<div dir="ltr">I taught first grade many years ago. A group of 6 and 7 year old's were looking at a kid's book of the human body. After a few minutes, 1 child exclaimed, "Oh my god, they named a car after that!" <br>
</div><div class="gmail_extra"><br><br><div class="gmail_quote">On Wed, Aug 21, 2013 at 2:19 PM, Morgan, James <span dir="ltr"><<a href="mailto:james_morgan@brown.edu" target="_blank">james_morgan@brown.edu</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div dir="ltr"><div><div><div><div><div><div><div><div><div>Hi Bruno,<br><br></div>In addition to other things, I like to tell the following story about my daughter:<br>
<br></div>When my daughter was 19 months old, her productive vocabulary consisted of four words: "mama", "dada", "yaya" (gloss 'doll'), and "wawa" (gloss 'dog'). She was far below age norms (and parental expectations!), and we were beginning to worry about possible language delay.<br>
<br></div>Fast forward four short months: on the way out of the pediatrician's office following her 2-year-old check-up, she turned to me and said (not her first sentence by any means, but a particularly memorable one), "You know, Dad, what I like about going to the doctor's office is getting to play with all of the toys in the waiting room."<br>
<br></div>I use this anecdote showing developmental change as a springboard into discussion of any number of topics: rapidity and uneven tempo of development, individual differences in development, differences between production and comprehension, dangers in basing accounts of acquisition exclusively on production data, and so forth.<br>
<br></div>Best,<br></div> Jim<br><br></div>James Morgan<br></div>Professor<br></div>Cognitive, Linguistic & Psychological Sciences<br></div><div class="gmail_extra"><br><br><div class="gmail_quote"><div class="im">On Tue, Aug 20, 2013 at 10:44 PM, Bruno <span dir="ltr"><<a href="mailto:brunilda@gmail.com" target="_blank">brunilda@gmail.com</a>></span> wrote:<br>
</div><div><div class="h5"><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div dir="ltr">Hello all,<br><br>I like to use attention grabbers the first day of class in my language acquisition courses. I usually mention the fis phenomenon, McNeill and Braine on negative evidence, and some fun errors (for example from Erika Hoff's and Eve Clark's books, with attribution). Students laugh and become really interested in figuring out why kids say the darnedest things.<br>
I was wondering if somebody can share examples that can be used this way or if people have some favorite ones they use.<br>Thanks all.<br><br>Bruno<br>Bruno Estigarribia<br>Assistant Professor of Spanish, Department of Romance Languages and Literatures<br>
Research Assistant Professor of Psychology, Cognitive Science Program<br>Affiliate Faculty, Global Studies<br>University of North Carolina at Chapel Hill<span><font color="#888888"><br><br></font></span></div>
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