Unit 9 Language and Society(语言、大脑、思维)
Unit 9 Language and Society(语言、大脑、思维 )
By the end of this unit you should be able to ·●Be aware of some basics of how the brain works ·●Be aware of Lenneberg's critical period for language hypothesis ·●Understand some basics of how children acquire their mother tongue ·●Be aware of language handicap and speech therapy ·●Be aware of how memory works ·●Be aware of the importance of prior knowledge
By the end of this unit you should be able to • ●Be aware of some basics of how the brain works • ●Be aware of Lenneberg’s critical period for language hypothesis • ●Understand some basics of how children acquire their mother tongue • ●Be aware of language handicap and speech therapy • ●Be aware of how memory works • ●Be aware of the importance of prior knowledge
In this unit we take a closer look at the relation between the brain/mind and language. At this point you may want to know the difference between the brain and mind. The word brain here refers to the physiological substance inside the skull. The word mind,on the other hand,refers to psychological activities we do by using the brain,activities such as thinking, perceiving,memorizing,imagining,getting emotional,and so on
• In this unit we take a closer look at the relation between the brain/mind and language. • At this point you may want to know the difference between the brain and mind. The word brain here refers to the physiological substance inside the skull. The word mind, on the other hand, refers to psychological activities we do by using the brain, activities such as thinking, perceiving, memorizing, imagining, getting emotional, and so on
The major issue of this unit is concerning language acquisition. For a child to acquire its mother tongue,it needs three things:(1) language exposure environment. (2)cognitive capacity,and (3) innateness
• The major issue of this unit is concerning language acquisition. For a child to acquire its mother tongue, it needs three things: (1) language exposure environment. (2) cognitive capacity, and (3) innateness
教学内容： ·大脑的结构与基本功能； ·儿童的语言习得： ·记忆与知识结构
教学内容： • 大脑的结构与基本功能 ; • 儿童的语言习得； • 记忆与知识结构
教学目的： ·使学员对大脑的结构及分区功能情况有初 步了解。 ·熟悉Lenneberg语言习得关键年龄假设。 ·熟悉儿童语言习得的几个关键参数。 ·了解语言障碍与言语矫正。 ·熟悉大脑记忆功能的基本要素。 ·了解知识结构与语言理解的关系
教学目的： • 使学员对大脑的结构及分区功能情况有初 步了解。 • 熟悉Lenneberg语言习得关键年龄假设。 • 熟悉儿童语言习得的几个关键参数。 • 了解语言障碍与言语矫正。 • 熟悉大脑记忆功能的基本要素。 • 了解知识结构与语言理解的关系
Complete the summary of this activity by supplying the missing words. The theme of this activity us about how our memory_works and about how knowledge is organized in the mind
Complete the summary of this activity by supplying the missing words. • The theme of this activity us about how our memory works and about how knowledge is organized in the mind
Task 1 introduced the distinction between short-term and long-term. Short-term can keep the message verbatim,but only for a very short time.It is limited in capacity.Long- term memory,on the other hand, normally keeps the _meaning of the message,and can keep it for quite a long time.Its capacity is not limited
• Task 1 introduced the distinction between short-term and long-term. Short-term can keep the message verbatim, but only for a very short time. It is limited in capacity. Longterm memory, on the other hand, normally keeps the meaning of the message, and can keep it for quite a long time. Its capacity is not limited
Task 2 discussed the factors that affect memory.The factors are:(1) type of language;(2)input;(3) retention interval;and (4)output. Task 3 demonstrated the effects of prior knowledge on reading comprehension
• Task 2 discussed the factors that affect memory. The factors are: (1) type of language; (2) input; (3) retention interval; and (4) output. • Task 3 demonstrated the effects of prior knowledge on reading comprehension
Task 4 introduced the notion of schema,and the notion of script in particular.A script is a special kind of schema.It refers to the way our knowledge about a social situation is installed in memory. Two English scripts_were given as examples
• Task 4 introduced the notion of schema, and the notion of script in particular. A script is a special kind of schema. It refers to the way our knowledge about a social situation is installed in memory. Two English scripts were given as examples