Universal Grammar In Second Language Acquisition: The nature of interlanguage representation.
UNIVERSAL GRAMMAR IN SECOND LANGUAGE ACQUISITION: THE NATURE OF INTERLANGUAGE REPRESENTATION* Lydia White McGill University Constraints on representation In this paper, I provide an overview of differing perspectives on the role of Universal Grammar (UG) in second language acquisition (SLA). I will suggest that we must not lose sight of the fact that UG is a theory which provides constraints on linguistic representation. At issue, then, is whether inter-language (IL) representation is constrained by UG. UG is part of an innate biologically endowed language faculty. It places limitations on grammars, constraining their form (the inventory of possible grammatical categories, in the broadest sense, i.e., syntactic, semantic, phonological), as well as how they operate (the computational system, principles that the grammar is subject to). UG includes invariant principles, as well as parameters. While theories like Government- Binding (GB), Minimalism, or Optimality Theory differ as to how precisely they handle concepts like principles and parameters, there is a consensus that certain properties of language are too abstract, subtle and complex to be learned without postulating innate and specifically linguistic constraints. Much of the work on UG in SLA has been conducted within the GB framework. Since then, there have been changes in linguistic theory; some
Psychological and Sociological Perspectives On Human Development and Behaviour.
PSYCHOLOGICAL AND SOCIOLOGICAL PERSPECTIVES ON HUMAN DEVELOPMENT AND BEHAVIOUR Cherine Docherty - HNC Social Care In my portfolio, I am going to analyse the psychological factors influencing the development and needs to the individual throughout the life cycle and the sociological factors contributing to the understanding of the development of the individual. I am going to base my portfolio into seven different chapters; My first chapter I will analyse the development of the infancy stage, speaking about Freud and Erikson's theories, I will also speak about single parent families, one cause and effect of discrimination, and I will include my own personal experience; My second chapter I will analyse the development of the childhood stage, speaking about Freud and Erikson's theories, I will also speak about the nuclear family in this chapter; My third chapter I will analyse the development of adolescence, speaking about Freud and Erikson's theories; My fourth chapter I will analyse the development of adulthood, speaking about Maslow and Erikson's theories; In my fifth chapter I will analyse the development of the older adult, speaking about Maslow and Erikson's theories, I will also speak about the extended family and one cause and effect of discrimination. Throughout these five chapters I will also include in each one; socialisation, poverty, PICES and I will portray
Self-Report Measurement of Adult Attachment: An Integrative Overview.
Self-Report Measurement of Adult Attachment: An Integrative Overview Kelly A. Brennan State University of New York at Stony Brook Catherine L. Clark Western Consortium for Public Health Phillip R. Shaver University of California, Davis In J. A. Simpson & W. S. Rholes (1998) (Eds.), Attachment theory and close relationships (pp. 46-76). New York: Guilford Press. Address correspondence to the first author at the Department of Psychology, State University of New York at Brockport, Brockport, NY 14420. Electronic mail inquiries may be directed to [email protected]. Self-Report Measurement of Adult Attachment: An Integrative Overview Ever since Hazan and Shaver (1987) showed that it is possible to use a self-report questionnaire to measure adolescent and adult romantic-attachment orientations (secure, anxious, and avoidant--the three patterns identified by Ainsworth, Blehar, Waters, and Wall, 1978, in their studies of infant-caregiver attachment), a steady stream of variants and extensions of their questionnaire have been proposed. The resulting diversity often arouses frustration and confusion in newcomers to the field who wonder which of the many measures to use. The three of us are probably typical of attachment researchers in receiving as many as five telephone calls, letters, and e-mail messages a week from researchers who want to know either "Has anything
Student number: 0373390
Student number: 0373390 SO2008 Assessed Task Scenario One: A child in Need An important component of the inclusion programme has been the introduction of pre-school education in order to allow children with disabilities and impediments to their learning to develop the skills that will allow them to maximise their chances of future success in the classroom. The benefit of EI on children with DS however, remains inclusive (Wishart, 1996). This in turn highlights the issue of whether it is possible or desirable to integrate children with DS into mainstream education. Within this scenario the research will be assessed to decide whether EI is effective for children with DS and what is the best course of action to follow in the case of the child in question. DS is a chromosomal disorder characterised by the presence of an extra #21 chromosome. Instead of having 46 chromosomes in each of his/her cells, a person with DS has 47. DS is the most prevalent chromosomal disorder, and also the most frequently recognised cause of physical and intellectual impairment (Selikowitz, 1990). What this means is that children with DS develop intellectually at a much slower pace than other children who do not have a learning disability (Selikowitz, 1990). However as with all children their rate of development varies considerably, with some developing more slowly and others at a faster rate.
For this assignment I will produce a case study showing how psychological theories can be used to explain human behaviour.
Introduction For this assignment I will produce a case study showing how psychological theories can be used to explain human behaviour. In order for me to carry out my case study I am going on a work placement at a nursery. The psychological theories that I will use to explain child behaviour are attachment and separation. The theories that I will look at closely are Ainsworth, Bowlby 1948, Lorenz 1952, Robertson and Bowlby, Schaffer and Emerson 1964, Spitz and Wolf 1964, Ainsworth and Bell 1970, Rutter 1981, Cockett and Tripp 1994. Before I begin to explain these theorists I will define attachment and separation. Attachment is a strong emotional tie that develops over time between an infant and their primary caregiver(s) Cardwell, et al, 2000, page 29 Maurer and Maurer (1989) suggested that the form attachment takes depends on the interaction between two people (infant and caregiver) rather than just being together. Separation means being separated from a caregiver. Deprivation means that there has been a disruption in the attachment bond, separation or loss of attachments. Privation, on the other hand, implies that no attachment bond has been formed. I will explain about the effects of separation later on in this case study. Attachment is assessed in terms of four aspects of the infant's behaviour: - Separation Anxiety: - This is the discomfort the
Psychology was a branch of philosophy before it broke away into a distinctive discipline over the last century. At the time when psychology was beginning to develop from its post-renaissance past, several schools formed.
Table of Contents Contents Section Introduction 1.0 Psychodynamic approach 2.0 Psychoanalytic theory 2.1 Structure of personality 2.2-2.3 Defence mechanisms 2.4-2.5 The development of the personality 2.7 Post-Freudians 2.8 Therapies 2.9 Classical psychoanalysis 2.10 Ego analysis 2.11 Criticisms of the approach 2.12 Behaviourist approach 3.0 Classical conditioning 3.1 Classical conditioning accounting for Phobias 3.2 Classical conditioning in the media 3.3 Operant conditioning 3.4 Skinner's findings 3.5 Types of reinforcement 3.6 Secondary reinforcers 3.7 How it applies to humans 3.8 Therapies 3.9-3.12 Criticisms of the approach 3.13 Humanistic approach 4.0 Client-centred therapy 4.1 Maslow's hierarchy of needs 4.2 Logotherapy 4.3 Criticisms of the approach 4.4 Skinner's findings 4.5 Which approach? 5.0 Conclusion 6.0 Appendices Diagram of the levels of states of consciousness Little Han Pavlov's conditioning process. Bibliography .0 Introduction Psychology was a branch of philosophy before it broke away into a distinctive discipline over the last century. At the time when psychology was beginning to develop from its post-renaissance past,
Pivots and Structured Play: Stimulating creative user input in Concept Development
Pivots and Structured Play: Stimulating Creative User Input in Concept Development Tore Urnes, Åsmund Weltzien and Anne Zannussi Telenor Research and Development Snarøyveien 30 N-1331 Fornebu, Norway {tore.urnes|asmund.weltzien|anne.zannussi}@telenor.com Solveig Engbakk¹ and Julie Kleppen Rafn² ¹Department of Computer Science ²Department of Product Design Norwegian University of Technology and Science N-7034 Trondheim, Norway {solveien|julier}@stud.ntnu.no ABSTRACT Design methods based on participatory design need to stimulate creativity in potential users. We propose the pivot method to address this need during the concept development stage of the broader interactive system development process. Pivots are symbolic, yet physical, representations that allow a person to move back and forth between a figured (imagined) world and the real world. This movement generates experiences that can be exchanged and that stimulate creativity. We offer insights into the theoretical foundations of pivots and the pivot method. We also report on our experience from employing the pivot method during the development of a "universal remote controller" concept for a smart home. Keywords Participatory design, creativity, pivot, play, design method, smart home, universal remote controller. INTRODUCTION Constant progress in hardware and software technologies helps bring
Significant figures - Vector symbols
Andy Somody 97300-6222 ENSC 495 Assignment #2 Significant figures Vector symbols 4-1). The linear coefficient for the thermal expansion of quartz used for a mask plate is 5.5x10-7 oC-1. This implies that when the mask plate is heated or cooled, its length changes by an amount proportional to the original length, the change in temperature, and the linear coefficient for thermal expansion of quartz. Mathematically, we can describe this relationship with the following equation: where ?T is change in the temperature of the mask plate, ?l is the change in length of the mask plate caused by the thermal expansion, ? is the linear coefficient for the thermal expansion of quartz, and l0 is the largest distance from the portion of the mask plate that remains aligned during expansion to any portion on the mask plate that becomes misaligned. Therefore, ? = 5.5x10-7 oC-1. Alignment accuracy across a 6 inch (15 cm) silicon substrate must be maintained from one layer to the next within 0.5 um. The mask must be properly aligned on the wafer. However, if there is a change in the temperature of the mask plate during alignment, the mask plate will expand or contract. The amount that the mask plate expands or contracts will be determined by the above equation. All of the features on the mask plate will also expand or contract in accordance with the above equation. I have solved this
I will also look at Kingman's models of language and how it relates to the National Curriculum as well and other theories of language. I will observe language and communication development of two children from my school.
Introduction For this assignment I am going to define language acquisition and the development of language by children, discuss the system of language in terms of social and geographical factors, identify differences between language and a language and identify the functions of language in differing situations. I will also look at Kingman's models of language and how it relates to the National Curriculum as well and other theories of language. I will observe language and communication development of two children from my school. From this I will illustrate my findings and how these children fit the models of language acquisition and development. Curriculum Language "Language is about communication; communication with self and communication with others. It helps people to move from the here and now to the past, into the future and into alternative worlds. It uses agreed signs which evolve to fit the times and setting in which the language is used. It enables people to think and feel at an abstract level about ideas which are hypothetical and imaginary in effective, efficient, deep and moving ways. It normally involves talking and listening; it can involve reading and writing. In Western culture, all four elements are important areas of language in the school setting and in life generally." Bruce, T. 1987 p87. Language marks the most important difference between humans and
"Theory affects the work of practitioners in the area of loss to varying degrees
"Theory affects the work of practitioners in the area of loss to varying degrees. Some are quite ignorant of theory and work almost exclusively from personal instinct and experience; others find that theory guides significantly their approach to dealing with loss, attitudes towards those for whom they care, communication with other practitioners, and the interventions employed in situations of loss. Different theoretical positions that have evolved throughout the 20th century have contributed positively to the knowledge and work of practitioners in the area of loss. However, while recognizing potential benefits provided by theory, it is important to also recognize the potential negative effects of strict adherence to a particular theoretical position in this work in the area of loss. Hence it may be the use of theory, rather than theory alone, that we must consider more carefully in improving the care of those facing loss". Throughout the 20th century theoretical models of loss and grief have been based predominantly on bereavement (Murray, 2003). However, studies have found that the personal experience of bereavement does not always follow the precepts of theoretical models (Silverman & Klass, 1996). Furthermore, "in the field of death and dying, loss is the central topic" (Harvey & Weber, 1998, p.321) and loss and grief has also been associated with a broad range of