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相关概念视频

Language Development01:22

Language Development

359
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...
359
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

549
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
549
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

72
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone,...
72
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

109
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...
109
Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

621
The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
621
Learning Disabilities01:25

Learning Disabilities

112
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...
112

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相关实验视频

Updated: Jun 30, 2025

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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用渐进式输入类型变化 (GITV) 进行语法干预,用于学前儿童:单一案例实验设计研究.

Anita M-Y Wong1, Hannah H-I Sou2, Lexi H-T Ip3

  • 1Faculty of Health and Medicine, University of Sydney, Sydney, Australia.

International journal of speech-language pathology
|March 23, 2024
PubMed
概括

这项研究表明,渐进输入类型变化 (GITV) 是有效的早期语法干预在广东语儿童语言困难. 在目标构造和概括方面有所改善,随着时间的推移,效应保持不变.

关键词:
广东语 广东语 广东语华人中文 华人中文是什么意思孩子们的孩子们的孩子们的孩子们.语法干预的干预方法单个案例的实验设计.

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科学领域:

  • 语言学的语言学.
  • 发展心理学 发展心理学
  • 语音语言病理学 语音语言病理学

背景情况:

  • 对口语语言困难的孩子来说,语法干预至关重要.
  • 渐进输入类型变化 (GITV) 是一种新的,理论驱动的语法干预方法.
  • 了解GITV的早期疗效对于临床实践至关重要.

研究的目的:

  • 检查语法干预的渐进输入类型变化 (GITV) 的早期疗效.
  • 评估GITV对广东语儿童获得串行动词构造的影响.
  • 调查治疗效应,维护和GITV的泛化.

主要方法:

  • 采用了一个具有基线的单个案例实验研究设计.
  • 三名口语困难的广东语儿童 (年龄为4;015;10) 参与了这次活动.
  • 该干预涉及300个连续动词构造教学节目,使用集中刺激和重制,在10个会话中使用不同的输入类型.

主要成果:

  • 所有孩子都在目标串行动词构造上表现得更好,这表明了治疗效果.
  • 随着时间的推移,治疗效应保持不变,并对未经训练的结构呈现普遍性.
  • 对较少结构化的背景和叙事重述的概括是最小的,仅在一个孩子身上观察到.

结论:

  • 初步证据支持渐进式输入类型变化 (GITV) 作为语法干预原则的早期有效性.
  • GITV显示了改善语言障碍的幼儿语法技能的前景.
  • 建议在未来对发育性语言障碍儿童的GITV进行研究时进行方法修改.