life-span human development, fifth edition, carol k. sigelman and elizabeth a. rider chapter 10...

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. RiderChapter 10

Chapter 10

Language and Education


Chapter 10: Language and Education

• 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


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


First Words

• First Year

– Holophrases: single words

– Nonverbal information

– Intonation: question, request, demand

– Nouns first (naming)

• 18 months: vocabulary spurt - 30-50 words

• 24 months: 186 words

• Wide individual differences


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


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” vs. “hit Billy”


Figure 10.2


Later Language Development

• First grade: 10,000 words

• Abstract terms by adolescence

• Metalinguistic awareness

• Adulthood

– Expanded vocabulary

– Refine pragmatics


How Language Develops

• Learning Theory

– Accounts for phonology and semantics

– Cannot account for syntax or novelty

• Nativist _ LAD _ inborn mechanism

• Universality of stages and errors

• Genetic evidence - Twins

• Interactionist perspective


Critical or Sensitive Period

• Critical period argument

– Younger learn more easily- all languages

– Deaf children

– Second language learners

• Sensitive period

– Earlier is better


Mastery Motivation

• Typical of infants

• Individual differences

• Parents must provide

– Sensory stimulation

– Responsive environment

• Early education: not necessary

– Important for disadvantaged children


Achievement Motivation by Age 7

• Mastery orientation

– Success: attribution is internal and stable

– Failure: external factors

– Learning goals

• Learned helplessness

– Success: attribution is external (luck)

– Failure: internal and stable

– Performance goals


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


Learning to Read

• Alphabetic principle

– Printed words related to sounds

– Phonological awareness: decoding

• Emergent literacy

– Reading to preschoolers

– Repetitious reading and rhymes

– Questions


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


Teaching Reading

• Phonics (code oriented)

– Analyze words for sounds

– Sound-letter correspondence

• Whole-word method (look-say)

– Read for meaning

• Research supports phonics


Effective Schools

• Less important factors

– Increased resources (reasonable)

– Average class size (18-40)

– Ability grouping: no advantage

• Factors that matter

– Student aptitude

– Task-oriented classes; discipline enforced

– Parental involvement


The Adolescent in School

• Declining achievement and self-esteem

• Negative school attitudes

• Critical juncture: middle school

• Risk factors

– Minority group, mother’s educational level and mental health

– Stressful life events, family size, father absence


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


Science and Math Education

• Cultural differences: Asian-US students compared

– More time in school and on task

– More homework

– Committed parents

– Peers: high values and standards

– Belief in hard work and effort


Work and School

• Students working 20+ hours per week

– Lower GPA

– Disengaged and bored

– Alienation and anxiety

• Other findings

– Lower math and science achievement

– More likely to use alcohol and drugs


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

life-span human development, fifth edition, carol k. sigelman and elizabeth a. rider chapter 10...

Documents

rider chapter

lifespan human development

learning slide

education slide

pragmatics slide

phonics slide

later language development

better slide