Thinking and Language Reflection Worksheet

Reflect on your understanding of the relationship between thinking and language.

Answer the following questions in 100-200 words each:

How do individuals acquire and develop language?

• Highly efficient language is often considered in the first place a phase of preverbal correspondence in which newborn children use signals and vocalizations to make their plans known not. As indicated by a general rule of improvement, new structures then assume control old capacities, with the goal that youngsters learn words to express the same informative capacities which they had officially communicated by preverbal implies. (Rodgers, 2002). Phonology and language structure principally happens in the left side of the equator. Most researchers region are particularly in charge of both discourse generation and dialect understanding. Finally, the idea of basic period gives off an impression of being material even in dialect.

How do you personally communicate your thoughts and how did you learn to do so?

• Having the capacity to talk your contemplations requires a blend of knowing how to for the most part impart through dialect and knowing how to explicitly speak with the individual who is tuning in. There are a couple key components that add to fruitful correspondence on a general scale: structure, association, and clarity (Rodgers, 2002).
• Structure: Know what sort of discourse you need to have – would you like to give a monolog on your contemplations, where you are disclosing your considerations to an audience, or would you like to have a discussion, where you welcome a man to listen and to react to your musings, and in addition share their own?
• Association: Be certain that you know how the distinctive components of your discourse interface with each other – if your contemplations started with an inquiry, begin by presenting that inquiry, backtrack your disclosure procedure, then share your decision. On the off chance that your thought incorporates a disagreement, present the principle thought to start with, then the inconsistency (Rodgers, 2002).
• Relationship: Your association with this individual will influence how you speak with him/her. It will impact your assertion decision, the sort of correspondence you have, and even your readiness to have a discussion versus give a discourse (Rodgers, 2002).
• Identity: Knowing your audience’s experience, likes, and how she/he supposes can help you impart. An audience who experiences difficulty focusing, has compelling feelings, and has never gone to school will be altogether different from an audience who focuses his/her consideration on one thing, is intelligent and unemotional, and has a PhD.

Based on your own experiences, what are some symbols (e.g., letters of the alphabet) people use to communicate?

• All correspondence is accomplished using symbols (Rodgers, 2002). A symbol is something used to pass on a meaning. It could speak to a thought, an activity or an article. Individuals can make images utilizing composed imprints, for example, accentuation, letters, numbers, and math operation signs; pictures; motions or other body movements, for example, tapping somebody on the shoulder; and sounds, including both talked dialect and non-verbal articulations, for example, “mmm … ” and “uh huh.” There are likewise images created by electrical or mechanical gadgets, for example, horns, activity lights, PCs, radio transmitters, phones and doorbells. Images created electrically or mechanically are here and there called signals. These incorporate motions; for instance, putting a finger over one’s lips is a sign for “Calm!”

Explain how you think these symbols are related to critical thinking?

•  
• On the off chance that language shape our reasoning, we should turn out to be intensely mindful of how significance happens and of how we, alongside others with whom we are attempting to impart, utilize these images called words to pass on our considerations (Rodgers, 2002). Practising non-verbal thinking is critical on the grounds that it drives the mind to utilize assets other than those that react to discourse and the composed word. Non-verbal thinking serves to fortify verbal thinking by accentuating the sort of speculation included separated from the verbal default. Both verbal and non-verbal thinking ought to be rehearsed routinely – and not on the grounds that they appear on government sanctioned tests.
• Critical thinking is the utilization of rationale and motivation to assess an arrangement of known data to find the right arrangement, acknowledge or dismiss a given contention, or settle on a suitable choice. Our items are utilized as a part of homes and top-performing secondary schools around the nation since they yield results.

The assignment will be graded according to the following criteria:

Clarity: The intent of the writer is clear.                                                                    

Logic: The answer makes sense.

Answers question: The questions are addressed fully.

Mechanics: Answers contain proper punctuation and grammar.