  • Speech and Language Pathology
  • Augmentative and Alternative Communication (AAC)
  • Child Language Acquisition

Background:

  • Childhood spoken language and AAC interventions aim to maximize communication outcomes.
  • Augmentative and alternative communication (AAC) is crucial for children with significant expressive language impairments.
  • Early expressive language development provides a foundation for effective communication strategies.

Purpose of the Study:

  • To guide AAC decision-making for preliterate aided communicators using a developmental language acquisition model.
  • To focus on vocabulary selection within AAC interventions for children.
  • To ensure AAC interventions support expressive language acquisition alongside other communication goals.

Main Methods:

  • Review of early expressive language development principles.
  • Application of a developmental model to various AAC vocabulary selection strategies.
  • Analysis of AAC approaches based on pragmatic, semantic, grammatical, and narrative development alignment.

Main Results:

  • No single AAC approach fully meets immediate and long-term expressive language needs for preliterate learners.
  • All AAC approaches for preliterate children have inherent strengths and weaknesses.
  • A developmental model highlights linguistic gaps in current AAC strategies.

Conclusions:

  • Clinical decision-making requires a thorough analysis of AAC approaches to identify and address linguistic gaps.
  • Combining different AAC approaches is necessary to meet diverse communication needs.
  • Future preliterate AAC service provision should integrate developmental models with family, educator, and clinician input for feasibility.