The Relationship Between Impulsive/Reflective Cognitive Style and Success in Grammar Acquisition in English as a Foreign Language

2013 ◽  
pp. 137-149
Author(s):  
Anna Michońska-Stadnik
Keyword(s):  
Foreign Language ◽  
Cognitive Style ◽  
Grammar Acquisition ◽  
The Relationship

Kognitieve Stijlaspekten en Vreemde-Taalprestatie

1984 ◽  
Vol 20 ◽  
pp. 91-101
Author(s):  
P. v.d. Tuin ◽  
A.J. van Essen ◽  
E. Volkerts
Keyword(s):  
Foreign Language ◽  
Cognitive Style ◽  
Final Section ◽  
Applied Linguistics ◽  
Communicative Skills ◽  
The University ◽  
The Relationship

Teachers have long been aware of the relationship between the learner's personality and his achievement in a foreign language. The aim of this article is to give an impression of the kind of research into this relationship that has been going on for some time at the Institute of Applied Linguistics of the University of Groningen. In the first section the notion 'aspect of cognitive style' is introduced. In the next section four such aspects are discussed and their possible relationships to the grammatical and communicative skills gone into. In section 3 a brief look is taken at the tests and at the sample groep used to test the hypothetical relationships. In the final section some tentative conclusions are drawn.

COGNITIVE IMPULSIVITY AND SOCIAL STATUS IN PREDELINQUENT PREADOLESCENT MALES

1979 ◽  
Vol 7 (2) ◽  
pp. 209-215
Author(s):  
David S. Glenwick ◽  
Roxanne G. F. Croft ◽  
Ralph Barocas ◽  
Harvey K. Black
Keyword(s):  
Social Status ◽  
Cognitive Style ◽  
Residential Setting ◽  
Cognitive Impulsivity ◽  
The Relationship ◽  
Matching Familiar Figures Test

The relationship between cognitive impulsivity, as measured by Kagan's Matching Familiar Figures Test (MFF), and interpersonal popularity was investigated in a sample of 42 “predelinquent” preadolescent boys in a residential setting. Predictions that the relationship would vary with the specific sociometric situations sampled were generally not confirmed. In fact, both the latency and errors dimensions of the MFF proved to have comparatively little association with social status, with age and intelligence demonstrating much stronger correlations with sociometric scores. Similarities to, and differences from, results with nondelinquent populations are discussed, as are implications for attempts at modifying cognitive style.

scholarly journals Sprachnormbezogene Akkommodation in der Hochschullehre

2020 ◽  
Vol 72 (1) ◽  
pp. 33-62
Author(s):  
Philip C. Vergeiner
Keyword(s):  
Foreign Language ◽  
Language Use ◽  
Group Membership ◽  
Language Attitudes ◽  
Tertiary Education ◽  
Sociocultural Context ◽  
Standard Variety ◽  
Structured Interviews ◽  
Rule Analysis ◽  
The Relationship

AbstractThis paper examines the relationship between accommodation processes and social norms in varietal choice within tertiary education in Austria. The investigation consists of (a) a content analysis of metalinguistic statements in semi-structured interviews and (b) a variable rule analysis of actual language variation in university lectures.The findings show that there are norms prescribing that listeners must have at least be able to comprehend a particular variety, whereas accommodation to actual language use does not appear to be required to the same extent. However, the norms depend strongly on group membership: while there is a norm prescribing the use of the standard variety in the presence of speakers of German as a foreign language, there is no such norm for Austrians vis-à-vis people from Germany, although speakers from both groups may lack the ability to understand the respective nonstandard varieties. This difference can be explained by the sociocultural context and differing language attitudes.

DEVELOPMENT OF COGNITIVE SKILLS THROUGH COMPUTER EDUCATIONAL GAMES

2021 ◽  
Author(s):  
Todorka Terzieva
Keyword(s):  
Foreign Language ◽  
Cognitive Skills ◽  
Educational Games ◽  
Educational Process ◽  
Educational Game ◽  
Educational Institutions ◽  
Game Based Learning ◽  
New Knowledge ◽  
Subject Areas ◽  
The Relationship

This article presents the results of a study on the possibilities of computer educational games for the development of various cognitive skills for learners. The advantages they offer in the learning process are highlighted. Special emphasis is placed on the relationship between game-based learning and mental development of learners. Examples of game-based learning from leading educational institutions at different stages of the educational process are given. A prototype of an educational game with several interactive puzzles is presented. They are designed to teach students in mathematics and philology (learning a foreign language). The developed prototypes can be used to acquire new knowledge or to assess the acquisition of knowledge and skills in various subject areas.

EXPRESS: Fooling System 1 in the field of perception: Failure to Intuitively Detect Attribute Substitution in the Flushtration Count Illusion

2021 ◽  
pp. 174702182110693
Author(s):  
Cyril Thomas ◽  
Marion Botella ◽  
André Didierjean
Keyword(s):  
Human Brain ◽  
Cognitive Style ◽  
Cognitive Reflection Test ◽  
Substitution Error ◽  
Perceptual Illusion ◽  
Cognitive Reflection ◽  
Ball Problem ◽  
Perceptual Attribute ◽  
System 1 ◽  
The Relationship

To facilitate our interactions with the surroundings, the human brain sometimes reshapes the situations that it faces in order to simplify them. This phenomenon has been widely studied in the context of reasoning, especially through the attribute substitution error. It has however been given much less attention in the field of perception. Recent research on the bat-and-ball problem suggests that reasoners are able to intuitively detect attribute substitution errors. Using a perceptual illusion drawn from the field of magic, we investigate the extent to which a perceptual form of attribute substitution depends on executive resources and can be detected. We also investigate the relationship between susceptibility to attribute substitution error in the flushtration count illusion and in a French adaptation of the bat-and ball problem. Finally, we investigate the link between the intuitive cognitive style (assessed by the Cognitive Reflection Test) and the susceptibility to the flushtration count illusion. Our results suggest that participants do not detect perceptual attribute substitution error, that this phenomenon could be independent of the executive resources allocated to the task, and could rest on mechanisms distinct from those that produce errors in reasoning. We discuss differences between these two phenomena, and factors that may explain them.

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