13515373
Beschreibung
Mindmap von Efrain Hernando Santos Díaz, aktualisiert more than 1 year ago
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Erstellt von Efrain Hernando Santos Díaz
vor mehr als 6 Jahre
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STUDY OF LANGAUGE FUNCTIONS
- 1. LANGUAGE FUNCTIONS
- Include: words, sounds,
morphemes, sentences,
speech, structures,
vocabulary
- 1.1. Semantic Relationships
- Connect the child to his or
her world. The child acts as
agent. He is the center of the
relationship with the
environment.
agent+action+object The
child acquires the perceptual
patterns of the world. social
development cognitive
development.
- Connect the child to his or
her world. The child acts as
agent. He is the center of the
relationship with the
environment.
agent+action+object The
child acquires the perceptual
patterns of the world. social
development cognitive
development.
- 1.2. Problems with
Acquiring B.S.R
- If the child for any
reason can not receive
spoken patterns, he will
have difficulties to
acquire language
functions: autism,
hearing loss.
- If the child for any
reason can not receive
spoken patterns, he will
have difficulties to
acquire language
functions: autism,
hearing loss.
- 1.3. Exentended Semantic
Relationship
- 1.3.1. Social Intentions
- Greeting,
rejecting,
deyening,
existing,
requesting
- Greeting,
rejecting,
deyening,
existing,
requesting
- 1.3.2. Preoperational Cognition
- It is the knowledge
that the child has of
his environment and
relates it to the here
and now. This changes
as it grows.
- It is the knowledge
that the child has of
his environment and
relates it to the here
and now. This changes
as it grows.
- 1.3.1. Social Intentions
- Include: words, sounds,
morphemes, sentences,
speech, structures,
vocabulary
- 2. EXPANDED LANGUAGE FUNCTIONS
- 2.1. Displacement
- Ideas are separate from
the physical existence of
a person, action, or
object. Communication
with others can occur
across space and time.
- Ideas are separate from
the physical existence of
a person, action, or
object. Communication
with others can occur
across space and time.
- 2.2. Semanticity
- Concepts increase in
complexity from the
overlapping and layering of
meaning. More complex
meanings can be shared
about higher order thoughts.
- Concepts increase in
complexity from the
overlapping and layering of
meaning. More complex
meanings can be shared
about higher order thoughts.
- 2.3. Productivity
- Concepts mean similar
ideas whether they are in
spoken or written form.
Concepts can be
understood whether
communicated through
writing or speaking or
drawing or numeracy.
- Concepts mean similar
ideas whether they are in
spoken or written form.
Concepts can be
understood whether
communicated through
writing or speaking or
drawing or numeracy.
- 2.4. Flexibility
- Move the
meaning into
complex ideas
across time and
space
- Move the
meaning into
complex ideas
across time and
space
- 2.5. Redundancy
- Concepts increase in
meaning to the point
where they must
become a new
concept. People can
be very specific and
efficient in conveying
messages to others.
- Concepts increase in
meaning to the point
where they must
become a new
concept. People can
be very specific and
efficient in conveying
messages to others.
- 2.6. Concrete Cognition
- By 7–11 years of age, a child is able
to relate other people (agents) and
their actions to people that the
child may or may not know
through societal rules.
- By 7–11 years of age, a child is able
to relate other people (agents) and
their actions to people that the
child may or may not know
through societal rules.
- 2.7. Speech Acts
- Speech acts include the rules for
the context, verbal and
non-verbal characteristics of the
speaker’s utterance, and the
effects on the listener. For
speech acts to be effective as
intended by the speaker, they
must affect the way the listener
assigns meaning.
- Speech acts include the rules for
the context, verbal and
non-verbal characteristics of the
speaker’s utterance, and the
effects on the listener. For
speech acts to be effective as
intended by the speaker, they
must affect the way the listener
assigns meaning.
- 2.8. Expanded Speech Acts
- When we
communicate
something and this is
understood by
another person in the
same way as we
wanted to express.
The use of connectors
is important for
spinning ideas.
- When we
communicate
something and this is
understood by
another person in the
same way as we
wanted to express.
The use of connectors
is important for
spinning ideas.
- 2.1. Displacement
- Cognitive Processes of
Neuro-Semantic Language
Learning System
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