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相关概念视频

Purposive Learning01:22

Purposive Learning

156
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
156
Language Development01:22

Language Development

404
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...
404
Components of Language01:24

Components of Language

332
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.
332
Cognitive Learning01:21

Cognitive Learning

442
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
442
Language and Cognition01:27

Language and Cognition

378
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.
378
Observational Learning01:12

Observational Learning

225
Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
225

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相关实验视频

Updated: Jul 27, 2025

Transcranial Direct Current Stimulation tDCS of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition
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对于动词学习的最佳背景

Sabrina Horvath1, Sudha Arunachalam2

  • 1Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN.

Perspectives of the ASHA special interest groups
|June 12, 2023
PubMed
概括
此摘要是机器生成的。

孩子 孩子 孩子 孩子

关键词:
动词学习 动词学习发育语言障碍 发育语言障碍迟说话的人 迟说话的人语法启动 语法启动 语法启动典型的语言发展.变化的可变性.

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相关实验视频

Last Updated: Jul 27, 2025

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科学领域:

  • 儿童语言习得 儿童语言习得
  • 发展语言学是发展语言学.
  • 认知科学是一种认知科学.

背景情况:

  • 动词学习对于语言发展至关重要.
  • 在动词获取方面的困难可能会影响整体语言结果,特别是对于发展性语言障碍 (DLD) 的儿童.
  • 了解影响动词学习的因素是支持语言发展的关键.

研究的目的:

  • 审查现有的关于儿童动词获取的文献.
  • 确定影响学习新动词含义的易度或难度的环境因素.
  • 为未来的研究和临床干预提供信息.

主要方法:

  • 一篇关于儿童动词学习研究的叙事性,非系统性综述.
  • 讨论与动词获取和表示相关的发现.

主要成果:

  • 学习环境显著影响动词的获取.
  • 关键因素包括语言上下文,标签时间,可变性和暴露频率.
  • 一些学习情况比其他更有效.

结论:

  • 有效的动词学习是由特定的环境条件所促进的.
  • 诸如儿童特征和动词属性等因素影响学习.
  • 为未来的翻译和临床研究提出了假设.