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Language, Literacy, and Learning - Coggle Diagram

- - - - Phonetics
        
        Articulatory
        
        Acoustic
      - Phonology
    - - Lexicon
      - Morphology
      - Syntax
    - - Communicative functions
      - Conversation
      - Discourse
  - - - The Brain
        
        Arcuate fasciculus
        
        Relays info from Wernicke's to Broca's
        
        Broca's area
        
        Comprehension to speech
        
        Broca's aphasia (can understand, but hard to speak)
        
        Wernicke's area
        
        Wernicke's aphasia (can speak, but no sense)
        
        Language comprehension
        
        L Hemi
        
        Language comes (mostly) from here
        
        Increased activity while listening to speech
        
        R Hemi
        
        Active when processing rhythm and melody of speech
      - Universal Grammar
        
        Language Acquisition Device (LAD)- Chomsky, 2000
        
        Innate linguistic processing skills wrapped up in a brain module
        
        Enables children to generate/uncover language/speech rules
        
        Use rules to produce language
        
        Evidence Supporting Chomsky's Nativist Position
        
        Poverty of the Stimulus (POTS)
        
        Variation of language development sequence
        
        Monolingual vs Bilingual
        
        No critical period for language acquisition?
    - - Imitation and reinforcement
      - Social interaction
      - Child-directed speech
      - Expansion
- - - - Birth-2mo
        
        Reflexive vocalisation
      - 2-4mo
        
        Cooing and laughing
      - 4-6mo
        
        Babbling and vocal play
      - 6-10mo
        
        Canonical babbling
      - 10mo +
        
        Modulated babbling
      - 12mo
        
        First words appear
      - 20mo
        
        Word combos appear
      - 30mo
        
        Adult-like sentences
    - - Ahead of production
      - Joint attention
      - Whole-object constraint
      - Syntactic bootstrapping
      - By end of 1st year
        
        Infants seem to get that object words are conventional and shared
    - - Speech Stream and Word Segmentation
      - 7mo
        
        Infants can recognise familiar words from a speech stream
      - Discrimination of syllables
        
        Infants
        
        /ba/and /pa/
        
        Categorical perception as a potential innate mechanism for interpreting sound
    - - 1st 50 words
        
        Many object names
      - 24mo
        
        Personal pronouns begin
      - 30mo
        
        Grammatical morphemes begin
      - 36mo
        
        Relational terms begin
    - - Vocab spurt (~18mo)
        
        Fast mapping
        
        Overextension
        
        Underextension
      - Reasons for over/underextension
        
        Learning from parents
        
        Reflect gradual development from immature --> mature conceptual category
        
        Overextensions --> because limited vocab
    - - Learn salient words in their environment
      - Word order
      - Functional grammar
        
        Semantic relationship b/n words
        
        Meaning being expressed
        
        Functions served by sentences
  - - - Value of goal
      - Parent providing stimulating sensory experiences
      - Responsive environment
      - Constraining environment
  - - - Unoccupied play
      - Solitary play
      - Onlooker play
      - Parallel play
      - Associative play
      - Cooperative play
      - Nature of play changes w/ age
      - 2-5yo- kids become increasingly social and socially skilled
    - - Functional
      - Pretend
        
        3 Main Types of Nonreal things
        
        Attribution of pretend properties
        
        Invention of non-present objects
        
        Object substitution
        
        Is early pretence real?
        
        15-30mo
        
        Infants struggle to maintain appropriate behaviour in pretend play
        
        At 2yo
        
        Can talk about content of the pretend
        
        2y 6mo
        
        Cooperative pretend play
        
        After 3yo
        
        Complex social pretend- metacommunicate about scenario
        
        At 4yo
        
        Can talk about content of pretend, but only about the forms of the scenario
- - - - About 10 000 words
      - 5-13 new words learned/day throughout primary years
    - - Usage and interpretation of passive sentences
      - Usage of conditional sentences
    - - Increase in metalinguistic awareness
      - Understand semantics
      - Distinguish b/n grammatically correct/incorrect sentences
      - Increase pragmatic understanding of language
      - Undergo syntactic development
  - - - Developmental precursor of reading skills
      - Facilitate the acquisition of reading ability
      - Knowledge + Attitude + Skill
    - - Pre-Alphabetic Phase
      - Partial Alphabetic Phase
      - Full Alphabetic Phase
        
        Alphabet Principle
        
        Printed words have sounds
        
        Understanding what a book is and how to read one
        
        Knowledge of alphabet
        
        Phonological awareness
        
        Syllables
        
        Rhymes
        
        Sounds at the start/end of words
        
        Sounds w/in words
      - Consolidated alphabetic
    - - Alphabetic principle
      - Phonological awareness
      - Semantic knowledge
      - Greater WM and attention control
        
        Demonstrate higher degree of reading readiness
    - - Deficiencies in phonological awareness
      - Difficulties analysing the sounds of speech
      - Trouble detecting sound-letter correspondence
      - Distinctive neural activity pattern
    - - Whole-Word Approach
        
        Look-see method
        
        Reading for meaning
        
        Recognise specific words by sight/contextual cues
      - Phonic Approach
        
        Deconstruct words to letter-sound components
        
        Teaches phonological awareness
        
        Supported by research!
  - - - Regularly assign h/w
      - Demand a lot + expect them to succeed
    - - Still comfortable
      - Well-managed
    - - Everyone has a stake in classroom success
    - - Works for gifted students
      - Not effective for low-activity students
      - Kids get the most out of mixed-ability classes though
- - - - Regardless of IQ, there is a decline in GPA in all indivs over time
      - Aus & NZ- low SES bgs --> 2.5-3y behind peers on reading, maths and science
      - Risk Factors
        
        Disadvantaged minority group status
        
        Occupation of head of household
        
        Maternal education
        
        Family size
        
        Father absence
        
        Stressful life events
      - Declining achievement motivation
        
        Increasing importance of peer group
        
        Just wants to be normal
    - - Major physical and psychological changes occur at the same time as going to HS
      - Is going through the changes what makes transitioning hard?
      - Or is it the transition to high school itself?
    - - Around 11% of Aussie youth b/n 10-14 work
      - 67% work in their final year
      - No adverse association b/n mod level of part-time work and school achievement
      - But part-time work beyond 15-20hr/wk is likely to have adverse impacts on education outcomes
        
        Increased risk of dropout
        
        Poorer academic performance
  - - - Retain knowledge of grammar, syntax, and phonology
      - Older adults tend to use less complex sentences
      - Those w/ memory difficulties may have trouble understanding complex sentences
      - Increased knowledge of semantics
      - Refine pragmatic use of language
    - - Types of Learning
        
        Non-formal learning = structured, supported by an experienced facilitator (e.g. private music lessons)
        
        Informal learning = unstructured, arises from activities
        
        Formal learning = recognised curriculum --> recognised qual
      - Australian Audit Learning Survey
        
        Most common difficulty to access adult learning opportunities
        
        Men- "too busy at work"
        
        Women- "too busy at home"
        
        Adult learners more likely to engage in deep learning