Marilyn Shatz | |
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Occupation | Academic |
Academic background | |
Alma mater | University of Pennsylvania |
Academic work | |
Institutions | University of Michigan |
Marilyn Shatz is an American scholar known for her work in language development and discourse. She holds the title of Professor Emerita of Psychology and Linguistics [1] at the University of Michigan,where she worked from 1977 until retiring [2] in 2009. [3]
Shatz investigated child development from a holistic perspective including cognition,social and linguistic influences. [3] She was a pioneer in the study of motherese, [4] which is a type of prosodic-adapted speech used by adults when speaking to an infant. In her work,she defended the interplay of nature and nurture in language development. [5]
Marilyn Shatz completed her studies in the field of Psychology in the University of Pennsylvania. She received a B. A in 1971,a M.A in 1973, [3] and a Ph.D. in 1975 [6] under the supervision of Rochel Gelman. [7] Her Ph.D. dissertation was entitled "On Understanding Messages:A Study in the Comprehension of Indirect Directives by Young Children". [8] On October,1st,1976,Shatz participated of the First Annual Boston University Conference on Language Development,where discussed the role of maternal gestures in first language acquisition. [9]
Shatz joined the Department of Psychology of the University of Michigan in 1977 as an assistant professor and she was continuously promoted to associate professor in 1979 and professor in 1984. [3] Shatz also directed the Program of Linguistics from 1995 until 2000 when this Program recovered its Department status. Shatz was then named the first chair of the Department of Linguistics. [10] During her career,she both published edited several articles and books. [5] After retiring in 2009,Shatz moved to North Carolina and took a position as adjunct professor in the University of North Carolina Wilmington, [5] where she collaborated with students in the field of language development. [11]
Shatz's research points to the interaction between nature and nurture in the process of language acquisition. [5] Her empirical studies employed experimental methodologies [12] [13] [14] and cross-linguistic [13] investigation to explore ideas such as the impact of social interaction on the development of children's communicative skills, [14] as well as the effect of language on the understanding of mind. [13] Her most cited publication discuss children's development in the use of verbs such as think and know to indicate mental states. [12]
Shatz's observations of her grandson Ricky between the ages of one and three years old led to the publication of her book A toddler's life:Becoming a person. In this book,Shatz reflected on the development of cognitive,linguistic,and social abilities during childhood and discussed how an individual's social environment can influence one's development. [15]
Shatz and her former doctoral advisee Erika Hoff [7] edited and published the Blackwell handbook of language development in 2007. In this work,Shatz and Hoff include a broad discussion of language development across time for both typical and atypical learners and considering monolingual and bilingual contexts. [16]
Language acquisition in the context of bilingual education is vastly discussed in Shatz's book The education of English language learners:Research to practice. In this volume,research-based evidence is presented to guide both educational practice and policy. The editors' organization of this volume implicitly argue for the richness and complexity of cognitive development in members of multilingual communities. [17]
Cognitive science is the interdisciplinary,scientific study of the mind and its processes with input from linguistics,psychology,neuroscience,philosophy,computer science/artificial intelligence,and anthropology. It examines the nature,the tasks,and the functions of cognition. Cognitive scientists study intelligence and behavior,with a focus on how nervous systems represent,process,and transform information. Mental faculties of concern to cognitive scientists include language,perception,memory,attention,reasoning,and emotion;to understand these faculties,cognitive scientists borrow from fields such as linguistics,psychology,artificial intelligence,philosophy,neuroscience,and anthropology. The typical analysis of cognitive science spans many levels of organization,from learning and decision to logic and planning;from neural circuitry to modular brain organization. One of the fundamental concepts of cognitive science is that "thinking can best be understood in terms of representational structures in the mind and computational procedures that operate on those structures."
Cognitive psychology is the scientific study of mental processes such as attention,language use,memory,perception,problem solving,creativity,and reasoning.
Cognition is the "mental action or process of acquiring knowledge and understanding through thought,experience,and the senses". It encompasses all aspects of intellectual functions and processes such as:perception,attention,thought,imagination,intelligence,the formation of knowledge,memory and working memory,judgment and evaluation,reasoning and computation,problem-solving and decision-making,comprehension and production of language. Cognitive processes use existing knowledge and discover new knowledge.
In psychology,cognitivism is a theoretical framework for understanding the mind that gained credence in the 1950s. The movement was a response to behaviorism,which cognitivists said neglected to explain cognition. Cognitive psychology derived its name from the Latin cognoscere,referring to knowing and information,thus cognitive psychology is an information-processing psychology derived in part from earlier traditions of the investigation of thought and problem solving.
In psychology,theory of mind refers to the capacity to understand other people by ascribing mental states to them. A theory of mind includes the knowledge that others' beliefs,desires,intentions,emotions,and thoughts may be different from one's own. Possessing a functional theory of mind is considered crucial for success in everyday human social interactions. People utilise a theory of mind when analyzing,judging,and inferring others' behaviors. The discovery and development of theory of mind primarily came from studies done with animals and infants. Factors including drug and alcohol consumption,language development,cognitive delays,age,and culture can affect a person's capacity to display theory of mind. Having a theory of mind is similar to but not identical with having the capacity for empathy or sympathy.
Eleanor Rosch is an American psychologist. She is a professor of psychology at the University of California,Berkeley,specializing in cognitive psychology and primarily known for her work on categorization,in particular her prototype theory,which has profoundly influenced the field of cognitive psychology.
Second-language acquisition (SLA),sometimes called second-language learning —otherwise referred to as L2acquisition,is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process. The field of second-language acquisition is regarded by some but not everybody as a sub-discipline of applied linguistics but also receives research attention from a variety of other disciplines,such as psychology and education.
Poverty of the stimulus (POS) is the controversial argument from linguistics that children are not exposed to rich enough data within their linguistic environments to acquire every feature of their language. This is considered evidence contrary to the empiricist idea that language is learned solely through experience. The claim is that the sentences children hear while learning a language do not contain the information needed to develop a thorough understanding of the grammar of the language.
Developmental linguistics is the study of the development of linguistic ability in an individual,particularly the acquisition of language in childhood. It involves research into the different stages in language acquisition,language retention,and language loss in both first and second languages,in addition to the area of bilingualism. Before infants can speak,the neural circuits in their brains are constantly being influenced by exposure to language. Developmental linguistics supports the idea that linguistic analysis is not timeless,as claimed in other approaches,but time-sensitive,and is not autonomous –social-communicative as well as bio-neurological aspects have to be taken into account in determining the causes of linguistic developments.
The Max Planck Institute for Psycholinguistics is a research institute situated on the campus of Radboud University Nijmegen located in Nijmegen,Gelderland,the Netherlands. The institute was founded in 1980 by Pim Levelt,and is particular for being entirely dedicated to psycholinguistics,and is also one of the few institutes of the Max Planck Society to be located outside Germany. The Nijmegen-based institute currently occupies 5th position in the Ranking Web of World Research Centers among all Max Planck institutes. It currently employs about 235 people.
Michael Sharwood Smith,Emeritus Professor of Languages at Heriot-Watt University &Honorary Professorial Fellow at the University of Edinburgh,is a researcher into multilingualism and the acquisition of non-native languages,a branch of developmental linguistics and cognitive science. He is a founding editor of Second Language Research,successor to the Interlanguage Studies Bulletin.
Elissa Lee Newport is a professor of neurology and director of the Center for Brain Plasticity and Recovery at Georgetown University. She specializes in language acquisition and developmental psycholinguistics,focusing on the relationship between language development and language structure,and most recently on the effects of pediatric stroke on the organization and recovery of language.
Language learning strategies is a term referring to the actions that are consciously deployed by language learners to help them learn or use a language more effectively. They have also been defined as ‘thoughts and actions,consciously chosen and operationalized by language learners,to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most advanced levels of target language performance’. Some learning strategies include methods that facilitate lowering the learner's language anxiety,therefore improving their confidence in using the language. Consistently it has been proven that strategies,those mentioned in the following article and others,assist learners to become more proficient. The term language learner strategies,which incorporates strategies used for language learning and language use,is sometimes used,although the line between the two is ill-defined as moments of second language use can also provide opportunities for learning.
Sandra Robin Waxman is an American cognitive and developmental psychologist. She is a Louis W. Menk Professor of Psychology at Northwestern University in Evanston,Illinois,and director of the university's Infant and Child Development Center. She is known for her work on the development of language and concepts in infants and children.
Wilga Marie Rivers was an Australian linguist and Professor of Romance Languages. While she taught at both the secondary-education and college level throughout her life,she spent the majority of her career on the faculty of Harvard University. There,she served as a Professor of Romance Languages and Coordinator of Language Instruction in Romance Languages,fulfilling these roles until her eventual retirement in 1989.
Eve V. Clark is a British-born American linguist. Clark's research focuses on first language acquisition,especially the acquisition of meaning. She has done extensive observational and experimental research. She has also worked on the acquisition and use of word-formation,including comparative studies of English and Hebrew in children and adults. Some of her current studies examine what children can learn about conventional ways to say things based on adult responses to child errors during acquisition. She has studied the pragmatics of coining words.
Patricia J. Brooks is an American developmental psychologist. She is the director of the Language Learning Laboratory at the College of Staten Island of City University of New York and Doctoral Faculty at the Graduate Center,CUNY where she serves as the Deputy Executive Officer of the PhD program in Psychology. Brooks is also the faculty advisor of the Graduate Student Teaching Association (GSTA) of Division 2 of the American Psychological Association,The Society for the Teaching of Psychology (STP).
Erika Hoff is a developmental psychologist and an expert on language development and bilingualism. She is a professor of psychology at Florida Atlantic University,where she directs the Language Development Laboratory.
Karen Denise Emmorey is a linguist and cognitive neuroscientist known for her research on the neuroscience of sign language and what sign languages reveal about the brain and human languages more generally. Emmorey holds the position of Distinguished Professor in the School of Speech,Language,and Hearing Sciences at San Diego State University,where she directs the Laboratory for Language and Cognitive Neuroscience and the Center for Clinical and Cognitive Neuroscience.
Caroline F. Rowland is a British psychologist known for her work on child first language development,grammar acquisition,and the role of environment in child's language growth. Since 2016,she has been the Director of the Language Development Department at the Max Planck Institute for Psycholinguistics in Nijmegen. She holds the position of Professor of First Language Acquisition by Special Appointment at Donders Centre for Cognition at Radboud University Nijmegen. She has also been an Honorary Research Associate in Psychological Sciences at University of Liverpool since 2018.
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