CHAPTER 10 LANGUAGE AND EDUCATION

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CHAPTER 10LANGUAGE AND EDUCATION
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Learning Objectives

• What is the typical developmental course of
  language development?

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Mastering Language

• Phonology The sound system
• Morphology Forming words from sounds
• Syntax Grammar (sentences from words)
• Semantics Meaning
• Pragmatics Context appropriate use
• Nonverbal Face, tone, gestures

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Language Development

• Prelinguistic Abilities
• First sounds and feedback
• Vocalizations (6-8 weeks)
• Babbling (4-6 months)
• Home language sounds (8 months)
• Comprehension before production
• Joint attention

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First Words

• First Year
• Holophrases Single words
• Nonverbal information
• Intonation Question, request, demand
• Nouns first (naming)
• 18 months Vocabulary spurt of 30-50 words
• 24 months 186 words
• Wide individual differences

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Video The Development of Language
PLAY VIDEO
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First Mistakes

• Two-Year-Olds
• Overextension Too broad
• Underextension Too narrow
• Overregularization Applying rules
• Foots or goed
• Found in other languages
• Suggests an understanding of grammatical rules

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Two-Year Olds

• Telegraphic Speech Critical content only
• 2 word utterances
• Functional Grammar
• Semantic relations expressed
• Context important
• Rules inferred from adult speech
• Age 2-5 Transformational grammar
• Billy hit versus hit Billy

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Later Language Development

• First grade 10,000 words
• Abstract terms by adolescence
• Metalinguistic awareness
• Adulthood
• Expanded vocabulary
• Refine pragmatics

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Learning Objectives

• How do learning, nativist, and interactionist
  perspectives explain the acquisition of language?
  
• Which explanation is best supported by research?

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How Language Develops

• Learning Theory (Skinner)
• Accounts for phonology and semantics
• Cannot account for syntax or novelty
• Nativist (Chomsky) Language Acquisition Device
  (LAD)
• Inborn mechanism
• Universality of stages and errors
• Genetic evidence from twin studies
• Interactionist perspective

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Critical or Sensitive Period?

• Critical Period Argument
• Younger learn more easily All languages
• Deaf children Same timing, sequence
• Second language learners
• Sensitive Period
• Earlier is better

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Learning Objectives

• What factors influence mastery motivation of
  infants?
• How is this related to later achievement?

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Mastery Motivation

• Typical of infants
• Individual differences exist
• Parents Must Provide
• Sensory stimulation
• Responsive environment
• Early Education Not necessary
• Important for disadvantaged children

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Learning Objectives

• What are the pros and cons of early education?
• What factors contribute to differences in levels
  of achievement motivation during childhood, and
  what can be done to foster achievement
  motivation?

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Achievement Motivation by Age 7

• Mastery Orientation
• Success internal, stable attribution (smart)
• Failure external factors (hard test)
• Learning goals (to solve problem)
• Learned Helplessness
• Success external attribution (luck)
• Failure internal and stable (Im dumb)
• Performance goals (I want to look good)

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Contributions to Achievement Motivation

• Infancy
• Stimulating, responsive environment
• Independence and self-reliance
• Set high standards
• Parental involvement
• School Age
• De-emphasize grades
• Focus on learning

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Learning Objectives

• What are the components of learning to read?
• Is there a most effective way to teaching
  reading?
• What distinguishes skilled and unskilled readers?

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Learning to Read

• Alphabetic Principle
• Printed words related to sounds
• Phonological awareness decoding
• Emergent Literacy
• Reading to preschoolers
• Repetitious reading and rhymes
• Questions

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Skilled vs. Unskilled Readers

• Skilled Readers
• Understand the phonetic alphabet
• Eyes hit all the words
• Rely on phonology, not context to identify words
• Unskilled Readers
• Low levels of phonological awareness
• Eyes skip words and parts of words

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Teaching Reading

• Phonics (Code Oriented)
• Analyze words for sounds
• Sound-letter correspondence
• Whole-Word Method (Look-Say)
• Read for meaning
• Research supports phonics

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Learning Objective

• How does school affect children?
• What factors characterize effective schools?

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Effective Schools

• Less Important Factors
• Increased resources (reasonable)
• Average class size (18-40)
• Ability grouping no advantage found
• Factors that Matter
• Student aptitude
• Task-oriented classes discipline enforced
• Parental involvement

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Learning Objectives

• What changes in achievement motivation occur
  during adolescence?
• What factors contribute to these changes?
• How does science and math education in the United
  States compare to science and math education in
  other countries?
• What are the pros and cons of integrating work
  with school during adolescence?

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The Adolescent in School

• Declining achievement and self-esteem
• Negative school attitudes
• Critical juncture middle school
• Risk factors
• Minority group, mothers educational level and
  mental health
• Stressful life events, family size, father
  absence

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Why Achievement Drops

• Family characteristics
• Cognitive growth
• Negative Feedback
• Younger are praised for effort alone
• Peer pressures, which discourage academic
  achievement esp. low income minority peers
• Puberty
• Poor person-environment fit

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Science and Math Education

• Cultural Differences Asian vs. US students
• Asian Higher scores
• Differences in Asian schools
• More time in school and on task
• More homework
• Committed parents
• Peers high values and standards
• Belief in hard work and effort

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Work and School

• Students working 20 hours per week
• Lower GPA
• Disengaged and bored attitude
• Alienation and anxiety
• Other Findings
• Lower math and science achievement
• More likely to use alcohol and drugs

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Learning objectives

• How does achievement motivation change during
  adulthood?
• How do literacy, illiteracy, and continued
  education affect adults lives?

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The Adult

• Achievement Motivation Stable
• Affected by education, type of work, and family
  situations
• Literacy 22 at 3rd grade level
• US has more high level and more low level
• Related to poverty
• Continuing Education
• 15 million aged 25 enrolled in college