week 2 dq 2 post

In my experiences most people speak at least 2 if not three languages. Since I was born and raised in America those languages are English, bad English, and generation related slang (Crystal, 1997). Words which are generally created by and used by mostly just one generation, sometimes words which began in one generation stay for the next generations. For example, the changed definition of “cool” has been used since the last 1950s early 60s and is still used half a century later.

Raising a child in a household were the parents speak one language and the school demands the use of another is difficult at best. But since at home the child is only exposed to the parent language for a small number of hours in a day, minus the weekend of course. 8 to 10 hours a day x 5 days a week is a huge amount of influence. The Child will begin to in effect acclimatize to the new language a bit faster than the parents attempting the way thing (Betty Yulia Wulansari. (2018).

The key to being able to learn a new language is to actually think in that language (Murphy, 2011). Although that only counts for people who think using a variety of languages. Neuro A typical people usually do not think in a spoken language, spoken language is too slow, too cumbersome. We think in a language suited to our brain and neuropathways (Kochhann, R., & Wilson, M. A. (2019). it usually takes us a while to convert what we think into a communicable language. Hence the pause we do between being asked a question and responding. Reference dozens of fictional characters modeled upon real life people. Dr House MD, Sherlock Holmes, Sheldon Cooper, most of the cast of Real Genius, Scorpion, Revenge of the Nerds, etc.

The smartest ones have built in pause. It is not for dramatic effect it is to covert languages from spoken, to mind, back into spoken.

Although kids previous to about age 3 in general think is this undefinable “brain” language of thoughts. Slowly from 2-7 children being to move from using the brain language to using the spoken language their culture uses. That transition is actually helped by being bilingual.

Now something for fun; although it applies directly to the thinking patterns of pre-linguistic children. As stated in the first part of the required reading about the girl in front of the loom (Gielen, 2016). Her mind and those who are equally only semi-literate with a limited personal, family, and cultural language base (Zoia Tazi, & Helge Wasmuth. 2015). They very well might relay not on thinking in their spoken language but thinking in the pre-language they used till those sounds began to become understandable.

In the brain every synapse fire is a fixed point of electricity (Liu, Y., Sugiura, Y., Chen, F., Lee, K.-F., Ye, Q., & Lin, W. (2019). That electricity travels forwards and backwards connecting to other synapses which might or might not fire adding to the gross amount of electricity created for this specific thought (Luchena, C., Zuazo-Ibarra, J., Alberdi, E., Matute, C., & Capetillo-Zarate, E. 2018). That is 2 to 3 points; with trillions of synapses in the brain, imagine if you will a dot/fixed point at the bottom, neuropathway up to a the next synapse, that one fires as well, then down at a 45’ angle a bit less than half the distance between point 1 and 2. Point three fires and adds to the total hole, another 45’ neuropathway back towards the first two points, another 45’ angel line following a similar out from the line made by point 1 and 2. You have just make the equivalent of the letter R. 100s of billions of synapses in the brain firing at any give point, the number of characters created could be in the 100s of millions. That language which is impossible to prove it does not exist would be absolutely fascinating to study. what doe the characters look like, what do words look like, what shape do sentences take on, etc. the subject is fascinating. That is the language humans and very likely all things which some assemblance of brain tissue start with. Start with this Neuro language, then move into a first spoken language, then as the instructions from this assignment present a second spoken and written language (Smith, 2019). This is a much more accurate framework to ask these types of sociological questions (Davidoff, 2001).

References

Betty Yulia Wulansari. (2018). The Development of Telepon Kaleng Game as a Media to Stimulate Linguistic Intelligence of Early Childhood. Jurnal Indria: Jurnal Ilmiah Pendidikan Prasekolah Dan Sekolah Awal, (1). https://doi-org.ezp.waldenulibrary.org/10.24269/jin.v3n1.2018.pp23-31

Crystal, D. (1997). The Cambridge encyclopedia of language (2nd ed.). Cambridge: HK: Cambridge University Press

Davidoff, J. (2001). Language and perceptual categorization. Trends in Cognitive Sciences, 5, 382–387.

Gielen, U.P.(2016).The changing lives of 2.2 billion children: Global demographic trends and economic disparities. In U.P. Gielen, & J.L.Roopnarine(Eds.), Childhood and adolescence: Cross-cultural perspectives and applications. (2nd ed., pp 63-95). Santa Barbara, CA: Praeger.

Kochhann, R., & Wilson, M. A. (2019). Introduction: Special issue on neuropsychology of aging. Psychology & Neuroscience, 12(2), 141–143. https://doi-org.ezp.waldenulibrary.org/10.1037/pne0000176

Liu, Y., Sugiura, Y., Chen, F., Lee, K.-F., Ye, Q., & Lin, W. (2019). Blocking skeletal muscle DHPRs/Ryr1 prevents neuromuscular synapse loss in mutant mice deficient in type III Neuregulin 1 (CRD-Nrg1). Plos Genetics, 15(3), e1007857. https://doi-org.ezp.waldenulibrary.org/10.1371/journal.pgen.1007857

Luchena, C., Zuazo-Ibarra, J., Alberdi, E., Matute, C., & Capetillo-Zarate, E. (2018). Contribution of Neurons and Glial Cells to Complement-Mediated Synapse Removal during Development, Aging and in Alzheimer’s Disease. Mediators Of Inflammation, 2018, 2530414. https://doi-org.ezp.waldenulibrary.org/10.1155/2018/2530414

Murphy, E. (2011). Welcoming linguistic diversity in early childhood classrooms. [electronic resource] : learning from international schools. New York : Multilingual Matters, c2011. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=cat06423a&AN=wal.EBC837792&site=eds-live&scope=site

Smith, G. (2019). Education and training in clinical neuropsychology: Recent developments and documents from the Clinical Neuropsychology Synarchy. The Clinical Neuropsychologist, 33(3), 447–465. https://doi-org.ezp.waldenulibrary.org/10.1080/13854046.2018.1552437

Zoia Tazi, & Helge Wasmuth. (2015). Cultural and Linguistic Challenges in Early Childhood Education and Care. Global Education Review, (1), 1. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsdoj&AN=edsdoj.6a3ba22d5ed247688d6d33d4527f6af9&site=eds-live&scope=site