Non+verbal+languaje+and+languaje+acquisition

NON VERBAL LANGUAJE

=PROXEMICS = === Study the way people construct and manage “microspace” the distance between themselves and others in ordinary daily life. We get closed to people or get away from them. It gives us the clues to interpret our feeling towards the others. ===

 Through proxemics we know the existence of the confort zone:
=KINETICS = === Study the nonverbal code systems of body activity as related to human communication. === = SEMIOTICS = === It’s the science that seeks to understand how Natural or constructed signs and ===
 * ===Intimate ===
 * ===Good friends ===
 * ===Acquaintances ===
 * ===General public ===

> > > ===THE MOST COMMON NONVERBAL SIGNS ARE: === > ===Emblems: Gestures with precise meaning known by a culture === > ===Illustrators: Gestrures that enhance verbal messages. === > ===Adaptors: Help a person adapt release tension, also called “manipulators”. Hands are used vey often ( scratch, touch, smood..) === > ===<span style="font-family: 'Comic Sans MS',cursive;">Regulators: Used to regulate, manage or control a conversation .Turn taking, control the conversation === > ===<span style="font-family: 'Comic Sans MS',cursive;">Affect displayers: Facial expressions showing emotions === > ===<span style="font-family: 'Comic Sans MS',cursive;">Micro-expressions: But we also use sounds associated to words to convey meaning. Those sounds work on their own, even if we do not understand the words/ sentences those associated sounds will help us to create the context, imagine what the speaker want to say and predict a future response. This is known as paralanguage.The most common ones are: Qualifiers: volume, inflection, pitch, pacing, tone, melodiousness. Characterizers: sounds, sights, mumbling, groans, whines, yawning, laughing, cryings ( show character, emotions, and sensations) Segregates: Fillers in speech, Pauses, silence or sounds: Oh! Ah-ah!, like-a, sh, Uhuh! ===
 * ===<span style="font-family: 'Comic Sans MS',cursive;">Units of nonverbal communication ===
 * ===<span style="font-family: 'Comic Sans MS',cursive;">Gestures ===
 * ===<span style="font-family: 'Comic Sans MS',cursive;">Movemets ===
 * ===<span style="font-family: 'Comic Sans MS',cursive;">Face expression ===
 * ===<span style="font-family: 'Comic Sans MS',cursive;">Any movement that convey information ===
 * ===<span style="font-family: 'Comic Sans MS',cursive;">Cues:Nonverbal signs used to prompt an event, behaviour or experience. ===
 * <span style="font-family: 'Comic Sans MS',cursive;">Signal:Used to inform as to what will happen, a hint or war ning.

<span style="background-color: #00ffff; color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 36.8px;">LANGUAJE ACQUISITION

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">The acquisition of the language is a difficult process where they control internal and external factors, to speak not only is to assimilate. ===

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> The language is determined by the development of the intelligence. The intelligence begins from the birth, before the child speaks, so the thought, the language makes possible. ===

=<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">PIAGET =

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">In order that the child reaches his intellectual development, it is necessary that it crosses different stage. ===

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">[|1. Assimilation and accommodation]. Assimilation describes how humans perceive and adapt to new information. Accommodation, unlike assimilation, is the process of taking one's environment and new information. ===

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">[|2. Sensorimotor stage]. Is the first of the four stages in cognitive development which"extends from birth to the acquisition of language". In this stage, infants construct an understanding of the world by coordinating experiences with physical, motoric actions. Infants gain knowledge of the world from the physical actions they perform on it. ===

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">[|3. Preoperational stage]. By observing sequences of play, Piaget was able to demonstrate that towards the end of the second year, a qualitatively new kind of psychological functioning occurs. ===

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">[|4. Concrete operational stage]. Is characterized by the appropriate use of logic. Important processes during this stage are: ===


 * ===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Seriation. ===
 * ===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Transitivity. ===
 * ===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Classification. ===
 * ===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Decentering. ===
 * ===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Reversibility. ===
 * ===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">[|Conservation]. ===
 * ===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Elimination of Egocentrism. ===

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">[|5. Formal operational stage]. Children begin to consider possible outcomes and consequences of actions. ===

=<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">VYGOTSKY =

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Vygotsky's theory was an attempt to explain consciousness as the end product of socialization ===

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. ===

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. ===

=<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">CHOMSKY =

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">The language is an innate capacity. The acquisition of a structure of the language, it depends on a Universal Grammar that the persons already know about an innate form without previous learning. ===

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> The universal innate grammar uses as mold in order that any person could develop any natural language. The man since it is born has a certain skill or linguistic competition; only it must update it. ===

===<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> He sees the child as essentially autonomous in the creation of language. It is programmed to learn, and will learn so long as minimal social and economic conditions are realised. ===