Chapters 9 and 10.
The Language Developers.
Chapter 9
Holly,
Jordan,
Frankie,
Abigail,
Nicole
Sec.1 Ch. 9
Facts
- Language is connected with cognitive development.
- Language molds cognitive structure and perception.
- Piaget's theory of cognition development has four stages.
- Piaget's stages are ( in order ) Sensor motor, preoperational, concrete operational and formal operational.
- Each stage builds on the other.
- Each stage has an associated task.
- Deferred imitation is the imitation of a behavior a child can no longer see.
- Development during the sensorimotor period establishes the foundation for language use.
Questions
1.Language shapes what?
*Thought
2. During the sensorimotor period language learning is the child's discovery of meaning also known as?
*"Problem Solving" Behavior
3. The sensorimotor period establishes the foundation for?
*Language
4.Imitation of a behavior the child can no longer see is known as?
*Deferred Imitation
5. The imitation of a behavior the child can no longer see is called?
*deferred imitation
Vocabulary
Object permanence- Concept that people and things exist even though they are not in direct view
Deferred imitation- Imitation of a behavior the child can no longer see
Preoperational thought- A "stage" marked by the realization that one perceives himself as an individual amongst others in the world.
Conservation tasks- Tasks that test the ability to comprehend that the amount of a substance remains the same, even when arranged differently or placed in different sized containers.
Data Stamp
From Holly Hargis
Sent Friday, April 1, 2005 5:21 pm
To fbowles@uark.edu
Subject ch. 9
Pink Ladies
Chapter 10
Bonnie,
Jennifer,
Ashley,
Gina,
Whitney.
Chapter 7
Ms. Bowles-
I am sorry this is late, but I have been waiting for Jennifer's Word Wizard
section. I still haven't received it... but here is everything else.
Thanks!
Whitney Murray
Facts
Ch. 10 Facts Gina Lonigro
 There is a strong biological predisposition toward developing implicit knowledge of linguistic (syntactic, phonological, semantic) relationships.
People possess communicative competence, covering knowledge of the entire range and scope of communication.
Reinforcement of a behavior increases the probability that that behavior will occur again in similar circumstances.
Behaviorist approach suggests that the language-learning child is a passive participant in the learning process, highly dependent on the actions of others in the environment for her learning.
Chomsky argues that language is a rule-governed system and that an infinite number of sentences can be accounted for by a finite set of grammatical rules. Integral to his theory is the idea that users of language “know” these grammatical rules and use them to interpret or construct sentences. This knowledge is referred to as “linguistic competence.”
The child learning language is not simply imitating sentences he hears, but rather is learning rules that are used to generate those sentences.
Two types of cognitive ability related to language learning:
- One type involves the development of a set of concepts that are precursors to meaning.
- Another set of cognitive abilities is related to the development of linguistic forms.
“Operating principles” by Slobin (1973), encompasses those strategies children use to work out the structure of the language. These operating strategies can be used to predict the forms children will find easiest to learn.
The key to functionalist views is the notion that grammatical structure cannot be understood outside the context in which language is used.
A functionalist approach forces us to concentrate first on what we can do with language.
Children do not learn language in isolation. Language is a tool that is leaned in the context of its use. To understand how it is learned requires knowing the characteristics of the learner, the characteristics of what is being learned, and the context in which learning occurs.
Operant conditioning occurs when a child’s behavior results in some behavior from the environment or some reaction within the child that is reinforcing.
The major importance of imitation to communicative development might be in learning the individual sounds and words of a language. Children often play with sounds; they imitate with little regard for what a sentence means.
Teachers who use “modeling” attempt to comment on what the child says – to answer questions, offer contributions on related topics, and so forth. In this way they offered a model of mature speech for children to emulate,
without imitating.
Language practice is entirely self-motivated; the child seems simply to enjoy the experience of play with words.
Learning apparently results from inducing and generalizing rules.
Communication development is characterized by generalizations based on extremely limited evidence.
Overgeneralization is the flip side of differentiation.
Early syntax, which children are strongly biologically predisposed to acquire, is learned almost solely through rule-governed overgeneralization.
Quiz Questions
Bonnie Warren
1. _________ increases the probability that the child's behavior will occur again.
* Reinforcement
2. The theory that grammatical structure cannot be understood outside the context in which language is used is called _____________
* Functionalist Theory
3. Language involves the relationships between ______ and ________.
* Form and Meaning
4. Who was a famous Behaviorist?
* B.F. Skinner
Main Topics
Ashley Sterling
Chapter 10 basically discusses the different theories about how children participate in learning language that have been introduced in the past century. The chapter discusses the behaviorist's theory, which says that children are trained to behave certain ways. Transformational grammar has
to do with the product that comes from turning words into structure. Functionalist believe that language is learned through context. Piaget's theory is based on semantics. He says that children build meaning on what they already know. Piaget's order is action, object, scheme, meaning.
Data Stamp
From wmurry@uark.edu
Sent Sunday, April 3, 2005 2:50 pm
To fbowles@uark.edu
Subject Ch. 10
*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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