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CHAPTER 10
LANGUAGEAND
EDUCATION
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Learning Objectives
What is the typical
developmental course oflanguage development?
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Mastering Language
Phonology: The soundsystem
Morphology: Forming wordsfrom sounds
Syntax: Grammar (sentences
from words)Semantics: Meaning
Pragmatics: Context
appropriate use
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LanguageDevelopmentPrelinguistic AbilitiesFirst sounds and feedback
Vocalizations (6-8 weeks)
Babbling (4-6 months)
Home language sounds (8months)
Comprehension beforeproduction
Joint attention
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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
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First Mistakes
Two-Year-OldsOverextension: Too broad
Underextension: Too narrow
Overregularization: Applyingrules
Foots or good
Found in other languages
Suggests an understanding ofgrammatical rules
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Two-Year Olds
Telegraphic Speech: Criticalcontent only
2+ word utterances
Functional GrammarSemantic relations expressed
Context importantRulesinferred from adult speech
Age 2-5: Transformational
grammar
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Later LanguageDevelopmentFirst grade: 10,000 words
Abstractterms byadolescence
Metalinguistic awareness
Adulthood
Expanded vocabulary
Refinepragmatics
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Learning Objectives
How do learning, nativist, andinteractionist perspectivesexplain the acquisition oflanguage?
Which explanation is bestsupported by research?
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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
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Critical or SensitivePeriod?Critical PeriodArgumentYounger learn more easily: All
languages
Deaf children: Same timing,sequence
Second language learners
Sensitive PeriodEarlier is better
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Learning Objectives
What factors influence masterymotivation of infants?
How is this related to laterachievement?
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Mastery Motivation
Typical of infants
Individual differences exist
Parents Must Provide:Sensory stimulation
Responsive environment
Early Education: Notnecessary Important for disadvantaged
children
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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?
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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
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Achievement
MotivationInfancyStimulating, responsive
environment
Independence and self-reliance
Set high standards
Parental involvement
School AgeDe-emphasize grades
Focus on learning
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Learning Objectives
What are the components oflearning to read?
Is there a most effective wayto teaching reading?
What distinguishes skilled andunskilled readers?
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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
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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
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Learning Objective
How does school affectchildren?
What factors characterizeeffective schools?
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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
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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?
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Science and Math
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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
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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
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Learning objectives
How does achievementmotivation change duringadulthood?
How do literacy, illiteracy, and
continued education affectadults lives?
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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