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Transcript of Psychology of Human Learning Edfd 302 mgmsantos. Language: the words, their pronunciation, and...
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LANGUAGE DEVELOPMENT
Psychology of Human LearningEdfd 302
mgmsantos
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What is Language?
Language: the words, their pronunciation,
and the methods of combining them, used and understood by a considerable community
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What is Language?
a form of communication, whether spoken, written or signed, that is based on a system of symbols
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Components of Language
1. Phonology – the sound system of the language
phoneme – the smallest unit of sound that affects meaning
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Components of Language
Example: the word CHAT has 3 phonemes or sounds
ch / a / t
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Components of Language
2. Morphology – refers to the units of meaning involved in word formation like words, affixes, and parts of speech and intonation/stress.Morpheme – is the smallest component of a word
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Components of Language (cont’d)
Example: the word GIRL is 1 morpheme; when you add the suffix S, it will change the meaning and it has now 2 morphemes
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Components of Language (contd)
3. Syntax – the system that involves the way words are combined to form acceptable phrases and sentences; the rules of grammar and sentence construction
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Components of Language (cont’d)
Example:The cat killed the mouse.The mouse ate the cheese.The farmer chased the cat.
Try to combine these sentences to make a more complex one
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Components of Language (contd)
4. Semantics – the system that involves the meaning of words and sentences
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Components of Language (contd)
Compare the meanings of the highlighted word in each sentence:
1. She has a good understanding of the problem.
She is a very understanding person.2. Stage 4 cancer is a critical stage.
I hate it when you start being critical of my acts.
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Components of Language (contd)
5. Pragmatics system of using appropriate
conversation and knowledge of how to effectively use language in context;
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Components of Language (contd)
how language changes from one social situation to another, it may be complex and differ from one culture to another
Example: -- using polite and formal language in public speeches
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Stages of Language Development
AGE LANGUAGE MILESTONES
Birth 1 to 2 months
CryingCooing begins
6 months Babbling begins
7 to 11 months Change from universal linguist to language-specific listener
8 to 12 monthsUse gestures such as showing and pointingComprehension of words appear
13 months First word spoken
18 months Vocabulary spurt starts
18 to 24 months
Uses two-word utterances;Rapid expansion of understanding of words
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Different Perspectives
1. B.F. Skinner: Behavioristic View of language (1957)
Language development is attributed to environmental influence.
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Different Perspectives (contd)
Skinner: children learn language based on reinforcement. When correct utterances are positively reinforced , the child realizes the communicative value of words and phrases, hence, enhancing the child's language development.
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Different Perspectives (contd)
2. Noam Chomsky: Universal Grammar (1965)
innate, biological grammatical categories, such as a noun category and a verb category that facilitate the entire language development in children and overall language processing in adults
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Different Perspectives (contd)
Chomskyargued that children will never acquire the tools needed for processing an infinite number of sentences if the language acquisition mechanism was dependent on language input alone.
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Different Perspectives (contd)
3. Eric Lenneberg: Critical Age Hypothesis (1967)
language acquisition is linked to maturation; the human brain is designed to acquire language at a certain time.
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Different Perspectives (contd)
Lenneberg The critical period for language learning is usually defined as lasting from about age 2 to puberty.
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Different Perspectives (contd)
Lenneberg After puberty the natural
acquisition of language is thought to be blocked by a loss of ‘cerebral plasticity’ resulting from the completion of cerebral development and lateralization. (McLaughlin , 1984)
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Different Perspectives (contd)
LennebergChildren are better second language learners than adults because their brains are specially organized to learn language whereas those of adults are not. (Birdsong, 1999)
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Different Perspectives (contd)
4. PiagetLanguage depends on thought for its development, and is based on four sources of evidence:
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Different Perspectives (contd)
Piaget (contd)a. The period of infancy b. The simultaneous emergence
of language, deferred imitation, symbolic play, evocative memory, and mental imagery
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Different Perspectives (contd)
Piaget (contd)
c. The lack of effect of language upon reasoning abilities in middle childhood
d. The nature of speech in early childhood
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Different Perspectives (contd)
5. Vygotsky
• Thought and language are initially separate systems and the two merge at around two years of age, producing verbal thought.
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Different Perspectives (contd)
Vygotsky Mental operations are regarded
as embodied in the structure of language, and hence cognitive development results from an internalization of language.
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Different Perspectives (contd)
6. Sapir-Whorf Hypothesis: Linguistic Relativity
The language we speak influences the way we think.
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Different Perspectives (contd)
Sapir-Whorf There are certain thoughts of an
individual in one language that cannot be understood by those speaking another language.
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Different Perspectives (contd)
7. Wilhelm Von Humboldt: Weltanschauung (World View) Hypothesis
Equated language and thought as inseparable, as language completely determines thought
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Different Perspectives (contd)
Humboldt Emphasized “profound semantic” differences between languages which lead to varying “cognitive perspectives” (Cultural relativity)
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Language Development
What are your views on bilingual education?
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Research Findings“Positron emission tomography
(PET) scans reveal a positive correlation between favorable environmental changes and an increase in synaptic connections among brain cells…”
(Lanzi, Ramey & Ramey, 2007)
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Research Findings “Stimulating the brain through
enrichment experiences – good nutrition, toys, playmates, learning opportunities, parental counseling – can prevent a substantial amount of mental retardation and developmental disability…”