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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

539
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...
539
Language Development01:22

Language Development

782
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...
782
Language and Cognition01:27

Language and Cognition

667
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.
667
Information Processing Approach01:30

Information Processing Approach

454
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...
454
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

3.2K
Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
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Cognitive Development During Adulthood01:30

Cognitive Development During Adulthood

724
Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...
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Related Experiment Videos

Language enhancement in the developmentally delayed child through a cognitive/receptive mode

D E Anderson, R O Coleman

    Child: Care, Health and Development
    |January 1, 1980
    PubMed
    Summary

    This study improved language comprehension in young children with developmental delays using a problem-solving approach. Children showed significant gains in understanding language after an 8-week program, with lasting results.

    Related Experiment Videos

    Area of Science:

    • Developmental Psychology
    • Pediatric Language Development
    • Special Education

    Background:

    • Developmental delays significantly impact language acquisition in children.
    • Receptive language skills are foundational for overall communication development.
    • Cognitive, problem-solving contexts may offer novel approaches to language intervention.

    Purpose of the Study:

    • To describe an intervention approach for enhancing receptive language in young children with developmental delays.
    • To evaluate the effectiveness of a cognitive, problem-solving context for language tasks.
    • To assess the maintenance of language gains post-intervention.

    Main Methods:

    • A 2-year study involving 16 language-impaired and developmentally delayed children.
    • Eight weeks of concentrated instruction in five language areas: nouns, verbs, adjectives, prepositions, and syntax.
    • Systematic verbal stimulation without eliciting expressive language; responses via motor behaviors or identifications.

    Main Results:

    • A marked increase in appropriate responses to language stimuli was observed post-instruction.
    • Language gains were maintained at a 3-month follow-up.
    • Learned language material was integrated into the children's verbal repertoire.

    Conclusions:

    • The described approach effectively enhances receptive language skills in young children with developmental delays.
    • A cognitive, problem-solving framework can be beneficial for language intervention.
    • The intervention demonstrates potential for long-term language skill development.