Life Span CH 10

8/14/2019 Life Span CH 10

1/33

CHAPTER 10

LANGUAGEAND

EDUCATION


2/33

Learning Objectives

What is the typical

developmental course oflanguage development?


3/33

Mastering Language

Phonology: The soundsystem

Morphology: Forming wordsfrom sounds

Syntax: Grammar (sentences

from words)Semantics: Meaning

Pragmatics: Context

appropriate use


4/33

LanguageDevelopmentPrelinguistic AbilitiesFirst sounds and feedback

Vocalizations (6-8 weeks)

Babbling (4-6 months)

Home language sounds (8months)

Comprehension beforeproduction

Joint attention


5/33


6/33

First Words

First YearHolophrases: Single words

Nonverbal information

Intonation: Question, request,demand

Nouns first (naming)18 months: Vocabulary spurt

of 30-50 words

24 months: 186 words


7/33

First Mistakes

Two-Year-OldsOverextension: Too broad

Underextension: Too narrow

Overregularization: Applyingrules

Foots or good

Found in other languages

Suggests an understanding ofgrammatical rules


8/33

Two-Year Olds

Telegraphic Speech: Criticalcontent only

2+ word utterances

Functional GrammarSemantic relations expressed

Context importantRulesinferred from adult speech

Age 2-5: Transformational

grammar


9/33


10/33

Later LanguageDevelopmentFirst grade: 10,000 words

Abstractterms byadolescence

Metalinguistic awareness

Adulthood

Expanded vocabulary

Refinepragmatics


11/33

Learning Objectives

How do learning, nativist, andinteractionist perspectivesexplain the acquisition oflanguage?

Which explanation is bestsupported by research?


12/33

How LanguageDevelopsLearning Theory (Skinner)Accounts for phonology and

semantics

Cannot account for syntax ornovelty

Nativist: (Chomsky)

Language Acquisition Device(LAD) Inborn mechanism

Universality of stages and errors

Genetic evidence from twin


13/33

Critical or SensitivePeriod?Critical PeriodArgumentYounger learn more easily: All

languages

Deaf children: Same timing,sequence

Second language learners

Sensitive PeriodEarlier is better


14/33

Learning Objectives

What factors influence masterymotivation of infants?

How is this related to laterachievement?


15/33

Mastery Motivation

Typical of infants

Individual differences exist

Parents Must Provide:Sensory stimulation

Responsive environment

Early Education: Notnecessary Important for disadvantaged

children


16/33

Learning Objectives

What are the pros and cons ofearly education?

What factors contribute todifferences in levels of

achievement motivation duringchildhood, and what can bedone to foster achievementmotivation?


17/33

Motivationby Age 7Mastery OrientationSuccess: internal, stable

attribution (smart)

Failure: external factors (hardtest)

Learning goals (to solve problem)

Learned HelplessnessSuccess: external attribution

(luck)

Failure: internal and stable (Im


18/33


19/33

Achievement

MotivationInfancyStimulating, responsive

environment

Independence and self-reliance

Set high standards

Parental involvement

School AgeDe-emphasize grades

Focus on learning


20/33

Learning Objectives

What are the components oflearning to read?

Is there a most effective wayto teaching reading?

What distinguishes skilled andunskilled readers?


21/33

Learning to Read

Alphabetic PrinciplePrinted words related to sounds

Phonological awareness:

decoding

Emergent LiteracyReading to preschoolers

Repetitious reading and rhymes

Questions

Skill d U kill d


22/33

Skilled vs. UnskilledReadersSkilled ReadersUnderstand thephonetic

alphabet

Eyes hit all the words

Rely onphonology, not context toidentify words

Unskilled ReadersLow levels ofphonological

awareness

Eyes skip words and parts of


23/33


24/33

Learning Objective

How does school affectchildren?

What factors characterizeeffective schools?


25/33

Effective Schools

Less Important Factors Increased resources (reasonable)

Average class size (18-40)

Ability grouping: no advantagefound

Factors that MatterStudent aptitude

Task-oriented classes; disciplineenforced

Parental involvement


26/33

Learning Objectives

What changes in achievementmotivation occur duringadolescence?

What factors contribute tothese changes?

How does science and matheducation in the United Statescompare to science and matheducation in other countries?


27/33


28/33

Science and Math


29/33

Science and MathEducationCultural Differences: Asian

vs. US students

Asian: Higher scores

Differences in Asian schoolsMore time in school and on task

More homeworkCommitted parents

Peers: high values and standards

Belief in hard work and effort


30/33


31/33

Work and School

Students working 20+ hoursper weekLower GPA

Disengaged and bored attitude

Alienation and anxiety

Other FindingsLower math and science

achievement

More likely to use alcohol anddrugs


32/33

Learning objectives

How does achievementmotivation change duringadulthood?

How do literacy, illiteracy, and

continued education affectadults lives?


33/33

The Adult

Achievement MotivationStableAffected by education, type of

work, and family situations

Literacy: 22% at 3rd gradelevelUS has more high level and more

low level

Related to poverty

C ti i Ed ti

Documents

Life Span CH 10