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相关概念视频

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
Learning Disabilities01:25

Learning Disabilities

221
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...
221
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
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
Mnemonic Devices01:23

Mnemonic Devices

109
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.
Acronyms
Acronyms are created by using the initial letters of a series of words to form a new word or phrase. This approach condenses complex information into a single, memorable entity. For example,...
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Framing Effects03:26

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7.4K
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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相关实验视频

Updated: Jul 26, 2025

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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有和没有基于语言的学习障碍的中年级学生如何在叙事写作中使用名词短语?

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
概括
此摘要是机器生成的。

这项研究检查了中级学生的名词短语的使用情况,发现了基于语言的学习障碍和没有语言障碍的学生之间的复杂名词短语使用的差异. 这些发现影响了对书面语言发展的理解和干预.

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科学领域:

  • 书面语言的语言分析.
  • 发展心理学和教育.

背景情况:

  • 文学语言的发展在很大程度上依赖于名词短语的使用和阐述.
  • 了解名词短语的复杂性对于评估写作技巧至关重要.

研究的目的:

  • 在叙事写作中描述名词短语的使用和阐述.
  • 为了比较语言学习障碍和没有语言学习障碍的中级学生的名词短语复杂性.

主要方法:

  • 来自64名四年级到六年级学生的编码叙事写作样本.
  • 分析了五种类型的名词短语,并计算了名词短语比率 (NPR).
  • 从已建立的研究中调整编码程序.

主要成果:

  • 所有学生都使用了各种名词短语,但在复杂的名词短语频率上出现了差异.
  • 在NPRs,分析性写作措施和阅读能力之间发现了显著的关系.
  • 根据基于语言的学习障碍状态,观察到名词短语编制的变化.

结论:

  • 词汇分析对于理论和临床理解写作至关重要.
  • 这些发现为写作和语言框架的理论模型提供了信息.
  • 突出了名词短语评估和对基于语言的学习障碍的学生进行干预的临床重要性.