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相关概念视频

Language Development01:22

Language Development

378
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...
378
Learning Disabilities01:25

Learning Disabilities

151
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...
151
Language and Cognition01:27

Language and Cognition

354
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.
354
Components of Language01:24

Components of Language

293
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.
293
Health Literacy01:21

Health Literacy

4.0K
Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
4.0K
Community Based Intervention01:30

Community Based Intervention

45
Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
45

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相关实验视频

Updated: Jul 12, 2025

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在叙事干预中嵌入的词汇指令:一项重复获取设计研究,其中第一年级学生面临基于语言的阅读困难的风险.

Trina D Spencer1, Megan S Kirby1, Douglas B Petersen2

  • 1University of South Florida, Tampa.

American journal of speech-language pathology
|October 23, 2023
PubMed
概括
此摘要是机器生成的。

叙事干预有效地改善了第一年级的语言阅读困难的学生的词汇获取和保留. 这种方法支持有风险的学生立即和随着时间的推移学习新词.

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科学领域:

  • 教育教育教育教育教育教育.
  • 语言学的语言学.
  • 发展心理学 发展心理学

背景情况:

  • 面临语言相关阅读困难风险的第一年级学生经常在获得词汇方面扎.
  • 有效的词汇指导对于发展阅读理解能力至关重要.

研究的目的:

  • 检查嵌入词汇指令在叙事干预中的影响.
  • 评估目标词的即时和保留的定义知识.
  • 为了评估这种方法,第一年级的学生面临阅读困难的风险.

主要方法:

  • 使用重复采集设计,对11名治疗和3名对照学生进行了测试.
  • 治疗学生每周接受30分钟小组干预,每周4天,持续12周.
  • 干预包括故事重述和个人故事生成,强调目标词汇.

主要成果:

  • 从治疗前到治疗后,所有治疗参与者的词汇定义知识都得到了持续的改善.
  • 在对照组中没有发现类似的改善.
  • 在第13周,词汇保留得到证实,附加统计数据显示了很大的干预效应.

结论:

  • 在叙事干预中整合的词汇指令显著提高了词的获取和保留.
  • 这种方法对被确定为面临基于语言的阅读挑战风险的学生是有益的.
  • 这些发现支持使用基于叙事的方法在早期识字过程中发展词汇.