Order ID:89JHGSJE83839 | Style: APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Discussion Paper on Language and Cognition
He never learned to say more than a few words, but he developed a sense of hearing and mastered table manners and polite behavior. (Douthwaite, p. 21, 2002)
Here, Douthwaite recounts historical reports of a feral youngster discovered in Germany and taken in by civilized keepers to live out his days. Psychologists and neurologists have long been interested in cases of “wild children,” children who grow up outside of human society with little or no human contact. Cases involving such children help researchers better understand the cognitive mechanisms that underpin language development. Consider how the consequences of deprivation in the environment compare to the impacts of deafness on language development. Neurological disruption has an impact on language production and understanding. For example, strokesbrain damage caused by a blockage in the blood supply or a hemorrhagehave aided in the identification of important brain sites and their functional implications.
Consider the effects of environmental deprivation, deafness, and neurological disruption on language acquisition, production, and comprehension for this discussion.
J. V. Douthwaite, J. V. Douthwaite, J. V. Douthwaite, J. (2002). Dangerous experiments in the era of enlightenment: the wild girl, the natural man, and the monster University of Chicago Press, Chicago, IL.
With the following considerations in mind:
Explain how lack of environment, deafness, and neurological disturbance (e.g., stroke or brain injury) may affect language acquisition, production, or comprehension. To support your response, give examples for each.
Make sure your posts and comments are backed up with relevant scholarly references and Learning Resources.
RUBRIC |
||||||
Excellent Quality 95-100%
|
Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
|||
Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
|||
Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
|||
You Can Also Place the Order at www.collegepaper.us/orders/ordernow or www.crucialessay.com/orders/ordernow |
Discussion Paper on Language and Cognition