scholarly journals The emergence of Dutch connectives; how cumulative cognitive complexity explains the order of acquisition

2008 ◽  
Vol 36 (4) ◽  
pp. 829-854 ◽  
Author(s):  
JACQUELINE EVERS-VERMEUL ◽  
TED SANDERS
Keyword(s):  
Cognitive Complexity ◽  
Multidimensional Approach ◽  
Cognitive Approach ◽  
Acquisition Process ◽  
Developmental Sequences ◽  
Coherence Relations ◽  
Fixed Order ◽  
English Speaking

ABSTRACTBefore they are three years old, most children have started to build coherent discourse. This article focuses on one important linguistic device children have to learn: connectives. The main questions are: Do connectives emerge in a fixed order? And if so, how can this order be explained? In line with Bloomet al.(1980) we propose to explain similarities in the development in terms of cumulative cognitive complexity: complex relations are acquired later than simple ones. Following a cognitive approach to coherence relations, we expect positive relations to be acquired before negatives and additives before temporals and causals. We develop a multidimensional approach to the acquisition process in order to account for the variation among children. Hypotheses were tested by analyzing data from children aged 1 ; 5–5 ; 6 on the emergence of Dutch connectives. The multidimensional approach of cognitive complexity describes both the uniformity and the diversity in the developmental sequences of Dutch-speaking and English-speaking children.

scholarly journals Processing of positive-causal and negative-causal coherence relations in primary school children and adults: a test of the cumulative cognitive complexity approach in German

2016 ◽  
Vol 44 (2) ◽  
pp. 297-328 ◽  
Author(s):  
JULIA KNOEPKE ◽  
TOBIAS RICHTER ◽  
MAJ-BRITT ISBERNER ◽  
JOHANNES NAUMANN ◽  
YVONNE NEEB ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Cognitive Complexity ◽  
Text Comprehension ◽  
Cognitive Effort ◽  
Primary School Children ◽  
Cross Sectional ◽  
Task Support ◽  
Coherence Relations ◽  
Causal Coherence

AbstractEstablishing local coherence relations is central to text comprehension. Positive-causal coherence relations link a cause and its consequence, whereas negative-causal coherence relations add a contrastive meaning (negation) to the causal link. According to the cumulative cognitive complexity approach, negative-causal coherence relations are cognitively more complex than positive-causal ones. Therefore, they require greater cognitive effort during text comprehension and are acquired later in language development. The present cross-sectional study tested these predictions for German primary school children from Grades 1 to 4 and adults in reading and listening comprehension. Accuracy data in a semantic verification task support the predictions of the cumulative cognitive complexity approach. Negative-causal coherence relations are cognitively more demanding than positive-causal ones. Moreover, our findings indicate that children's comprehension of negative-causal coherence relations continues to develop throughout the course of primary school. Findings are discussed with respect to the generalizability of the cumulative cognitive complexity approach to German.

scholarly journals The use of movie in forming English-speaking lexical competence of Vietnamese students

2017 ◽  
Vol 11 (3) ◽  
pp. 39-47
Author(s):  
Денис Ершов ◽  
Denis Ershov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Future Research ◽  
Pedagogical Practice ◽  
Cognitive Approach ◽  
English Speaking ◽  
Lexical Competence ◽  
Main Components ◽  
Germanic Languages

The article is devoted to the development and testing of the method of using authentic films for the formation of English-speaking lexical competence of Vietnamese students. The results of the work have shown their effectiveness in the course of scientific and industrial practice in teaching students in the department of phonetics and vocabulary of the English language. Their significance (scientific contribution) and conclusions were noted during the defense of the master's thesis by the members of the State Examination Commission, in Moscow State Pedagogical University on the 11th of February. The field of application of the results is quite extensive: the results of the research can be useful both for teachers of a foreign language, and for students studying in the field - Pedagogical education. The limitations and directions of future research will be related to the study of "Germanic languages" and their application in pedagogical practice using a different methodological base and didactic approaches. In the absence of a language learning environment, ways of creating it are created by working on authentic works of art-films shot abroad. The subject of the study is the technology of forming English-speaking lexical competence among Vietnamese students in Russia on the basis of foreign experience. The aim of the article is to develop a methodology for the formation of English-speaking lexical competence among Vietnamese students. Research hypothesis: the technology of forming English-speaking lexical competence among Vietnamese students will be more effective if: -the theoretical basis for the formation of foreign vocabulary lexical competence among students of the teacher training Universities with the use of an authentic film in the studied language was singled out, and their main components were singled out; - as a methodological reference point, a communicative-cognitive approach to the formation of lexical English-speaking competence was chosen in combination with such approaches as intercultural, personal-activity and competence; -developed a system of exercises and tasks to learn foreign language lexical material using an authentic film.

scholarly journals COGNITIVE APPROACH TO LEXICAL VARIATION IN OVERSEAS ENGLISHES

10.23856/2903 ◽  
2018 ◽  
Vol 29 (4) ◽  
pp. 135-143
Author(s):  
Tetyana Kozlova ◽  
Leszek Bednarczuk
Keyword(s):  
Cognitive Approach ◽  
Cognitive Perspective ◽  
International Variation ◽  
Lexical Variation ◽  
Language Structure ◽  
Lexical Change ◽  
The World ◽  
External Sources ◽  
English Speaking ◽  
High Degree

Modern English includes a range of standard and nonstandard varieties that are spoken around the world and differ at all levels of language structure. The purpose of this article is to overview international variation of English lexis, discover similarities intersecting this diversity, find out about productive patterns of lexical change and interpret them from a cognitive perspective. The paper demonstrates the importance of internal and external sources of borrowing, considers the ways of coining new vocabulary, gives attention to efficient strategies employed to name colonial settings and to distinguish newly forming identities from British and other English-speaking communities. Varying experience of adjustment to overseas environments stimulated a high degree of lexical change and heteronymy. Although in different regions English emerged from unique colonial contexts, speakers’ precolonial experience, knowledge and intuitions about the world played a significant role in the processes of categorization and conceptualization, and hence naming. It is argued that it is possible to discern common cognitive ground for such diversity in lexis.

Verwervingsvolgorde van Relationele Coherentie Bij NT1- en NT2-Kinderen van 4 tot 8 Jaar

2010 ◽  
Vol 84-85 ◽  
pp. 59-69
Author(s):  
Anne Vermeer
Keyword(s):  
Longitudinal Study ◽  
Cognitive Complexity ◽  
Cognitive Theory ◽  
Bilingual Children ◽  
Strong Increase ◽  
Story Telling ◽  
Coherence Relations ◽  
Relational Coherence ◽  
Temporal Connectives ◽  
Over Time

This article focuses on the emergence of relational coherence in linguistic expressions such as and, but, then, while, until, before. When do children start expressing relational coherence through various additive, temporal and causal connectives? Within a cognitive theory of coherence relations (Spooren & Sanders, 2008), it is on the basis of their increasing cognitive complexity that predictions are made about the order in which these coherence relations and their linguistic expressions are acquired. This means that causal connectives do not appear before additives, negative connectives not before positives, and temporal connectives occur after non-temporal ones. We investigated these claims in a longitudinal study on the development of story telling skills in 93 Dutch monolingual and bilingual children between the ages of 4 and 9. The results show a strong increase over time in the number and the diversity of connectives. We found evidence for all the hypotheses emerging from Spooren and Sanders' cognitive theory of coherence relations. We found that there are no significant differences between monolingual and bilingual children in their use of additive, temporal and causal connectives. Finally, it turned out that girls use significantly more additive, temporal and causal connectives than boys do at all periods in time.

scholarly journals Uloga esej-testa u sticanju veštine čitanja i razumevanja pročitanog

2021 ◽  
Vol 34 (3) ◽  
pp. 153-161
Author(s):  
Zona Mrkalj ◽  
Ana Pejić
Keyword(s):  
Reading Comprehension ◽  
Cognitive Complexity ◽  
Integrative Model ◽  
Cognitive Approach ◽  
Narrative Perspective ◽  
Comprehension Skills ◽  
Language And Literature ◽  
Final Exams ◽  
Essay Tests ◽  
Essay Test

The paper explores the role of the essay-test in acquiring reading and reading comprehension skills in the modern-day teaching of Serbian Language and Literature. The authors emphasize the importance of using essay-tests for obtaining the feedback on the reading comprehension level of the texts covered in regular classes, at final exams, and on the criteria-oriented knowledge tests. Two key domains are taken into consideration when designing the tasks: the narrative text, emhasizing its structure, narrative perspective, and the motivation of the characters in the function of artistic articulation; the cognitive approach to reading according to the constructive-integrative model of Walter Kintsch (Kintsch, 1988), relevant for presenting the reading construct and understanding the cognitive complexity of the tasks. The purpose of testing students using essay-tests derives from the need to assess the development of reading literacy among the students of the higher grades of elemen-tary school.

scholarly journals Grammatical Gender, Symbolic Meaning, and Gender Concept: Recall, Classification, and Preference Tests

1984 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Abraham Sagi
Keyword(s):  
College Students ◽  
Cognitive Complexity ◽  
Grammatical Gender ◽  
Symbolic Meaning ◽  
English Speaking ◽  
And Gender ◽  
Preference Tests ◽  
Gender Concept

It was hypothesized that Hebrew-speaking participants would be influenced by the assumed connotation more than by the grammatical gender of Hebrew stimulus words in recall, classification, and preference tests. Participants were 24 Israeli kindergarteners and 24 Israeli college students. Apart from a few exceptions, the participants performed as predicted, responding to meaning rather than to grammar. Similar results have been obtained in previous studies testing English-speaking populations. The findings suggest that grammatical gender plays a role only in tasks with a higher level of cognitive complexity, such as memory tasks.

scholarly journals « On dit pas Je veux ! »

2014 ◽  
Vol 5 (1) ◽  
pp. 19-37 ◽  
Author(s):  
Aliyah Morgenstern ◽  
Christophe Parisse ◽  
Sophie de Pontonx
Keyword(s):  
Cognitive Complexity ◽  
Unique Form ◽  
Rare Form ◽  
Acquisition Process ◽  
Adult Form ◽  
Stable Function ◽  
Form Function ◽  
The Moment

Because of its syntactic, semantic and cognitive complexity, the French morphology for tense, aspect and modality is acquired slowly and gradually by children, from the moment they are born until their adolescence. The least frequent forms in adult language are acquired later. In order to understand how these forms are memorized, handled and produced by children in dialogue, we focus our study on the use of a rare form: the French conditional. We present two French children’s first uses of verbal constructions in the conditional between the ages of 1;00 and 6;11. Four periods can be distinguished during the acquisition process beginning with the production of a unique form with a stable function and ending with the use of different forms with a variety of functions. Adult language plays a very different role depending on the child’s age. After a period during which the children replicate the most frequent adult forms, both children construct different forms with various functions in a more creative manner with occasional non-standard productions. The adult form/function associations are finally reactivated and non-standard forms progressively disappear from the data.

scholarly journals Cognitive complexity and the linguistic marking of coherence relations: A parallel corpus study

2017 ◽  
Vol 121 ◽  
pp. 113-131 ◽  
Author(s):  
Jet Hoek ◽  
Sandrine Zufferey ◽  
Jacqueline Evers-Vermeul ◽  
Ted J.M. Sanders
Keyword(s):  
Cognitive Complexity ◽  
Corpus Study ◽  
Parallel Corpus ◽  
Coherence Relations

scholarly journals Categories of coherence relations in discourse annotation

2016 ◽  
Vol 7 (2) ◽  
pp. 1-28 ◽  
Author(s):  
Merel C.J. Scholman ◽  
Jacqueline Evers-Vermeul ◽  
Ted J.M. Sanders
Keyword(s):  
Explicit Instruction ◽  
Basic Operation ◽  
Annotation Scheme ◽  
Cognitive Approach ◽  
Implicit Instruction ◽  
Discourse Coherence ◽  
Annotation Process ◽  
Coherence Relations ◽  
Implicit And Explicit ◽  
Current Annotation

Over the last decennia, annotating discourse coherence relations has gained increasing interest of the linguistics research community. Because of the complexity of coherence relations, there is no agreement on an annotation standard. Current annotation methods often lack a systematic order of coherence relations. In this article, we investigate the usability of the cognitive approach to coherence relations, developed by Sanders et al. (1992, 1993), for discourse annotation. The theory proposes a taxonomy of coherence relations in terms of four cognitive primitives. In this paper, we first develop a systematic, step-wise annotation process. The reliability of this annotation scheme is then tested in an annotation experiment with non-trained, non-expert annotators. An implicit and explicit version of the annotation instruction was created to determine whether the type of instruction influences the annotator agreement. The results show that two of the four primitives, polarity and order of the segments, can be applied reliably by non-trained annotators. The other two primitives, basic operation and source of coherence, are more problematic. Participants using the explicit instruction show higher agreement on the primitives than participants used the implicit instruction. These results are comparable to agreement statistics of other discourse corpora annotated by trained, expert annotators. Given that non-trained, non-expert annotators show similar amounts of agreement, these results indicate that the cognitive approach to coherence relations is a promising method for annotating discourse.

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