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來自 University of California, Santa Cruz 的課程

Children Acquiring Literacy Naturally

25 個評分

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University of California, Santa Cruz

Children Acquiring Literacy Naturally

25 個評分

In this short course you will explore the possibility that children might acquire written language in a way that is similar to how they acquire spoken language—without instruction. You will encounter various aspects of behavioral science and technology that are relevant to this proposition. You will have the opportunity to learn the the perceptual, cognitive, and neurological capacities of children during their first years of life. You will advance your understanding of children and how they learn language. You will also be more attuned to current advances in the technology of human machine interactions, and what these phenomena imply for learning to read at an early age.

從本節課中

Week 3 Reading, Early Reading, and Technological Innovations

The nature of reading, reading myths, current approaches to teaching reading, demographics of literacy and illiteracy, and technological innovations.

Technological Advances4:23

Shared Reading Interventions7:12

Possible Implementations6:51

Potential Impacts of Technology Assisted Reading Acquisition7:34

與講師見面

Dr. Dominic William Massaro
Research Professor
Psychology

[MUSIC]

It is important to consider the potential value of learning to read naturally at

an early age.

For starters, we know that a technological environment can advance our capacity and

expertise.

A Texas Instrument calculator transformed every high school math student

into a math wizard.

My pen affords me an easy opportunity to create a well structured syllogism with

two premises and a conclusion.

The crutches made available by culture's artifacts and social structure

transforms our behavior well beyond what is capable by our bodies alone.

The invention of small bikes without pedals affords toddlers the opportunity

to learn to balance and navigate on just two wheels and

to quickly graduate to a bike with pedals and without training wheels.

Our hypothesis is that children will perform beyond their current means,

when immersed in written language.

As an example, observing a red ball and

a green ball with the written labels, green ball and red ball will

promote understanding of a relationship between color and object.

The labeling highlights the fact that an object can be colored,

and that its color is a properly separate from the object itself.

Words and

language provide a cognitive niche which transform our cognitive capabilities.

For the present proposal,

we can ask how written language adds value to the preschool child's niche.

Value will only result if the child has the neural, perceptual,

attentive, and cognitive capacity to acquire written language, with

no additional instruction beyond that usually given to spoken language.

For children acquiring both speech and reading,

the permanence of writing relative to speech might enrich their cognitive niche.

The Chimp Shiva was able to overcome her tendency to choose

the plate with more food if the plate had a numerical label.

Augmenting our child's world with written language

might also enhance their functioning and learning in the world.

The innovation in the current proposal shifts current research and

clinical practice paradigms.

The long term objective is to implement an environment for

the developing child whereby written text is constantly available,

so that learning to read occurs automatically without intention and

without direct instruction.

To achieve this long term objective, technology must be developed to

automatically recognize the meaning inherent in the child's experience and

to describe their experience in written language that is appropriate

to the child's perceptual, cognitive, and linguistic capability.

In one approach, the technology would use two automated methods to recognize and

convert the child's experience into written language.

The first method uses automated speech recognition to understand the speech

that is being spoken.

The second uses automated object and

scene recognition to understand the actors and action in the scene.

These two methods would be used together and

their outcomes combined in a Bayesian manner.

If accurately implemented,

the recognized outcome would be close to what the child is experiencing.

Presenting some easy to read written description of this outcome

should be meaningful to the child.

It is basically linking some symbolic language with meaning.

[MUSIC]

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