Could we please lose the mapping metaphor, please?

2001 ◽  
Vol 24 (6) ◽  
pp. 1119-1120 ◽  
Author(s):  
Michael Tomasello
Keyword(s):  
Social Cognition ◽  
Word Learning ◽  
Learning Process ◽  
Cultural Learning ◽  
Mind Reading ◽  
Linguistic Communication ◽  
Learning Skills ◽  
One Year

Although Bloom gives more credit to social cognition (mind reading) than do most other theorists of word learning, he does not go far enough. He still relies fundamentally on a learning process of association (or mapping), neglecting the joint attentional and cultural learning skills from which linguistic communication emerges at one year of age.

Measuring Word Learning Ability in Sequential Bilingual Children

2010 ◽  
Vol 17 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Pui Fong Kan
Keyword(s):  
Word Learning ◽  
Learning Ability ◽  
Bilingual Children ◽  
Word Knowledge ◽  
Typically Developing ◽  
Learning Skills ◽  
Word Forms ◽  
The Individual ◽  
Novel Word Learning ◽  
L1 And L2

Abstract The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For bilingual children, each concept might need to map onto two word forms (in L1 and in L2). In case studies, I present 3 typically developing Hmong-English bilingual preschoolers' word learning skills in Hmong (L1) and in English (L2) during an 8-week period (4 weeks for each language). The results showed gains in novel-word knowledge in L1 and in L2 when the amount of input is equal for both languages. The individual differences in novel word learning are discussed.

EVALUTING THE EFFECTS OF EARLY INTERVENTION PROGRAM FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES IN COMMUNITY

2011 ◽  
pp. 70-76
Author(s):  
Keyword(s):  
Social Cognition ◽  
Early Intervention ◽  
Developmental Delay ◽  
Intervention Program ◽  
Language Skills ◽  
Early Intervention Program ◽  
Self Help ◽  
Home Based ◽  
Significant Difference ◽  
One Year

Objectives: To evualate the effects of early intervention program after one year for 33 disabled children in Hue city in 2010. Objects and Methods: Conduct with practical work and assessment on developing levels at different skills of the children with developmental delay under 6 years old who are the objects of the program. Results: With the Portage checklist used as a tool for implementing the intervention at the community and assessing developing skills on Social, Cognition, Motor, Self-help and Language skills for children with developmental delay, there still exists significant difference (p ≤ 0.05) at developing level of all areas in the first assessment (January, 2010) and the second assessment (December, 2010) after 12 months. In comparison among skills of different types of disabilities, there is significant difference of p ≤ 0.05 of social, cognition and language skills in the first assessment and of social, cognition, motor and language skills in the second assessment. Conclusion: Home-based Early Intervention Program for children with developmental delay has achieved lots of progress in improving development skills of the children and enhancing the parents’ abilities in supporting their children at home.

Texts: A Case Study of Joint Action

SATS ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nivedita Gangopadhyay ◽  
Alois Pichler
Keyword(s):  
Social Cognition ◽  
Digital Media ◽  
Philosophy Of Mind ◽  
Joint Action ◽  
Digital Humanities ◽  
Linguistic Communication ◽  
Unique Type ◽  
Joint Actions ◽  
Spatio Temporal

Abstract Our linguistic communication often takes the form of creating texts. In this paper, we propose that creating texts or ‘texting’ is a form of joint action. We examine the nature and evolution of this joint action. We argue that creating texts ushers in a special type of joint action, which, while lacking some central features of normal, everyday joint actions such as spatio-temporal collocation of agency and embodiment, nonetheless results in an authentic, strong, and unique type of joint action agency. This special type of agency is already present in creating texts in general and is further augmented in creating texts through digital media. We propose that such a unique type of joint action agency has a transformative effect on the experience of our sense of agency and subjectivity. We conclude with the implications of the proposal for social cognition and social agency. The paper combines research in philosophy of mind with the emerging fields of digital humanities and text technology.

The effects of emotional context and exposure frequency on L2 contextual word learning

2021 ◽  
pp. 136700692110165
Author(s):  
Sijia Hao ◽  
Lijuan Liang ◽  
Jue Wang ◽  
Huanhuan Liu ◽  
Baoguo Chen
Keyword(s):  
Recognition Test ◽  
Word Learning ◽  
Learning Process ◽  
Recall Test ◽  
Emotional Valence ◽  
Emotional Information ◽  
Neutral Context ◽  
Emotional Context ◽  
Exposure Frequency ◽  
Form Recognition

Objectives: An experiment was conducted to explore how emotional valence of contexts and exposure frequency of novel words affect second language (L2) contextual word learning. Methodology: Chinese native speakers who learned English in a formal classroom setting were asked to read English paragraphs with different emotional valence (positive, negative or neutral) across five different days. These paragraphs were embedded with pseudowords. During this learning process, form recognition test and meaning recall test were carried out for these pseudowords. Data and analysis: Data were analyzed using mixed-model ANOVA. Accuracy for each task was compared among the three kinds of emotional contexts. Findings/Conclusions: In the form recognition test, the accuracy in the negative context was higher than in the positive and neutral contexts, and the pseudowords were acquired much earlier. In the meaning recall test, the accuracy in the positive and negative contexts was higher than that in the neutral context. Accuracy increased gradually with the increase of exposure frequency of the pseudowords. More importantly, we found that less exposure times were needed for emotional context relative to neutral context in contextual word learning. Originality: This may be the first study to explore the influence of emotional valence and exposure frequency on L2 contextual word learning. Significance/Implications: This study underlined the importance of emotional information in L2 contextual word learning and contributed to the understanding of how emotional information and exposure frequency functions in this learning process.

Cultural learning process: lesson from microhistory

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tianyuan Yu ◽  
Albert J. Mills
Keyword(s):  
Learning Process ◽  
Critical Incident ◽  
Cultural Learning ◽  
Extensive Reading ◽  
Organization Studies ◽  
Content Type ◽  
Knowledge Accumulation ◽  
The Past ◽  
Making Sense ◽  
Historical Accounts

Purpose The purpose of this paper is to examine the cultural learning process (namely, the development, practice and enhancement of cultural intelligence (CQ)) of a successful entrepreneur – Harold Bixby, a Pan American Airways expatriate, as reflected in the memoir of his experiences in China during 1933–1938. Design/methodology/approach This study adopts a microhistory approach as a methodology for studying history and the past while ultimately requiring evaluations informed by the present. This paper first identifies the literature gap on CQ development and the need to study historical accounts of the past in assessing the CQ development process. This study then outlines the four key foci of microhistory as a heuristic for making sense of on-going and past accounts of selected phenomena. Findings This paper finds that specific personality traits (namely, openness to experience and self-efficacy), knowledge accumulation through deep cultural immersion (namely, extensive reading/study, visiting/observation and interacting/conversation), critical incident and metacognition all contributed to Bixby’s CQ development, which was a time-consuming process. Originality/value The study contributes to debates around cultural learning and historical organization studies by providing a rich, qualitative study of CQ assessment and CQ development through microhistory. This study highlights the importance of cognitive CQ and the function of extensive reading/studying in the process of knowledge accumulation. This paper draws attention to critical incidents as an underexplored way of learning tacit knowledge. Moreover, this study suggests metacognitive CQ can be enhanced through meditative and reflexive teaching and research practices. These findings have significant implications for cross-cultural training programs.

scholarly journals The growth of children’s semantic and phonological networks: insight from 10 languages

2019 ◽  
Author(s):  
Abdellah Fourtassi ◽  
Yuan Bian ◽  
Michael C. Frank
Keyword(s):  
Learning Environment ◽  
Statistical Learning ◽  
Word Frequency ◽  
Word Learning ◽  
Learning Process ◽  
Network Growth ◽  
Learning Abilities ◽  
Developmental Mechanism ◽  
Internal Lexicon ◽  
External Learning

Children tend to produce words earlier when they are connected to a variety of other words along the phonological and semantic dimensions. Though these semantic and phonological connectivity effects have been extensively documented, little is known about their underlying developmental mechanism. One possibility is that learning is driven by lexical network growth where highly connected words in the child's early lexicon enable learning of similar words. Another possibility is that learning is driven by highly connected words in the external learning environment, instead of highly connected words in the early internal lexicon. The present study tests both scenarios systematically in both the phonological and semantic domains across 10 languages. We show that phonological and semantic connectivity in the learning environment drives growth in both production- and comprehension-based vocabularies, even controlling for word frequency and length. This pattern of findings suggests a word learning process where children harness their statistical learning abilities to detect and learn highly connected words in the learning environment.

TEACHING METHODS TO IMPROVE LEARNING SKILLS OF TEENAGERS OF PUPILS

2020 ◽  
Vol 20 (1) ◽  
pp. 49-54
Author(s):  
Zhypargul Aydarova ◽  
Keyword(s):  
Learning Process ◽  
Education System ◽  
Teaching Methods ◽  
Cognitive Process ◽  
Learning Technologies ◽  
Educational Process ◽  
Reading Process ◽  
Learning Skills ◽  
Reading And Writing ◽  
Pedagogical Methods

The article talks about the need to apply pedagogical methods, techniques, and learning technologies to help students actively and more actively participate in the cognitive process as a result of changes in the education system. Pedagogical principles that affect the effectiveness of the educational process, serve as the basis for the application. The main purpose of applying the proposed pedagogical methods is to interest students in the reading process, which is why they must be selected taking into account the age characteristics of adolescents. In addition, the article offers an answer to the question of how can we raise the activity of teenage children? Applying reading and writing in the activities of students of adolescents in the learning process, we can build their informational competence.

Digital Experience Moving Toward Greater Learning Experience

2018 ◽  
pp. 126-143 ◽  
Author(s):  
Kit Wai Leong ◽  
Roslina Abdul Latif
Keyword(s):  
Learning Environment ◽  
Focus Groups ◽  
Learning Process ◽  
Learning Experience ◽  
Mediating Effect ◽  
Student Perspective ◽  
Learning Skills ◽  
New Development ◽  
The World ◽  
Vast Range

In this new millennium it is a challenge for educators to promote digital experiences that lead to effectiveness and holistic contribution in the learning process. This new development is also in line with the Taylor's University strategy plan 2012-2016, which promises a conducive and responsive learning environment that embraces technology. Hence, the main focus of this chapter is to evaluate the student perspective toward digital experience applied with the adoption of TIMES together with a vast range of tools and how the digital experience was preparing our students for success in the world beyond for the audio-visual production module. Focus groups were conducted to examine the feedback on digital experience for the duration of teaching the module. The results from the study imply that the digital experience has a positive and mediating effect on the learning experience for the students. The knowledge-rich ecology of ongoing participation, self-expression, and recognition in their learning skills also contributes to the ever on-going process of learning.

Culture and Cognitive Development

2000 ◽  
Vol 9 (2) ◽  
pp. 37-40 ◽  
Author(s):  
Michael Tomasello
Keyword(s):  
Cultural Learning ◽  
Human Adaptation ◽  
Human Beings ◽  
Human Infants ◽  
Learning Skills ◽  
Symbolic Representations ◽  
The Social ◽  
The Difference ◽  
Intentional Agents ◽  
Human Ontogeny

Human beings are biologically adapted for culture in ways that other primates are not. The difference can be clearly seen when the social learning skills of humans and their nearest primate relatives are systematically compared. The human adaptation for culture begins to make itself manifest in human ontogeny at around 1 year of age as human infants come to understand other persons as intentional agents like the self and so engage in joint attentional interactions with them. This understanding then enables young children (a) to employ some uniquely powerful forms of cultural learning to acquire the accumulated wisdom of their cultures, especially as embodied in language, and also (b) to comprehend their worlds in some uniquely powerful ways involving perspectivally based symbolic representations.

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