Pieces of the Puzzle How Categorization, Part-whole Understanding, and Communicative Intent Contribute to Phonological Awareness
Year: 2011
Type: article
Abstract: Cognitive Linguistic Theory posits that language is usage-based and dependent upon shared cognitive processes.As such, language development is partially reliant upon understanding the communicative intent of speakers as well as overall cognitive development.Children diagnosed with a Specific Language Impairment (SLI) do not have an identifiable sensory, motor, or cognitive cause for their language difficulties yet remain at risk for additional language delays.One such delay is with phonological awareness development, an ability that typically becomes observable in 4-year-olds and relies heavily on dynamic categorization and understanding of part-whole relationships.Furthermore, learning that objects have composite parts and properties is often facilitated by an established joint attention between speaker and listener.The interplay between attention, categorization, and part-whole skills in young children with SLI warrants investigation in order to better understand SLI's underlying causes and possible therapeutic improvements.
Author: Oliver J. Cullis
Institution: Case Western Reserve University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W964855744