PSY 201 Discussion Critical Periods for Language Development
Walden University PSY 201 Discussion Critical Periods for Language Development-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University PSY 201 Discussion Critical Periods for Language Development assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for PSY 201 Discussion Critical Periods for Language Development
Whether one passes or fails an academic assignment such as the Walden University PSY 201 Discussion Critical Periods for Language Development depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for PSY 201 Discussion Critical Periods for Language Development
The introduction for the Walden University PSY 201 Discussion Critical Periods for Language Development is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for PSY 201 Discussion Critical Periods for Language Development
After the introduction, move into the main part of the PSY 201 Discussion Critical Periods for Language Development assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for PSY 201 Discussion Critical Periods for Language Development
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for PSY 201 Discussion Critical Periods for Language Development
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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PSY 201 Discussion Critical Periods for Language Development
Do you believe there are critical periods for language development? Why or why not? In thinking of about your response, consider at least two of the following: the case study on Genie (the girl isolated from human contact), bilingualism, deaf children who have their hearing restored by cochlear implants, recovery from brain injury to language areas, or other relevant research findings of interest to you.
DQ2 Nativist and Learning Theories
Compare and contrast nativist and learning theories of language development. Which perspective do you think best captures how we develop language?
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Children learn language more easily than adults, though when and why this ability declines have been obscure for both empirical reasons (underpowered studies) and conceptual reasons (measuring the ultimate attainment of learners who started at different ages cannot by itself reveal changes in underlying learning ability). We address both limitations with a dataset of unprecedented size (669,498 native and non-native English speakers) and a computational model that estimates the trajectory of underlying learning ability by disentangling current age, age at first exposure, and years of experience. This allows us to provide the first direct estimate of how grammar-learning ability changes with age, finding that it is preserved almost to the crux of adulthood (17.4 years old) and then declines steadily. This finding held not only for “difficult” syntactic phenomena but also for “easy” syntactic phenomena that are normally mastered early in acquisition. The results support the existence of a sharply-defined critical period for language acquisition, but the age of offset is much later than previously speculated. The size of the dataset also provides novel insight into several other outstanding questions in language acquisition.
People who learned a second language in childhood are difficult to distinguish from native speakers, whereas those who began in adulthood are often saddled with an accent and conspicuous grammatical errors. This fact has influenced many areas of science, including theories about the plasticity of the young brain, the role of neural maturation in learning, and the modularity of linguistic abilities (Johnson & Newport, 1989; Lenneberg, 1967; Morgan-Short & Ullman, 2012; Newport, 1988; Pinker, 1994). It has also affected policy, driving debates about early childhood stimulation, bilingual education, and foreign language instruction (Bruer, 1999).
However, neither the nature nor the causes of this “critical period” for second language acquisition are well understood. (Here, we use the term “critical period” as a theory-neutral descriptor of diminished achievement by adult learners, whatever its cause.) There is little consensus as to whether children’s advantage comes from superior neural plasticity, an earlier start that gives them additional years of learning, limitations in cognitive processing that prevent them from being distracted by irrelevant information, a lack of interference from a well-learned first language, a greater willingness to experiment and make errors, a greater desire to conform to their peers, or a greater likelihood of learning through immersion in a community of native speakers
Every individual has their own beliefs and aspects regarding their life. the way of living depends on their culture and traditions. The worldview is a point of view to understanding someone’s personal experience, traditions, and the events of societies and history (Vidal, 2008). The other example of a worldview is the person who has ideas related to reality and knows the way how to interpret the experience of how the world is operating out is called a worldview (Taves, et al., 2018).
The concept of spirituality is a very wide experience of personal beliefs. Every person has their own perception related to spirituality. Spirituality may depend on religious traditions or the belief in a higher power (Elizabeth, S., 2022). It is also depending on the historic belief in an individual connection to others. It may be related to the thinking and experience of the world as a whole as it is felt by a person in their life on the level of physical and sensory perception. Spirituality is a way to find comfort and relieve stress for people. Some research shows that it is a different path to search for God or a higher power, and it also supports the reality of those persons who are more spiritual or religious are able to cope with challenges and stress. You can check for connections of spirituality by asking deep questions related to illness, emotions, or what happens after death, the experience of compassion and empathy for others, connection to others, and the feeling of happiness beyond the material possessions checking for meaning and purpose of life, and the looking for the chance to make the world a better place.
There are so many different types of spirituality that the person can get connected with their own ways such as breath work, meditation, prayer, serving their community, spending time with nature, yoga, spiritual retreats, etc. As the question asked related to spirituality and the way I can influence the way of care of my patients, I can apply this in my profession while finding the purpose and meaning of my job and responsibilities for my patient to relieve their stress, worries, and to provide comfort by releasing their stress. I will make myself capable to deal with depression, anxiety, and stressful situation, and promote my skills to support my patients. I will respect their feelings, religion, and beliefs related to their culture and history. I will try to find the cause of their stress, try to measure the power of God and the hope for healing, and also try to build positive thinking for life.
Reference
Elizabeth, S. (2022, August 19). What Is Spirituality? How Spirituality Can Benefit Your Health and Well-Being. Verywellmind. Retrieved October 4, 2022, from https://www.verywellmind.com/how-spirituality-can-benefit-mental-and-physical-health-3144807#:~:text=What%20Is%20Spirituality%3F%20Spirituality%20is%20the%20broad%20concept,others%20and%20to%20the%20world%20as%20a%20whole.
Taves, A., Asprem, E., Ihm, E. (2018). Psychology, meaning-making, and the study of worldviews: Beyond religion and non-religion. American Psychological Association. Retrieved October 5, 2022, from https://psycnet.apa.org/record/2018-36594-002
Vidal, C. (2008). Wat is een wereldbeeld? In H. Van Belle, & J. Van der Veken (Eds.) Nieuwheid denken: De wetenschappen en het creatieve aspect van de werkelijkheid (pp. 71-83). Acco, Leuven: Belgium.
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