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相关概念视频

Language Development01:22

Language Development

460
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...
460
Language and Cognition01:27

Language and Cognition

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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.
456
Components of Language01:24

Components of Language

410
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.
410
Learning Disabilities01:25

Learning Disabilities

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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...
278
Conduct Disorder01:28

Conduct Disorder

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Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
114
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
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相关实验视频

Updated: Sep 17, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
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探索明确的干预以准语法形式与西班牙语-英语双语儿童与发育语言障碍的干预.

Miriam Kornelis1, Kerry Danahy Ebert1, Lizbeth H Finestack1

  • 1University of Minnesota, Twin Cities, Minneapolis.

Language, speech, and hearing services in schools
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概括
此摘要是机器生成的。

这项研究探讨了多语种儿童发展性语言障碍 (DLD) 的明确语法干预,显示了对英语语法和跨语言转移到西班牙语的潜力的积极影响.

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科学领域:

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

背景情况:

  • 具有发育性语言障碍 (DLD) 的多语言儿童有有限的基于证据的语法干预措施.
  • 明确的语法干预可以促进语言之间的跨语言转移.
  • 这项研究解决了对双语儿童进行有效语法干预的需要.

研究的目的:

  • 为双语儿童实施明确的语法干预措施提出步骤.
  • 调查英语到西班牙语跨语言转移的潜力.
  • 检查西班牙语-英语语言的儿童与DLD治疗效果的证据.

主要方法:

  • 使用了一个单个主体,非并发的多个基线设计.
  • 三名西班牙语-英语说话的儿童 (4-8岁) 与DLD参与.
  • 针对英语过去和现在时的形式,一个基于明确的干预措施被调整为跨语言转移到西班牙语.

主要成果:

  • 参与者证明了对英语语法标记 (-ed, -s) 的初步积极治疗效应.
  • 在西班牙语语法指标中观察到不同程度的跨语言转移.
  • 该干预措施适用于单语临床医生.

结论:

  • 这是对患有DLD的西班牙语-英语双语儿童进行明确基础的语法干预的第一个研究.
  • 该方法显示了通过利用金属语言的优势和跨语言的相似性来改善未经处理的母语的潜力.
  • 精心设计和规划对于成功实施至关重要.