Sensory memory is described as a key aspect to the process of remembering. It is held as the aspect which helps one make the connections more thus remember with ease (Lorayne, 2000). This aspect of memory is described as the way one relates information using the senses, such as the sense of sight or vision (Lorayne, 2000). The chart described above promotes sensory memory. One component of this memory which is intended to be promoted is size. Looking at the structure, it is clear to see an appeal to size. Size is an aspect of sight because it comprises measures which describe in relation to what can be seen in terms of how large, small or such. In the above structure, there is a section labeled description. This section is intended to describe the animals beyond the fact that they eat or do not eat certain things.
Looking at the whole structure, one will first identify that they are all animals. However, when he or she reaches the area categorized as description, he will have to bring his sight senses into application. He will find that at this stage, it not just general aspects of animals being described but specific aspects relating to the physique or size. This immediately calls him to attend to what is being said by applying imagination of the animals in natural setting. He will have to picture these animals to find the correct picture as they are in the description section. He will have to imagine of giraffe as a very tall animal. He will also have to imagine of an elephant as a very big animal. These are aspects which will leave lasting mark. Talking of giraffe, the person can easily remember it as a very tall animal. This helps him or her to know the giraffe thus remember what it is like.
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This article suggests four stages of language development. These stages are held to be interrelated. They are also held to be fixed; meaning that each individual goes through them in the same manner. As is held by Locke (1997), each stage in these stages presents a learning setting. As Locke (1997) holds, in each stage, the person must acquire a new skill to further the overall cognition as it relates to language mastery. Indexical/affective phase is described as the first stage. In this, Locke (1997) holds that the child develops cognition to recognize the voice of the caregiver as well as face. The second one is described in the article as affective/social and is held as where the child reaches own utterances (Locke, 1997). The third one is described as analytical/computational and is held as the stage where grammar rules are recognized. It is held that the child attains syntax, morphology as well as phonology at this level (Locke, 1997). The last stage is described as integrative/elaborative and is held as the stage where the child expands all the knowledge from the first phases (Locke, 1997). It is also held by the author that, among the four, the second stage is where delays may be experienced more (Locke, 1997).
The four stages described above as easy to fit into a preschool learning setting. Following these stages would mean that the child is first introduced to a caregiver who develops a relation with him or her. This will be where the child is to recognize the voice of such a caregiver. The next stage would be to encourage the child to verbalize. This is the stage where the child has attained some language capacity and can verbalize. Nursery rhymes can help the child verbalize as is held for this stage. The next intention of the teacher would be to move the child into recognizing the grammar rules. Here is where the child would be introduced to academic learning of language.
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