Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Individual And Developmental Differences In Information Processing Skills Underlying Sentence Comprehension In Young Children PDF full book. Access full book title Individual And Developmental Differences In Information Processing Skills Underlying Sentence Comprehension In Young Children.
| Author | : Terece Stovall Bell |
| Publisher | : |
| Total Pages | : 282 |
| Release | : 1982 |
| Genre | : Human information processing in children |
| ISBN | : |
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 587 |
| Release | : 2015-07-23 |
| Genre | : Social Science |
| ISBN | : 0309324882 |
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
| Author | : Paul van den Broek |
| Publisher | : Routledge |
| Total Pages | : 475 |
| Release | : 2013-12-16 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1135449899 |
This book is about building metaphorical bridges--all sorts of bridges. At the most basic level, it concerns the bridges that individuals build to understand the events that they experience--the bridges that connect the events in the mind's eye. At another level, it is about bridges that interconnect findings and theoretical frameworks concerning event comprehension and representation in different age groups, ranging from infancy to adulthood. Finally, it is about building bridges between researchers who share interests, yet may not ordinarily even be aware of each other's work. The success of the book will be measured in terms of the extent to which the contributors have been able to create a picture of the course of development across a wide span in chronological age, and across different types of events, from the fictional to the actual. The individuals whose work is represented in this book conduct their work in a shared environment--they all have an intellectual and scholarly interest in event comprehension and representation. These interests are manifest in the overlapping themes of their work. These include a focus on how people come to temporally integrate individual "snapshots" to form a coherent event that unfolds over time, to understand cause and effect, and to appreciate the role of the goal of events. Another overlapping theme involves the possibility of individual differences. These themes are apparent in work on the early development of representations of specific episodes and autobiographical memories, and comprehension of complex events such as stories involving multiple characters and emotions. The editors of this volume had two missions: * to create a development span by bringing together researchers working from infancy to adulthood, and * to create a bridge between individuals working from within the text comprehension perspective, within the naturalistic perspective, and with laboratory analogues to the naturalistic perspective. Their measure of success will be the extent to which they have been able to create a picture of the course of development across a wide span in chronological age, and across different types of events--from fictional to actual.
| Author | : Sylvia Farnham-Diggory |
| Publisher | : Academic Press |
| Total Pages | : 220 |
| Release | : 2014-06-28 |
| Genre | : Psychology |
| ISBN | : 1483268802 |
Information Processing in Children is a collection of papers from the Seventh Annual Series of Symposia in the Area of Cognition. This collection discusses developmental data that are important to a complete theory of human information process and describes information-processing technologies used in developmental function studies. One paper reviews the developments in information processing in children that includes descriptions of the sensory system, intermodal connections, short- and long-term memory. Several papers also discuss developments in the basic mechanisms, such as those relating to perceptual phenomena, equivalence systems, and memory strategies. Several papers then deal with psychological considerations in building a model to cognitive development and learning. An example pertains to information processing tendencies in empirical studies and theoretical implications for cognitive learning abilities. One paper then discusses computer simulation, while another reviews papers written by Cellerier, as well as by Klahr and Wallace, which tackle the role of simulation in developmental research. This compendium can prove helpful for child psychologists, counselors, pediatricians, and child educators and teachers.
| Author | : Margaret J. Snowling |
| Publisher | : John Wiley & Sons |
| Total Pages | : 922 |
| Release | : 2013-04-22 |
| Genre | : Psychology |
| ISBN | : 1118712307 |
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
| Author | : B. Hemforth |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 325 |
| Release | : 2013-04-17 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9401596182 |
The German language offers a variety of possibilities for asking and answering new questions in psycholinguistic sentence comprehension research. The collection of papers in this volume contributes to the increasingly relevant crosslinguistic comparison of mechanisms of human sentence processing. The topics covered are incremental structure assembly, on-line ambiguity resolution, and phonological, contextual, and working memory aspects of reanalysis. The new theoretical and experimental insights presented in this volume should be of great interest to linguists and psychologists working on human language comprehension. The introductory information provided by the authors makes the volume easily accessible to advanced students.
| Author | : Edward Gibson |
| Publisher | : MIT Press |
| Total Pages | : 452 |
| Release | : 2011 |
| Genre | : Business & Economics |
| ISBN | : 0262015129 |
This book brings together contributions by prominent researchers in the fields of language processing and language acquisition on topics of common interest: how people refer to objects in the world, how people comprehend such referential expressions, and how children acquire the ability to refer and to understand reference.
| Author | : |
| Publisher | : |
| Total Pages | : 1230 |
| Release | : 1980 |
| Genre | : Medicine |
| ISBN | : |
| Author | : Philip B. Gough |
| Publisher | : Routledge |
| Total Pages | : 385 |
| Release | : 2017-11-27 |
| Genre | : Education |
| ISBN | : 1351236881 |
Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
| Author | : Julie Marie Schneider |
| Publisher | : |
| Total Pages | : |
| Release | : 2018 |
| Genre | : Child development |
| ISBN | : |
Language comprehension requires millisecond level processing of semantic and syntactic information, yet children seem to integrate and comprehend all of this information with relative ease. Although this is done effortlessly, developmental differences exist in the speed by which children process speech. By understanding how variation in the developmental time-course of semantics and syntax may contribute to individual differences in language comprehension, we may lay a foundation to better understand how language develops in atypical populations. This study uses electroencephalography (EEG) to investigate how early school-age children, late school-age children, and adults process semantics and syntax in naturally paced sentences. Children ages 8-9 years, 12-13 years, and adults listened to semantically and syntactically correct and incorrect sentences and were asked to complete an acceptability judgment task. When processing a semantic error, there were no developmental differences in the N400; however, increases in theta, related to semantic processing, were greater for 8-9 year olds than 12-13 year olds and adults. These findings suggest that the N400 may be too gross a measure to identify more subtle aspects of semantic development that are ongoing in early school-aged children. For the syntactic task, errors resulted in a larger P600 and greater beta decrease than correct sentences, but the location of the P600 and the amplitude of beta decreases differed as a function of age, suggesting specialization of syntactic skills is ongoing through adolescence. Taken together, the findings from the current study suggest that the neural substrates underlying semantic processing appear to reach adult-like levels at a younger age, while syntactic skills develop over a protracted time course to support comprehension of natural language.
