Attention in Cognitive Science and Second Language Acquisition

1994 ◽  
Vol 16 (2) ◽  
pp. 183-203 ◽  
Author(s):  
Russell S. Tomlin ◽  
Victor Villa
Keyword(s):  
Second Language Acquisition ◽  
Cognitive Science ◽  
Cognitive Neuroscience ◽  
Coarse Grained ◽  
Limited Capacity ◽  
Controlled Processing ◽  
Human Attention ◽  
Attention System ◽  
Component Processes

This paper examines how the cognitive notion of attention has been employed in SLA and how it is understood in cognitive science. It summarizes recent research on attention from cognitive and neuroscience approaches. Some reformulations of problems raised in SLA research related to attention are proposed. Current research offers detailed ideas about attention and its component processes. These ideas, elaborated theoretically and empirically in cognitive neuroscience, may help untangle some important but difficult issues in SLA. Early, coarse-grained conceptions of attention, such as the limited-capacity metaphor or the automatic versus controlled processing dichotomy, are recast into an integrated human attention system with three separate yet interrelated networks: alertness, orientation, and detection. This finer grained analysis of attention is employed in a model of the role of attention in SLA.

scholarly journals Cognitive-Neural Effects of Brush Writing of Chinese Characters: Cortical Excitation of Theta Rhythm

2013 ◽  
Vol 2013 ◽  
pp. 1-11 ◽  
Author(s):  
Min Xu ◽  
Henry S. R. Kao ◽  
Manlin Zhang ◽  
Stewart P. W. Lam ◽  
Wei Wang
Keyword(s):  
Cognitive Science ◽  
Cognitive Neuroscience ◽  
Theta Rhythm ◽  
Chinese Characters ◽  
Chinese Calligraphy ◽  
Theta Wave ◽  
Cortical Excitation ◽  
Psychological Dimensions ◽  
Cybernetic Theory

Chinese calligraphy has been scientifically investigated within the contexts and principles of psychology, cognitive science, and the cognitive neuroscience. On the basis of vast amount of research in the last 30 years, we have developed a cybernetic theory of handwriting and calligraphy to account for the intricate interactions of several psychological dimensions involved in the dynamic act of graphic production. Central to this system of writing are the role of sensory, bio-, cognitive, and neurofeedback mechanisms for the initiation, guidance, and regulation of the writing motions vis-a-vis visual-geometric variations of Chinese characters. This experiment provided the first evidence of cortical excitation in EEG theta wave as a neural hub that integrates information coming from changes in the practitioner’s body, emotions, and cognition. In addition, it has also confirmed neurofeedback as an essential component of the cybernetic theory of handwriting and calligraphy.

The neurosociology of Auguste Comte

2020 ◽  
Vol 59 (2) ◽  
pp. 329-354
Author(s):  
Ryan McVeigh
Keyword(s):  
Cognitive Science ◽  
21St Century ◽  
Cognitive Neuroscience ◽  
Social Epistemology ◽  
Sociological Theory ◽  
Auguste Comte ◽  
The Impact ◽  
Biological Reductionism ◽  
Critical Contact

This article explores the role of phrenology in the work of Auguste Comte. I begin by reviewing the historical and contemporary significance of this doctrine to show the direct lineage that exists between phrenology and what we now call cognitive neuroscience. I then demonstrate the impact of phrenology on Comte’s sociological theory and make the claim that his paradigm exemplifies what TenHouten called ‘neurosociology.’ Following this, I show how Comte’s social epistemology rejected biological reductionism and considered neurophysiology a subfield of sociology. This results in a somewhat startling assertion: Comte saw sociology as a cognitive science. After outlining Comte’s original vision for sociology as a discipline, I place Comte’s system in critical contact with 21st century neuroscience and suggest fruitful ways to move the neurosociology paradigm forward. In this I demonstrate that Comte’s vision for sociology is worth pursuing today, even while the specifics of his doctrine are not.

Könyvismertetések

2007 ◽  
Vol 62 (2) ◽  
pp. 253-265
Author(s):  
István Fekete ◽  
Mária Gósy ◽  
Rozália Eszter Ivády ◽  
Péter Kardos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Speech Production ◽  
Perception And Action

DianePecherés RolfA. Zwaan(szerk.): Grounding cognition: The role of perception and action in memory, language, and thinking (Fekete István)     253 CsépeValéria: Az olvasó agy (Gósy Mária) 256 Kormos, Judit: Speech production and second language acquisition (Ivády Rozália Eszter)      260 MarosánGyörgy: Hogyan készül a történelem? (Kardos Péter) 263

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

The Central Role of Cognitive Computations in Human-Information Interaction

2018 ◽  
Author(s):  
Wai-Tat Fu ◽  
Jessie Chin ◽  
Q. Vera Liao
Keyword(s):  
Information Systems ◽  
Cognitive Science ◽  
Intelligent Systems ◽  
Intelligent System ◽  
Levels Of Abstraction ◽  
Intelligent Information Systems ◽  
Emergent Behaviour ◽  
Information Interaction ◽  
Intelligent Information

Cognitive science is a science of intelligent systems. This chapter proposes that cognitive science can provide useful perspectives for research on technology-mediated human-information interaction (HII) when HII is cast as emergent behaviour of a coupled intelligent system. It starts with a review of a few foundational concepts related to cognitive computations and how they can be applied to understand the nature of HII. It discusses several important properties of a coupled cognitive system and their implication to designs of information systems. Finally, it covers how levels of abstraction have been useful for cognitive science, and how these levels can inform design of intelligent information systems that are more compatible with human cognitive computations.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

scholarly journals “Les copains *dit au revoir”: On Subject–Verb Agreement in L2 French and Cross-Linguistic Influence

Languages ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 7
Author(s):  
Malin Ågren ◽  
Marie-Eve Michot ◽  
Cyrille Granget ◽  
Sonia Gerolimich ◽  
Pascale Hadermann ◽  
...  
Keyword(s):  
Second Language Acquisition ◽  
Oral Narrative ◽  
Complex Interplay ◽  
Verb Morphology ◽  
Future Studies ◽  
Proficiency Levels ◽  
Verb Agreement ◽  
Significant Difference ◽  
L2 Development

This study focuses on the production of subject–verb (SV) agreement in number in L2 French and investigates the role of cross-linguistic influence (CLI) in this particular morphosyntactic domain. CLI is a well-known phenomenon in Second Language Acquisition (SLA) research but it has rarely been investigated systematically in relation to SV agreement in French. The participants of the study are 114 learners with Italian, German, Dutch and Swedish as L1. The source languages are all inflectional languages but they vary in terms of morphological richness in the verb paradigm, ranging from very poor (Swedish) to very rich (Italian). The participants performed an oral narrative task contrasting singular and plural contexts of SV agreement. Results indicate a significant difference between L1 groups in terms of correct SV agreement but they also show that the overall presence of rich verb morphology in the L1 does not, on its own, result in a more correct SV agreement. It is when comparing learners at two different proficiency levels that we observe differences in the rate of L2 development, which may be explained as an effect of CLI. Overall, results indicate a complex interplay of different factors, where the role of CLI must be further investigated in future studies in relation to L2 French.

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