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Related Concept Videos

Language Development01:22

Language Development

359
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...
359
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

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During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
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Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

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The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone,...
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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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Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

621
The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
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Learning Disabilities01:25

Learning Disabilities

112
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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Related Experiment Video

Updated: Jun 30, 2025

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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Grammar intervention using graduated input type variation (GITV) for pre-primary children: A single-case experimental

Anita M-Y Wong1, Hannah H-I Sou2, Lexi H-T Ip3

  • 1Faculty of Health and Medicine, University of Sydney, Sydney, Australia.

International Journal of Speech-Language Pathology
|March 23, 2024
PubMed
Summary

This study shows that graduated input type variation (GITV) is effective for early grammar intervention in Cantonese-speaking children with language difficulties. Improvements were seen in target constructions and generalization, with effects maintained over time.

Keywords:
CantoneseChinesechildrengrammar interventionsingle case experimental design

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Speech-Language Pathology

Background:

  • Grammar intervention is crucial for children with oral language difficulties.
  • Graduated input type variation (GITV) is a novel, theory-driven approach to grammar intervention.
  • Understanding the early efficacy of GITV is essential for clinical practice.

Purpose of the Study:

  • To examine the early efficacy of graduated input type variation (GITV) for grammar intervention.
  • To assess the impact of GITV on the acquisition of serial verb constructions in Cantonese-speaking children.
  • To investigate treatment effects, maintenance, and generalization of GITV.

Main Methods:

  • A single-case experimental study design with a baseline was employed.
  • Three Cantonese-speaking children (aged 4;01–5;10) with oral language difficulties participated.
  • The intervention involved 300 teaching episodes of serial verb constructions using focused stimulation and recasts, with varying input type over 10 sessions.

Main Results:

  • All children demonstrated improved performance on the target serial verb construction, indicating a treatment effect.
  • Treatment effects were maintained over time and showed generalization to untrained constructions.
  • Generalization to less structured contexts and narrative retell was minimal, observed in only one child.

Conclusions:

  • Preliminary evidence supports the early efficacy of graduated input type variation (GITV) as a grammar intervention principle.
  • GITV shows promise for improving grammatical skills in young children with language disorders.
  • Methodological modifications are recommended for future research on GITV in children with developmental language disorder.