Chapters 1 and 2.
the language developers
Ch.1 Facts
-Learning about normal communication development helps with intervention with
children who have speech or emotional handicaps.
-Children learn while playing.
-Children's language use must be considered as a biological event.
-Aquisition of speaking ability is a single development matrix of events.
Ch.2
-Children learn language from birth.
-Hereditary or innate behaviors are often called instinctive.
-Human communicators can: express emotion, refer to and describe events and
objects, combine sounds into complicated structures.
Vocabulary
innate- from birth
linguistic universals- aspects of grammar that apear in all languages.
categorization- ability to sort reality. The core process behind human
perception.
Questions
1. Language is a product of _______?
*evolution
2. What task does the back or posterior hemisphere do?
*recognition and comprehension
3. The front or anterior of the hemisphere controls what?
*planning and execution of speaking/writing
4. What is linguistic universals?
*aspects of grammar that appear in all languages
5. What are the 3 classes of behaviors?
*innate, innate-learned, learned
6. What is categorization, and why is it important to language?
*ability to sort reality; it makes learning grammar more possible and is the core process behind perception
7. What are the three stages of Categorization?
*pays attention, perceives, conceptualizes
Summary
Today our group discussed the first 2 chapters. Some major points from the
reading were: Every child learns to speak. The brain is shaped for brain
development. You can't expect children to be little adults! We really thought
this was a great comment because sometimes teachers, and adults in general
expect too much from children. Several people in the group decided they would
like to go back to being a child without adult responsibility. We also said
that children are most interested and learn the most while they are playing.
Through learning to talk, children learn to function in society.
Trust in the Lord and He will give you the desires of your heart. Psalm 37:4
Data Stamp
Holly Hargis
Wednesday, February 9, 2005 4:10 pm
Four blondes and a brunette
Chapter 1
Summary
Goodwin Lawrence-Discussion Director
Sarah Sharp-Fact Formulator
Melissa Murray-Word Wizard
Julie McDaniel-Quiz Questor
Lindie McElroy-Cyber Citer
Facts
Kids are most interested and probably learn most while they are playing.
Many people say their childhood was pleasant and carefree. However, few people can remember very many events from their childhood.
Things you manage to do when using a language:
- Make sounds
- Express meanings
- Structure sentences
- Accomplish actions in talking
- Accompany speech with visual displays
Phonology=Sounds
Semantics=Meanings
Syntax=Sentences
Pragmatics=Speech Action
Vocabulary
Vivacity-lively in temper, conduct, spirit
Virtuosity-great technical skill
Rhetorical-persuasive: is an assertive and/or persuasive use of speech patterns usually in the form of questions that are to be answered.
Endowment-the act of endowing; funds or property donated to an institution, individual, or group as a source of income; a natural gift, ability, or quality
Quiz Questions
A child's speaking is artistic, rhetorical-persuasive, and ____________________.
*Educational
Name two things you do when using language.
*Make sounds, express meanings, structure sentences, accomplish actions, and accompany speech with visual displays.
True/False: Sound is to Phonology as Meaning is to Syntax
*False
Name four parts of the body you need for speech.
*Throat, tongue, teeth, ears, eyes, hands, lips, diaphragm, etc.
Data Stamp
lmcelro@uark.edu
Wednesday, February 9, 2005 5:43 pm
fbowles@uark.edu
Chapter 1 and 2 (for real this time)
LETKK Group
Chapter 1 describes how you can put yourself in a child's shoe. It gives examples of being a child such as crying out at night and playing games. It also tells us that few people can remember more than three events before the age of 5. This chapter also explains that phonology means sounds, semantics means meanings, syntax means sentences, and pragmatics means speech action. Chapter 2 explains the biological processes of children's speech. The book explains differentiation and how children communicate in their environment. We also learned that children learn by playing.
Terms
Posterior: The back area of the hemisphere, which appears to be specialized for the tasks of recognition and comprehension of language.
Anterior: The front region of the hemisphere, which controls the planning and execution of speaking or writing tasks.
Articulations: The position of the (tongue, teeth, lips, and various parts of the mouth) that language sounds come from.
Linguistic Universals: Aspects of grammar that appear in all languages.
Facts
- Kids are most interested (and probably learn most) while playing.
- Most of children's communication is happening through speech.
- Human communicators can express emotions, refer to and describe events and objects, and combine subjects into complicated structures.
- The development of communication skills parallels the development of motor abilities.
- The environment can have a huge impact on speech.
- Biological development can apply to speech development.
Questions
1. Describe why "task-game" is used to describe how a child learns to communicate? When do kids learn the most and how does this relate to communication?
2. Children's speech teaches us a great deal about:
- How people get themselves motivated
- How people learn to be creative
- How people acquire information
- All of the above
3. Describe why "first memories" of childhood are changed throughout his/her life?
How do we not forget about our own childhood?
4. Children are born blank and show no evidence of thinking from the start.
T or F
5. The study of sounds is called:
- Morphology
- Semantics
- Phonology
- Syntax
6. The sounds babies make in the "babbling" stage suggest and require practice from the baby for development.
T or F
7. In about 90% of adult population the _____ cerebral hemisphere controls language.
a) Left
b) Right
8. All of the following are articulators except:
a) Tongue
b) Nose
c) Lips
d) Teeth
Data Stamp
klm01
Wednesday, February 9, 2005 8:33 pm
the unnamed group
MRS. BOWLES--
THIS IS WHAT WE CAME UP WITH IN OUR DISCUSSION. SOME OF THE NOTES ARE KINDA LONG, SO IF YOU WANT TO TRIM THEM DOWN, YOU CAN. I JUST COPIED WHAT EVERYONE BROUGHT TO CLASS.
THANKS,
WHITNEY MURRY
Main Ideas: none... Ashley is our discussion leader and she was not here today to give me the main ideas from the chapter.
Facts:
Ch. 1
o Pg. 1 "As we learn more about normal comm. dev., we can define better what is not normal - which improves prospects for intervention with children who have speech or emotional handicaps."
o "Kids are most interested (and probably learn most) while playing."
o Pg. 2 "…the act of creation is a delightful experience."
o Pg. 3 "The human child has to learn that communication is happening through speech."
o "…Little children routinely succeed in learning to speak long before school age, usually with no formal instruction."
o "Children's speck (if we listen carefully) reveals to us a great deal about how people learn, how people motivate themselves, how people create, and more."
o "Through learning to talk, children learn how to function in society."
o Pg. 4 "Words such as children, child, kid, and baby signal a stage of life and ordinarily a position in a family unit."
o Pg. 5 "…Explore the question "What is childhood really like?""
o "Their thoughts and feelings might be strange in an adult, but they are right for kids."
o Pg. 6 "Language learning occurs in a human-centered, biological work, a world of interacting talking bodies."
o Pg. 7 "Each time we speak and listen, we show fine-grained knowledge and timing about four systems of signs: sounds of English, meanings in English, sentences or utterances in English, and actions in our lives as member of a speech community."
o Pg. 8-9 "First, children's language use must be considered as a biological event."
o "Second, children's lang. use must be considered in terms of its role in the system of interaction, its sequential structuring across speaker turns."
o "Third, carious aspects of the act of learning to talk must be examined."
o "Fourth, in Part Three we place the child's lang. in a larger world, the world of thought and learning."
Ch. 2
o "Things to keep in mind while reading Chapters 2 and 3:
1. Normal children are born with a sensory system (sight, hearing, taste, touch, smell) and a brain that seem to be "set" for lang. learning.
2. The environment in which the child learns lang. provides much more than sounds, words, and sentence patterns for the child to learn.
3. The child is a lang. learner from birth."
o Pg. 14 "These are some things human communicators can do:"
1. Express emotions. (screams, mother's coo) "As we grow, we learn to use language to express more precise emotions."
2. "Refer to and describe events and objects." "Many of the child's first sentences are descriptive: "Red truck," "Ball all gone," "Big tree.""
3. "Combines sounds into complicated structures." "Sentences are complex structures, and the learning of these structures by children is a major aspect of their communication development."
o Pg. 17 "The capacity to communicate is shown by member of a number of species. Lang. is a product of evolution."
o "Humans do appear to have specialized neural mechanisms related specifically to lang. learning and use. These mechanisms are so powerful that it would be difficult to prevent a normal child from learning lang.!"
o Pg. 18 "In about 90% of the adult pop. The left cerebral hemisphere controls (or is dominant for) lang."
o "The dominant lang. hemi. Contains several areas that control specific lang. function."
o "For normal lang. functioning to occur, these specialized areas must not only be intact and healthy, they must also be neurologically connected with one another."
o "The brains of young children also appear to be less structurally specialized."
o "If the lang. areas of an adult's brain are injured (as a result of accident or stroke), it is unlikely that the adult will recover lang. function."
o "If the same thing happens to a young child, say at age 2 or 3, other areas of the brain appear to take over control of language function, and lang. ability is usually recovered."
o "…The child's brain is more plastic, or adaptable, than that of the adult."
o "Language sounds are usually classified according to the position of the articulators (tongue, teeth, lips, various parts of the mouth) when a sound is made."
o Pg. 19 "The development of communication skills parallels the development of motor abilities."
o "Areas of grammar that appear in all lang. are called linguistic universals."
o Pg. 22 "Change that takes place in one animal's lifetime is called learning, whereas change that requires adaptation over several generations is more likely to be called genetic.
o "…three classes of behavior:"
1. Innate. Same generation after generation.
2. Innate-learned. The behavior appears only in response to environmental conditions.
3. Learned. Successful adaptation to a set of conditions. It is not transmitted genetically.
o "The child's environment is important in two ways. First, the innate capacity to learn lang. behavior must be triggered by the environment. Second, environment is all-important in learned behavior such as reading and writing."
o "Our job as teachers and parents is to teach children to talk effectively, in ways that benefit the individual and society alike."
o Pg. 23 "Two schools of thought in child speech development.
o Empiricists (or behaviorists). "Scholars in this camp hold that the child's environment is all-important in learning to speak.
o "Rationalists, or nativists, maintain that genetic structure determines that the individual will speak and that environmental variation is of little importance."
o "…The influences of heredity and environment are allies, not enemies."
o Pg. 24 "Categorization is the core process behind human perception."
o Pg. 25 "Humans are speaking animals because humans are conceptualizing animals.
o "The ability to segment a whole into parts and perceive each of those parts against the whole makes language possible."
o "Destructive environments can harm even genetically determined behavior, and even though children can learn to speak in almost any environment, only in supportive, teaching environments will they learn to read, write, or speak eloquently.
Word Definitions:
Chapter 1:
Phonology- the sounds of speech
Pragmatics- the actions or sequences of speech
Semantics- this is the meaning of speech
Sensory System- this is the five senses (sight, hearing, taste, touch, smell)
Speech Ecology- the entire system of human interaction
Syntax- these are the sentences or phrases of speech
Chapter 2:
Attention-Perception-Conceptualization System- is the process that allows meaning to mature.
Articulators- these are the tongue, teeth, lips, and various parts of the mouth.
Biological Differentiation- is the process that forms complex organisms
Categorization- core process behind human perception, that allows humans to sort reality for organization, for the purposes of interpertation or explanation.
Empiricists/Behaviorist- believe children are born with a blank slate at birth and that only experiences are important to a person's behavior.
Innate- behavior that remaines the same generation after generation; it is unchangeable
Innate-Learned- behavior appears genetically, but it must be triggered by environmental conditions
Learned- behavior results from successful adaptation to a set of conditions, it is not transferred genetically
Lingustic Universals- these are parts of grammer that appear in all languages
Perceptual differentiation- is the process that creates concepts
Rationalist/Nativists- think that enviromental conditions are of little importance because genetic structure determines that the person will speak.
Simplification- "captures" a message so that it can give closure and understanding.
Quiz Questions:
1. Describe how children learn language so quickly and easily. (They are around language from birth and they hear words, sounds and sentences constantly.)
2. Put the 4 parts of language in order from smallest to largest.
- meaning, words, sentences, sounds
- sounds, meaning, words, sentences
- sentences, words, meaning, sounds
- meaning, sounds, words, sentences
3. The 5 aspects of the ___________ system are: sight, _________, __________, _________, _________.
(Sensory; hearing, touch, smell, taste
4. What are some possible conditions of an environment that might slow or hinder a child's language development?
(lack of communication towards child from others, lack of attention and nurturing from adults, multiple languages spoken in home)
Data Stamp
wmurry@uark.edu
Wednesday, February 9, 2005 10:13 pm
The Yellow Team (section 001)
Katie Wilson- Quiz Questor
Bethani Ussery- Cyber Citer
Ella Swift- Fact Formulator, Chapter 1
Judi Monroe- Word Wizard
Hibba Ihmeidan- Discussion Director
Brook Journagan- Fact Formulator, Chapter 2
Chapter 1 Facts:
The human child has to learn that communication is happening through speech.
Children's speech (if we listen carefully) reveals to us a great deal about how people learn, how people motivate themselves, and how people create.
A child's speaking is artistic, educational, and rhetorically-persuasive.
Through learning to talk, children learn to function in society.
Five things you do when you use language:
- Make sounds in English
- Express meanings of English concepts and words
- Structure sentences
- Accomplish actions in talking
- Accompany speech with visual displays such as gestures and facial expressions
How children learn to talk:
- Children's language use muse be considered as a biological event
- Children's language use must be considered in terms of its role in the system of interaction and its sequential structuring across speaker turns
- Various aspects of the acts of learning to talk must be examined
- Place the child's language in a larger world, the world of thought and learning
Each time we speak and listen, we show knowledge and timing about four systems of signs: sounds of English, meanings in English, sentences or utterances in English, and actions in our lives as members of a speech community.
Chapter 2 Facts:
Communication development is considered in terms of biology. It is a part of a child's natural development, just like growing two sets of teeth.
Humans are not the only communicators, but we have the most complex system. We are the only ones that express emotions, refer to and describe events and objects, and combine sounds into complicated structures. (There are some animals that do one of these, but none do all three like we do.)
Language is a product of evolution.
Humans appear to have specialized neural mechanisms related specifically to language learning and use.
The brain's left hemisphere controls language for most people.
A child's brain might recover language when damaged, whereas an adult's brain will probably not.
A person's mouth and throat are shaped differently. This allows for our spoken language.
Almost all children learn to speak, and there is some connection between physical and motor development and communication.
Linguistic Universals are aspects of grammar that appear in all languages, and include: a difference between vowels and consonants, syllables, one set of sounds from which all languages draw subsets, and structural categories corresponding to noun, phrase, verb phrase and object.
Content of a child's environment is important because: innate capacity to learn language behavior must be triggered by the environment and the environment is helpful in learned behavior such as reading and writing.
Categorization is the ability to sort reality.
Vocabulary
Arbitrary: Existing or coming about seemingly at random or by chance.
Articulators: Tongue, teeth, lips, etc.
Categorization: The ability to sort reality, which is chaotic for the purpose of interpretation or explanation.
Communication: Process by which information is exchanged between individuals through a common system of symbols.
Empiricist: Believes that all knowledge originates in experience.
Genetic change: change that takes place over several generations (requires adaptation.)
Innate: Originating in or derived from the mind the constitution or the intellect rather than from experience.
Instinct: Largely inheritable and unalterable tendency of an organism to make a complex and specific response to environmental stimuli without involving reason.
Language: A systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures or marks having understood meaning.
Linguistics: The study of human speech including units, nature, structure and modification of language.
Linguistic Universals: Aspects of grammar that appear in all languages.
Phonology: The science of speech sounds including the history and theory of sound changes in a language or in two or more related languages.
Rationalist: Believes that reason is in itself a source of knowledge superior to and independent of sense perception.
Semantics: The study of meanings.
Syntax: The development of language structure.
Quiz
Chapter 1
1. Children's __________ reveals a great deal about how people learn, how people motivate themselves, how people create, and more.
- thought processes
- speech
- actions
- personalities
2. True or False: Children are born blank and are considered little adults.
3. What is the primary communication system in humans?
Spoken language
Chapter 2
1. What can communication accomplish for humans?
- express emotions
- refer to and describe events and objects
- combine sounds into complicated structures
- all of the above
2. Which hemisphere of the brain is larger in most adults?
The left
3. Define linguistic universals
Aspects of grammar that appear in all languages.
4. What are the three classes of behavior?
Innate, innate-learned, and learned
5. _________ is the ability to sort reality and is the core process behind human perception
- communication
- classifications
- perceptions
- categorization
Data Stamp
"Bethani J. Ussery"
Wednesday, February 9, 2005 10:17 pm
Ch. 1 and 2 postings
Interpersonal People
Group Members
- Lauren
- Sarah
- Erica
- Jennifer
- Catherine
Summary
We discussed that Chapter One was mainly an introduction to the book. There were several things that we learned from chapter one which includes children play sounds and words, putting them together to create and also recreate events of the day, the human child have to learn that communication is happening through speech, and through learning to talk, children learn how to function in society. In chapter two we talked about how children's communication development is considered in terms of biology because children's talk is as much a part of their natural development. We also went through both chapters and went over the important facts and definitions.
Definitions
Chapter 1
The Child's Garden of Eloquence
Eloquence - powerful and effective language
Communication - the exchange of thoughts, messages, or information, as by speech, signals, writing, or behavior
Vivacity - characterized by high spirits and animation
Rhetorical-persuasive - Rhetorical - characterized by over elaborate or bombastic rhetoric (rhetoric - using language effectively to please or persuade)
Persuasive -tending or having the power to persuade (persuade - to win someone over, as by reasoning or personal forcefulness
Utterances - vocal expression
Phonetics - the branch of linguistics that deals with the sounds of speech and their production, combination, description, and representation by written symbols
Phonology - the sound system of a language
Semantics - the study of language meaning
Syntax - the grammatical arrangement of words in sentences
Pragmatics - the study of language as it is used in a social context
Chapter 2
The Child and the Environment
Differentiation - the process by which cells or tissues undergo a change toward a more specialized form or function, especially during embryonic development
Instinctive - derived from or prompted by a natural tendency or impulse
Sociability - the relative tendency or disposition to be sociable or associate with one's fellows
Hemispheres - either of the lateral halves of the cerebrum; a cerebral hemisphere
Empiricists - people who take the view that experience, especially of the senses, is the only source of knowledge
Behaviorists - school of psychology that takes the objective evidence of behavior (as measured responses to stimuli) as the only concern of its research and the only basis of its theory without reference to conscious experience
Rationalists -the theory that the exercise of reason, rather than experience, authority, or spiritual revelation, provides the primary basis for knowledge
Atavists - the doctrine that the mind produces ideas that are not derived from external sources.
Facts
~Spoken language is a primary communication system for humans. You manage to five different things when you use language.
- You make sounds
- You express meanings
- You structure sentences
- You accomplish actions
- You accompany speech with visual displays
~There are three things that human communicators do
- Express emotions
- Refer to and describe events and objects
- Combine sounds into complicated structures
~Language is a product of evolution. Humans have specialized brains to speak, other animals communicate though.
~Motor development and language development are synchronized.
~Linguistic universals provides us with further evidence that people are born with the capacity to learn language.
~There are three classes of behavior that include: innate, innate-learned, and learned.
Quiz Questions
1. True or False - The five things you do when using language is
- Make sounds
- Express meanings
- Structure sentences
- Accomplish actions
- Accomplish speech with visual display
Answer: True
2. Aspects of grammar that appear in all languages are called
- Silent universals
- Concepts
- Linguistic Universals
Answer: C
3. What responsibility do teachers and parents have in the development of a child's language?
- Responsible for nothing in the development of the child's language.
- Responsible for teaching children to talk effectively to benefit individual and society.
- Responsible for teaching children all the aspects of language.
Answer: B
4. True or False- The relationship between motor and language development are they are parallel to each other and they both seem to result from growth of brain and nervous system.
Answer: True
Data Stamp
capple@uark.edu
Thursday, February 10, 2005 8:30 am
fbowles@uark.edu
Super Group A
Jennifer Simmons Cyber Citer
Cyber Citer: Katie Brothers
Discussion Director: Kara Morehart
Fact Formulator: Lauren Ellis
Quiz Questor: Sarah Clinton
Word Wizard: Jennifer Hansen
Here is an attatchment for our Ch.1 & 2 discussion. Please feel free to edit if
need be.
Main Ideas:
Ř Language involves: making sounds, expressing meanings, structuring sentences, accomplishing actions, and accompanying speech with visual displays.
Ř We must not forget that we are all alumni of childhood.
Facts for Ch. 1
Ř Children routinely succeed in learning to speak long before school age, usually with no formal instruction.
Ř Children's speech reveals to us a great deal about how people learn, how people motivate themselves, how people create, and more.
Ř Through learning to talk, children learn how to function in society.
Ř "Child" is the first stage of human life.
Ř Spoken language is a primary communication system for humans through sounds, meanings, structuring sentences, actions, and combining speech with visual displays.
Ř An average sentence is made up of five words.
Facts for Ch. 2
Ř Children's communication development is considered in terms of biology.
Ř Human speech expresses emotions, describes events and objects, and can combine sounds into complicated structures.
Ř The onset of language behavior in children is synchronized with motor development, and language itself is founded on the basic psychological abilities of attention, perception, and conceptualization.
Ř The actual shape of the brain is related to language functioning.
Vocabulary from Ch. 1
Eloquence: discourse marked by force and persuasiveness.
Ecological: Having to do with the branch of science concerned with the relationships between organisms and their environments.
Vocabulary from Ch. 2
Differentiation: to make or become different.
Linguistic Universals: aspects of grammar that appear in all languages.
Hemisphere: half (of the brain).
Learning: change that takes place in one animal's lifetime.
Categorization: the ability to sort reality for purposes of interpretation or explanation; it is the core process behind human perception.
Chapter 1 & 2 Questions
1. Spoken Language is a primary communication system for humans.
2. What are aspects of grammar that appear in all languages? Linguistic Universals
3. The human child has to learn that communication is happening through speech.
4. Empiricists believe: the mind is a blank slate at birth and language is learned.
5. Rationalists believe: genetic structure determines how a child will speak.
6. What are the three types of behavior discussed in Chapter 2? Innate, Innate-learned, Learned
Data Stamp
mbrothe@uark.edu
Thursday, February 10, 2005 12:39 pm
clinton@uark.edu , jmhanse@uark.edu , kmoreha@uark.edu , lellis@uark.edu
*This is the next step toward THE One World Language.
Step Sixteen: *Your dangling participle injected with botox.
Planet Gnosis is ruled by Freddie A. Bowles, a professional educator and fellow at the Department of Curriculum and Instruction, the University of Arkansas at Fayetteville. An independent entity in the CornDancer consortium of planets, Planet Gnosis is dedicated to the exploration of education and teaching. CornDancer is a developmental website for the mind and spirit maintained by webmistress Freddie A. Bowles of the Planet Earth. Submissions are invited.
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