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相关概念视频

Language Development01:22

Language Development

369
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...
369
Language and Cognition01:27

Language and Cognition

352
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.
352
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

120
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...
120
Vygotsky's Cognitive Development in Cultural Context01:22

Vygotsky's Cognitive Development in Cultural Context

81
Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
81
Learning Disabilities01:25

Learning Disabilities

149
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...
149
Information Processing Approach01:30

Information Processing Approach

42
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...
42

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相关实验视频

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Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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应用一种发展模型来预先识字辅助语言学习.

Cathy Binger1, Nancy Harrington2, Jennifer Kent-Walsh2

  • 1Department of Speech and Hearing Sciences, The University of New Mexico, Albuquerque.

American journal of speech-language pathology
|November 21, 2023
PubMed
概括

将发育模型应用于增强型和替代性沟通 (AAC) 有助于未识字儿童的词汇选择. 这确保了全面的语言开发,解决了当前AAC方法中的差距.

科学领域:

  • 语音和语言病理学 语言病理学
  • 增强型和替代型通信 (AAC)
  • 儿童语言获取 儿童语言获取

背景情况:

  • 儿童口语和AAC干预措施旨在最大限度地提高沟通成果.
  • 增强型和替代性沟通 (AAC) 对具有明显表达性语言障碍的儿童至关重要.
  • 早期表达性语言的发展为有效的沟通策略提供了基础.

研究的目的:

  • 通过使用发育性语言获取模型指导未识字辅助沟通人员的AAC决策.
  • 专注于儿童的AAC干预措施中的词汇选择.
  • 为了确保AAC的干预支持表达性语言的获取与其他沟通目标一起.

主要方法:

  • 早期表达性语言发展原则的审查.
  • 发展模型应用于各种AAC词汇选择策略的应用.
  • 基于实用,语义,语法和叙事发展对齐的AAC方法的分析.

主要成果:

  • 没有一种单一的AAC方法可以完全满足未识字学习者的即时和长期表达性语言需求.
  • 所有针对未识字儿童的AAC方法都有固有的优缺点.
  • 一个发展模型突出了当前AAC战略中的语言差距.

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结论:

  • 临床决策需要对AAC方法进行彻底分析,以识别和解决语言差距.
  • 结合不同的AAC方法是必要的,以满足不同的沟通需求.
  • 未来的识字前者 AAC 服务提供应将发展模式与家庭,教育工作者和临床医生的投入整合为可行性.