Development of Language and Brain Support

Development of Language and Brain Support Speech production is a highly skilled behavior that requires rapid and coordinated movements of the orofacial articulators. Speech and language are often confused, but there is a distinction between the two. Speech is the verbal expression of language and includes articulation, which is the way sounds and words are formed. On the contrary, language is much broader and refers to the entire system of expressing and receiving information in a way thats meaningful. It is understanding and being understood through communication in the form of verbal, non-verbal, and written. As a matter of fact, speech and language acquisition are intimately connected and have traditionally worked in parallel. In order to interpret the meaning of the spoken sounds, a coding mechanism is provided with set of rules for the listener and it is not straightforward. Speech production is a complicated process that undergoes several stages. The first stage is known as premotor process which means that the thought process is generally lumped together. The new ideas are converted into linguist structure that requires selections of suitable words and phrases. The brain functions by assembles the sounds that are needed to make each of the words. Next is the second stage which is called as the mechanical process. During this process, the brain sends signals to make those sounds. The development of language and brain support some relation to each other as language develops with the increase of the brain cell connections. Although the specific language learned is completely determined by the environment, we cannot deny that the capacity to acquire language is biologically determined as well. Thus it is reasonable to assume there are some language function exists in the brain which enables language acquired is parallel with the development of human brain as a child grows. Thus, the critical period for language learning is regarded to be the biologically determined period in which the brain keeps its plasticity for acquisition of any language. Under normal situations, a child is introduced to language essentially at the moment of birth. The first 3 years of life is the most intensive period for acquiring speech and language skills when the brain is developing and maturing. Brain development during childhood allows the brain to be shaped and the child is given an ability to grasp complex patterns, including those underlie speech. These skills develop best in a world that is rich with sounds, sights, and consistent exposure to the speech and language of others. As a child grows, they start to classify the speech sounds that form the words of their language. Plasticity for speech perception changes during childhood and adolescence, resulting in critical period for second-language acquisition. Once the natural critical period has passed without exposure to language, it will be more difficult to learn. The phenomenon of lateralization is extremely strong in humans. The brain of human beings consists of a left hemisphere and a right hemisphere, which different functions develop slowly in each parts of the brain as a child grows older. In the vast majority language areas are concentrated in the left hemisphere. The two major areas of human brain that are responsible for language are called Broca area and Wernicke area. Broca’s area is located in the left hemisphere and it is associated with speech production such as putting together sentences and using proper syntax. It is next to the area that controls facial muscle, jaw, tongue and throat function movement. If the area that controls movement is corrupted in any fashion, a person will experience difficulty in producing the actual sounds of speech. Our ability to articulate ideas, as well as use words accurately in spoken and written language, has been attributed to this crucial area. On the contrary, Wernickes area is the cri tical language area in the posterior superior temporal lobe that connects to Broca’s area via a neural pathway. Wernicke’s area is thought to be partially responsible for language processing or comprehension such as untangling and analyzing sentences, whether it is written or spoken. Other areas in brain that involved in language are those that surround the Sylvian fissure, a cleavage line that separates the portions of brain which are exclusively human. Many in the scientific community have posited that both speech and language are lateralize, which means, we use only one side of our brains for speech, which involves listening and speaking; and language, which involves constructing and understanding sentences. However, the conclusions pertaining to speech generally stem from studies that rely on indirect measurements of brain activity, raising questions about characterizing speech as lateralized. According to reseachers at New York University, speech is in fact bilate ralized. In simple words, the brain areas in both hemispheres are harnessed in making words. The specific areas are the bilateral inferior frontal and the inferior parietal, superior temporal, pre-motor and somatosensory cortices. Though both hemispheres of the brain are equal at birth, the function of language gradually settles in the dominant left hemisphere of the brain after biological maturation or the critical period which is proposed by Lenneberg (1967). Lenneberg concludes that the development of language is the result of brain maturation, which it holds that primary language acquisition must occur during critical period with the establishment of cerebral lateralization of function. A strong implication of this hypothesis is that the processes involved in any language acquisition which takes place after the age of puberty will be qualitatively different from those involved in first language acquisition. A commonly drawn, though not absolutely necessary, corollary of the CPH is that any language learning which occurs after the age of puberty will be slower and less successful than normal first language learning. There is a research obtained from people who suffered from brain damage also proved the evid ence for the lateralization of brains. A brain is said to lose its plasticity after the lateralization. Some case studies are reported on impaired brains before and after the critical periods. Adults who suffered brain damage in the left hemisphere fail to recover their language if they do not recover within five months, whereas children show an ability to recover fully if they were very young at the period of damage. It is said that even total removal of the left hemisphere did not remove children’s ability to reacquire a language. Consequently Lenneberg’s hypothesis is based on this period of lateralization, which language acquisition relied on the plasticity of both hemispheres and that hemispheric specialization was complete at puberty. If the language acquisition had not occurred by the time a child reached puberty, full mastery would never be attained. Knudsen (1999) distinguished a sensitive from a critical period, arguing that during a sensitive period, neuronal connections are particularly susceptible to environmental input, but later experience continues to influence neural development. In contrast, during a critical period, appropriate experience must occur to produce the neural connections necessary for normal function, and the resulting patterns are irreversible. During critical period, the neural system awaits specific informationto continue to develop normally(Knudsen, 1999). Thus, in both sensitive and critical periods, individuals are highly responsive to experience, but sensitive periods are ones in which later experience can also affect the individual, whereas during critical periods, experience is required for learning to occur and learning produces durable effects (Knudsen, 2004). Although phonetic learning can be affected by experience past childhood, phonetic learning exhibits the two principles cited by Knudsen fo r a critical period. According to Knudsen, a lack of exposure early in development to natural language, speech or sign results in the lack of normal language, and early experience with a particular language has indelible effects on speech perception. Phonetic perception might therefore be thought of as exhibiting a critical period in development. There are three stages of speech development. The first stage is known as social speech or external speech. Luria (1992) points out that â€Å"In no way is this speech related to intellect or thinking.† In this stage, speech is used to express simple thoughts and emotions such as laughter, crying and shouting. A child tends to uses speech to control the behaviour of others. For example: I want ball. The second stage is egocentric speech which is typically the type of speech found in a child of age three to seven. According to Lefrancois (1994), he states that this stage †serves as a bridge between the primitive and highly public social speech of the first stage and the more sophisticated and highly private inner speech of the third stage.† In this stage, the children often talk to themselves, regardless of someone listening to them. They are able to express and speak what they are doing as they do it, while voicing out loud in an attempt to guide their own behaviou r. The final stage of speech development is known as inner speech, used by older children and adults. It is an inner, soundless speech that includes communication rehearsal, rehashing conversations and imagined interactions with media personalities. This stage of speech allows us to direct our thinking and behaviour. Speech and language disorders Speech production is a complex process, involving a networked system of brain areas that each contribute in unique ways. Difficulty with speech can be the result of problems with the brain or nerves that control the facial muscles, larynx, and vocal cords necessary for speech. Likewise, muscular diseases and conditions that affect the jaws, teeth, and mouth can impair speech. Some conditions that affect speech are present at birth, such as inborn muscular conditions and congenital anatomical abnormalities; while others are the result of metabolic diseases, infections, tumors, or injury. Abnormalities of the vocal cords such as inflammation, polyps, cysts, and tumors can affect the pitch and quality of the voice. A number of different types of speech impediments can occur, and many terms have been used to qualify speech disorders. Aphasia is the loss of the ability to understand language, whether spoken or written, and occurs due to disturbances in the areas of the brain that are used in language processing. Benson (1967) has classified aphasia into two different types, which are Brocas aphasia and Wernickes aphasia (Jeanne, 1998). Brocas aphasia is also referred to as non-fluent or expressive aphasia. It is characterized by the loss of the ability to produce language. If someone has Brocas aphasia, they can still understand spoken language and read language, but they have a hard time speaking and writing due to movement problems. Typically they will talk using short phrases that make sense but they have extreme difficulty in moving their mouths and getting the sounds to come out. They also often omit words in order to shorten what they have to say. People who suffer from non-fluent aphasia understand the speech but because the cant get the words they want to say out they often get irritated and frustrated. People who suffer from Brocas aphasia also have right-sided paralysis or weakness that extends to their extremities. In contrast, Wernickes aphasia is characterized by superficially fluent, grammatical speech but an inability to use or understand more than the most basic nouns and verbs. Corruption of Wernickes area causes an individual to make meaningless sounds. Basically they can make do speech sounds, but they do not make any sense. In other words, damage to the the side portion of the brain may cause fluent aphasia. In most cases this kind of damage occurs in the left side, although it the damage can be caused from the right side also. People that have this left side damage or temporal lobe damage often talk in long sentences that basically are meaningless, they often add unwarranted words, and can even make up words. Therefore it is often extremely difficult to understand what a person with this disturbance is trying to tell you. The people that are affected by this disorder are usually unaware that they have it and usually have no weakness in their movements because their problem is not near that area of the brain. There are many other types of aphasia or speech and language disturbances and each form results from damage to different areas of the brain. Therefore it is hard for many neuroscientists to actually explain in words or pinpoint what area that truly conducts speech. References Jeanne, K. G. (1998). The fluency dimension in aphasia. Retrieved March 11, 2014, from http://aphasiology.pitt.edu/archive/00001131/01/27-13.pdf Knudsen, E. I. (1999). Early experience and critical periods. In M. J. Zigmond (Ed.), Fundamental Neuroscience (pp. 637–654). San Diego, CA: Academic Press. Knudsen, E. I. (2004). Sensitive periods in the development of the brain and behavior. Journal of Cognitive Neuroscience. Retrieved March 13, 2014, from http://www.mitpressjournals.org/doi/abs/10.1162/0898929042304796?journalCode=j ocn Lenneberg. E.H. (1967). Biological foundations of language. Retrieved March 10, 2014, from http://www.ling.fju.edu.tw/biolinguistic/data/course/biological_foundations.htm

CDA Competence Goals Essay

I. To establish and maintain a safe, healthy learning environment. 1. Safe: Candidate provides a safe environment to prevent and reduce injuries. 2. Healthy: Candidate promotes good health and nutrition and provides an environment that contributes to the prevention of illness. 3. Learning Environment: Candidate uses space, relationships, materials, and routines as resources for constructing an interesting, secure, and enjoyable environment that encourages and fosters trust, play, exploration, interaction, and learning. II. To advance physical and intellectual competence. 4.  Physical: Candidate provides a variety of developmentally appropriate equipment, learning experiences, and teaching strategies promote the physical development (fine motor and gross motor) of children. 5. Cognitive: Candidate provides activities and opportunities that encourage curiosity, exploration, and problem solving appropriate to the development levels of each child. 6. Communication: Candidate actively communicates with children and provides opportunities and support for children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings. 7. Creative: Candidate provides opportunities that stimulate children to play with sound, rhythm, language, materials, space and ideas in individual ways and to express their creative abilities. III. To support social and emotional development and to provide positive guidance. 8. Self: Candidate provides a warm, positive, supportive relationship with each child, and helps each child learn about and take pride in his or her individual and cultural identity. 9. Social: Candidate helps each child feel accepted in the group, helps children learn to communicate and get along with others, and encourages feelings of empathy and mutual respect among children and adults. 10. Guidance: Candidate provides a supportive environment and uses effective strategies to help all children learn and practice appropriate and acceptable behaviors as individuals and as a group, and effectively provides support for children with persistent challenging behaviors. IV. To establish positive and productive relationships with families. 11. Families: Candidate establishes a positive, cooperative relationship with each child’s family, engages in two-way communication with families, encourages their involvement in the program, and supports the child’s relationship with his or her family. V. To ensure a well-run, purposeful program responsive to participant needs. 12. Program Management: Candidate is a manager who uses all available resources to ensure an effective operation. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative coworker. VI. To maintain a commitment to professionalism. 13. Professionalism: Candidate makes decisions based on knowledge of researched-based early childhood practices, promotes high-quality child care services, and takes advantage of opportunities to improve knowledge and competence, both for personal and professional growth and for the benefit of children and families.

Essay about Native American In Colonial America - 1167 Words

In the wake of Europe’s Age of Exploration, explorers roamed different parts of the ocean in search of a faster water route to Asia. Along the way, Europeans explorers discovered a whole new continent, America. Thinking that he was in India, Christopher Columbus, an Italian sailor, called the indigenous Native Americans he met â€Å"Indians,† a misnomer that is still used frequently even up to this day. Europeans soon shifted their attention away from the water route to Asia but toward the colonization of the New World. With a desire to have a new life different from that of the Old World, many Europeans landed on the shores of the new continent and settled in communities. However, almost all kinds of European colonization faced this†¦show more content†¦King Philip’s War, from 1675-1676, also known as Metacom’s Rebellion, not only marked the last major effort by the Indians of southern New England to drive out the English settlers but also marke d the bloodiest war in American History in terms of the ratio between causality and population. (Cowley and Parker 1996) Frustrated by their oppressors, â€Å"They [Native Americans] had become increasingly dependent on English goods, food, and weapons, and their bargaining power diminished as the fur trade dried up, tribal lands were sold, †¦leaders were forced by the colonists to recognize English sovereignty.† (1996) Native Americans’ unfavorable situation made one of their leaders, Matcom, to unite a large force of Indians with the purpose of driving the European settlers out of their land. Edward Randolph, in his report on the aftermath of King Philip’s War, wrote: â€Å"The losse to the English in the severall colonies †¦ is reckoned to amount to  £150,000 †¦ 1200 houses burned, 8000 head of cattle †¦ killed, and many thousand bushels of wheat, peas and other grain burned (of which the Massachusets colony hath not been damnifyed one third part, the great losse falling upon New Plymouth and Connecticot colonies) and upward of 3000 Indians men women and children destroyed, who if well managed would have been very serviceable to theShow MoreRelatedThe Role Of Native Americans In Colonial America1082 Words   |  5 Pagesthe early colonial period in America, new American settlers did not get along well with the Natives. The Native people gave the American people many problems when they came to settle in the New World. Most of these problems included the Natives capturing Americans and keeping them as hostages during the wars. 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Benefits Of Using Object Oriented Database - 1352 Words

Network allows the same owner file to be linked to multiple records. network models look like a tree that isn t the right way up where the owner is the bottom of the tree and the member information being linked to the owner is the branches. This model is flexible due to the multiple links. Advantages It can be easily accessed in any table record in the database as it has many to many relationships. It is flexible so it is easier to navigate and search for information. ImageDisadvantages If you are a first time user it can be difficult to use. Difficulties can occur when adding information because this can change the whole database. Object oriented database Object databases store objects instead of data like integers or strings. Objects are made up of attributes and methods which is how the object behaves and the functions of the object. 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American Public Education Essay - 676 Words

Public schools in America were regarded as the best public schools in the world up to the 1970s. Today, compared to the development of Asian and European schools, American schools are ranked as some of the lowest schools. Some students are graduating from high school with little or more knowledge about the core classes. For instance, I started school in the US at age twelve, eighth grade, and was placed in college prep classes, even though English was my second language. Fortunately, I had the opportunity to travel and study in different countries like Afghanistan, India, and Yemen. The excellent schooling system of these countries, although they were considered third world countries in the eighties, had prepared me for a higher†¦show more content†¦Are we lacking something in our education system? If so, what is it? If our system is failing, we need to find why it is, before we place our youth at a great risk in the global market. America needs to keep American youth at an equivalent academic level as the Asian and European nations. America argue that one of the main dilemma for American schools is the funding deficiency, for different programs to help the students succeed; the US spends more per student than any other G-7 nation (Asian and European countries). Studies show that the spending per pupil has probably increased about 400% since 1960. It is true that the funding might be a minor cause of our schools failing, not a major cause. Dr. Milton Friedman, a noble laureate, did a study which indicated that the quality of schooling is far worse today, than it was in 1955. This study also illustrates that we do have the highest cost per student, yet lowest quality of education. 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Political and religious ideologies also are potent influences on the educational system. An average student’s registration into the educational system may be affected by such factors. What is the definition

A Comparison of the Codes of Ethics Free Essays

The Alabama Educator Code of Ethics and the University of North Alabama’s Code of Ethics Professional Dispositions both focus on many of the same core values. There are nine standards in the Alabama Educator COE and seven dispositions in UNA’s COE. Standard 1 and Disposition 1 both advocate having a commitment to professional standards. We will write a custom essay sample on A Comparison of the Codes of Ethics or any similar topic only for you Order Now While UNA’s COE simply states that an educator should have a commitment to professionalism and ethical standards and leaves the interpretation of this up to the educator, the Alabama Educator COE goes more in depth. Standard 2 focuses on trustworthiness, and Standard 3 concentrates on unlawful acts. Standard 5 states that an educator should refrain from the use of alcohol and tobacco products and never use illegal drugs. Standard 4 and Disposition 5 both address respecting the differences of students. They both state that an educator should not discriminate by race, gender, religion, or disability. Both also encourage educators to provide challenging, equitable learning opportunities for all students. Both the Alabama Educator COE and UNA’s COE promote collaboration, but the UNA’s COE is more comprehensive in its description. Both Disposition 6 and Disposition 7 address collaboration; Disposition 6 focuses on working with family and community members, and Disposition 7 focuses on working with other educators. The Alabama Educator COE only mentions collaboration in standard one. One big variation between the two codes is that UNA’s COE does not address any obligations to your contract, while the Alabama Educator COE uses the entire Standard 9 to focus on it. Another key difference is that the Alabama Educator COE discusses confidentiality thoroughly in Standard 8, but UNA’s COE does not mention it. The ethical conduct discussed in Standard 6 (Public Funds and Property) and Standard 7 (Remunerative Conduct) does not show up in UNA’s COE either. UNA’s COE uses Disposition 3 to concentrate on using technology and research in the classroom, but the Alabama Educator COE does not discuss technology. The two sets of ethical behavior share many of the same principles, but are laid out in different ways. If an educator applies both COEs to his or her practice, then they will definitely be successful. How to cite A Comparison of the Codes of Ethics, Papers

Academy of Management Learning and Education

Question: Discuss about the Academy of Management Learning and Education. Answer: Introduction Ethical issue is considered as a situation within the present system of the organization or the individual of the society that chooses among various alternatives to be evaluated as right or wrong. Ethical issues can occur in various aspects of the society. One of the most common ethical issues prevailing in the environment is related to consumerism. The ethical factors that are related to consumerism would deal with the purchasing, sourcing and shopping of the consumer (Bell Hafford-Letchfield, 2015). This following study contains the arguments for and against the Ethical Issues of Consumerism. Pro Arguments According to the theories of Kantian, ethical issues prevailing with respect to consumerism, it could be seen that people are nowadays too obsessed with shopping new products and services for themselves. They spend more time in buying the products rather than spending quality time with their friends and relatives (The Story of Stuff. 2017). Planned obsolescence and perceived obsolescence are considered as two concepts that lead to the ethical dilemma in relation to consumerism in the society. As per the concepts of Utilitarianism, planned obsolescence deals with how the recently bought products become obsolete due to the fast changing and upgraded technology in the same way perceived obsolescence deals with the change in the demand for new products by the individual due to change in trend and fashion of the goods (Arieli, Sagiv Cohen-Shalem, 2016). According to the theory of Virtue Ethics, due to excess of products bought, and no fruitful work being amended, the national happiness i n United States is found decreasing in nature. Anti Arguments Based on the Utilitarianism approach, it could be stated that consumerism raises the productivity of the economy by raising the demand of the product and services to be offered. It provides the organization with the incentives to produce more. Based on Kantian theories it could be stated that the availability of the products and services at much lower costs is quite beneficial for the individuals to buy the products below the price of their willingness to pay (Reamer, 2013). Hence, it could be stated that as the theory of Virtue Ethics, it can be said that the rise in the abovementioned ethical issues in the economy is not found negative always. Viewpoint After analysing both the arguments for and against the ethical issues prevailing in an economy concerned with consumerism, it could be stated that the people with the rise in the transaction of goods and services, there are various drawbacks that outweigh the positive side of such transactions as per the Virtue Ethics theories (The Story of Stuff 2017). Along with the rise in the transactions as per the Kantian theories, there are some useless spending associated of the individuals, over utilisation of resources, more products being dumped and greater amount of toxicants being given out in the environment. This moreover leads to degradation of our planet. In the end it could be stated that the over production of goods and services does not provide any benefit to the environment and thereby goes against the Utilitarian approach. Conclusion It could be concluded from the above-mentioned analysis that the ethical issues prevailing in the field of consumerism consists of various aspects. Among them, the most important one is rigorous transactions of goods and services being bought by the individuals. The ill effects that are caused by the transactions have over shadowed the arguments, which are against the statement. Reference Arieli, S., Sagiv, L., Cohen-Shalem, E. (2016). Values in business schools: The role of self-selection and socialization.Academy of Management Learning Education,15(3), 493-507. Bell, L., Hafford-Letchfield, T. (2015).Ethics, values and social work practice. McGraw-Hill. Reamer, F. G. (2013).Social work values and ethics. Columbia University Press. The Story of Stuff. (2017). The Story of Stuff Project. Retrieved 23 January 2017, from https://storyofstuff.org/movies/story-of-stuff/