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27 Cards in this Set
- Front
- Back
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Language learning |
-babies acquire language through actually using it, not through practicing -oral language is learned "incidentally" (as an aspect of doing something else) 1. when a baby starts out babbling, what language is that? 2. 6year old knows a lot more language than the two year old suggests that many specific able 'parts' and aspects were learned in 4 years 3. it has been estimated that by the time a child is 6years old he has a 4,000 to 24,000 word speaking and listening vocabulary upon which to draw in learning to read |
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What is language? |
-is used to represent and communicate info, ideas, and feelings -used as a code -is a shared system of symbols -is shared, rule-governed system of symbolic communication |
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Critical period |
-a specific time when an event, or its absence, has the greatest impact on development -a time when an organism is most likely to be influenced by a s specific event ex: rubella has a disastrous impact if it is contracted during the first trimester of a pregnancy, yet has hardly any impact if contracted later in a pregnancy |
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sensitive periods |
are times in an organism's development when: a particular experience (or lack of it) has a more pronounced effect on development -learning a second language? |
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learning theory |
skinner (1957) -observation, imitation, and reinforcement |
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nativism |
Chomsky (1959) language acquisition device is like a specialized organ for language learning |
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phonology |
-set of linguistic rules that govern the structure, position, and sequence of speech sounds
-sounds |
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phonemes |
the basic units of sound in an infant's native language -in the English language, the sound "ch" -ex: the "d" sound in "dog" -the sound of /t/ -infants of one month of age can distinguish this |
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morphology |
-set of linguistic rules that govern the makeup of words. -Words |
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morphemes |
-smallest unit of expression that cannot be broken down into smaller units without destroying its meaning +ex:"ing" |
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syntax |
set of linguistic rules that govern sentence structure -Jeremy, an English-speaking child, understands that most sentences that make statements follow a subject-verb-object order |
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grammar |
the reason children's sentences such as "I runned home" are info in understanding children's language acquisition is that they suggest children are familiar with some grammar rules but often misapply them. |
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delayed language development |
possible reason: -cognitive limitation -history of otitis media +delayed language development -problems in fast mapping -heredity |
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pragmatics
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-thinking before speaking -metacommunication +understanding of the processes involved in communication |
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advances during the preschool and school years |
-vocab -grammar and syntax -pragmatics -private speech -adolescent language |
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fast mapping
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when children hear an unfamiliar word in a familiar and highly structured situation, they likely form an idea of the word's meaning and how that word might fit into their existing repertoire. |
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What are the 3 planes? |
personal plane, interpersonal plane, community plane |
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Piaget's view |
-stage like, universally applicable manner, independent of their contexts |
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psychological tools |
Vygotsky described this as those that can be used to direct the mind and behavior: language, different kinds of numbering and counting, writing schemes, nmenmonic technical aids, algebraic symbol systems, art works, diagrams, maps, drawings, and all sorts of signs. -simply assist in the development of mental processes, -essentially shape and transform children -mediate social and individual functioning -tools and connect the external, the internal, the social, and the individual |
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personal plane's focus of analysis |
within this sociocultural framework, the attention goes beyond simply what this child 'knows or can do -children transform their understanding of and responsibility for activities through their own involvement in those activities |
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interpersonal planes focus of analysis |
contextual or community factors, ex: the books, stories, writing and perhaps the teddy bear, as well as psychological or mental tools), seating arrangements, and other less visual but important factors -such as the forms of: communication used within this context, -the genres of conversation, codes of behaviors, -the skills and ways of learning emphasized -the value placed by the community or institution on this type of activity |
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community plane's focus of analysis |
trilogy of personal, interpersonal and community or contextual factors can present a more complex and thorough picture of children's understandings |
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integral artificialism |
child states that rain is man-made or from God |
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mitigated artificialism |
rain comes from clouds -which are indirectly related somehow to man or God |
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natural processes stage |
children use numerous explanations that have been learned |
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sociocultural perspective |
-provides the opportunity to question some of these 'accepted' ways of thinking about children -it broadens the focus from the individual child as a unit of analysis to include three interrelated stories- +a trilogy of the personal, interpersonal, and community or contextual factors- -it presents a more authentic, complex and thorough picture of their understandings -providing opportunities for children to develop and represent their thinking in a variety of culturally relevant ways -allowing thinking to develop to its maximum level of complexity takes -paying attention to and supporting young children's apparent cognitive wanderings and extended pauses, -reveal that they are capable of quite complex and divergent thinking -3 lenses, offer a powerful tool to help researchers focus on aspects of young children's thinking that are often overlooked. -to comprehend adequately each of the 3 foci(personal, interpersonal and community) requires some background consideration of the contribution of the others. -in order to understand young children we need to consider not merely individual children and their participation in activities, -consider the mutual contributions of others, communication, collaboration, and interrelationships (both proximal and distal), and the contextual factors, values and traditions in which those activities are embedded |
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