A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

scholarly journals KEPEDULIAN LINGKUNGAN SISWA DITINJAU DARI ASPEK PENGETAHUAN TENTANG KONSEP DASAR EKOLOGI DAN GENDER

2017 ◽  
Vol 18 (02) ◽  
pp. 64-77
Author(s):  
Suhardin Suhardin
Keyword(s):  
Data Analysis ◽  
Comparative Analysis ◽  
Basic Concept ◽  
Environmental Concern ◽  
Female Students ◽  
Male Students ◽  
Environmental Concerns ◽  
Male And Female ◽  
Significant Difference ◽  
Basic Concepts

  The objective of this research is to know the diffrences of environmental concern as well as to find out the relionship between basic concept of ecology knowledge with environmental concern among  male and female students. The Comparative Analysis was conducted in SMA Depok involving 96 students chosen by using purposive random sampling.The data analysis and interpretation indicated that: 1. There is significant correlation in students basic concepts of ecology knowledge between with the environmental concerns, 2. There is verry significant difference students among male and female environmental concerns  3. There is significant correlation in male students basic concepts of ecology knowledge between with the environmental concerns, 4. There is significant correlation in female students  basic concepts of ecology knowledge between with the environmental concerns.

Building foundations for numeracy: A qualitative analysis of the basic concept knowledge demonstrated by young deaf children

2012 ◽  
Vol 37 (2) ◽  
pp. 106-112 ◽  
Author(s):  
Karen Kritzer
Keyword(s):  
Basic Concept ◽  
Thinking Skills ◽  
Deaf Children ◽  
Sorting Task ◽  
Early Numeracy ◽  
Concept Knowledge ◽  
Mathematics Ability ◽  
Task Assessment ◽  
Basic Concepts ◽  
Low Levels

THE QUALITATIVE STUDY DESCRIBED in this article examines the knowledge of basic concepts demonstrated by six young deaf children* with high/low levels of mathematical ability as measured by performance on a formal (i.e. Bracken Basic Concept Scale) and informal (i.e. classification/sorting task) assessment. Findings indicate that children with lower mathematics ability, as measured by the Test of Early Mathematics Ability (TEMA-3), also demonstrated limited understanding of basic concepts and weaker thinking skills as evidenced by a lack of ability to categorise or classify at a level comparable to their more mathematically able peers. Such performance suggests that a foundation in basic concept knowledge and thinking skills may be critical to the development of early numeracy skills.

scholarly journals From Thick to Thin: Two Moral Reduction Plans

2009 ◽  
Vol 39 (4) ◽  
pp. 515-535 ◽  
Author(s):  
Daniel Y. Elstein ◽  
Thomas Hurka
Keyword(s):  
Basic Concept ◽  
Moral Judgments ◽  
Moral Concepts ◽  
Descriptive Content ◽  
Henry Sidgwick ◽  
Basic Concepts ◽  
Century Thought

Many philosophers of the last century thought all moral judgments can be expressed using a few basic concepts — what are today called ‘thin’ moral concepts such as ‘good,’ ‘bad,’ ‘right,’ and ‘wrong.’ This was the view, first, of the non-naturalists whose work dominated the early part of the century, including Henry Sidgwick, G.E. Moore, W.D. Ross, and C.D. Broad. Some of them recognized only one basic concept, usually either ‘ought’ or ‘good’; others thought there were two. But they all assumed that other moral concepts, including such ‘thick’ ones as the virtue-concepts ‘courageous’ and ‘kindly,’ can be reductively analyzed using one or more thin concepts and some more or less determinate descriptive content. This was also the view of many non-cognitivists who wrote later in the century, including C.L. Stevenson and R.M. Hare.

Terminology and Methodology in the Assessment of Cognitive-Linguistic Disorders

2006 ◽  
Vol 7 (3) ◽  
pp. 212-222 ◽  
Author(s):  
Richard Body ◽  
Michael R. Perkins
Keyword(s):  
Explanatory Power ◽  
Communication Disorders ◽  
Communicative Function ◽  
Systematic Assessment ◽  
Cognitive Linguistic ◽  
Neurogenic Origin ◽  
Linguistic Skills

AbstractThe term ‘cognitive-linguistic’ has been widely adopted in descriptions of a variety of communication disorders of neurogenic origin. Despite this, clear agreement on the meaning of the term has yet to be reached, with the result that it is used both inconsistently and misleadingly. This lack of terminological clarity also undermines the assessment of complex communicative function. In this article the terminology associated with complex communication disorders is discussed and a simple framework for conceptualising cognitive-linguistic function is outlined. On the basis of this it is proposed that some currently available assessments that purport to measure cognitive-linguistic skills in fact have less explanatory power than other assessments that are often not specifically targeted at communication. Further, it is suggested that the framework offers an ecologically valid basis for the systematic assessment of cognitive-linguistic function.

THE BENEFICIAL ROLE OF L1 SPOKEN LANGUAGE SKILLS ON INITIAL L2 SIGN LANGUAGE LEARNING

2016 ◽  
Vol 39 (4) ◽  
pp. 833-850 ◽  
Author(s):  
Joshua T. Williams ◽  
Isabelle Darcy ◽  
Sharlene D. Newman
Keyword(s):  
Second Language ◽  
Language Learning ◽  
American Sign Language ◽  
Sign Language ◽  
Verbal Memory ◽  
Linear Regression Analysis ◽  
Vocabulary Knowledge ◽  
Cognitive Linguistic ◽  
Linguistic Skills ◽  
Phonetic Categorization

Understanding how language modality (i.e., signed vs. spoken) affects second language outcomes in hearing adults is important both theoretically and pedagogically, as it can determine the specificity of second language (L2) theory and inform how best to teach a language that uses a new modality. The present study investigated which cognitive-linguistic skills predict successful L2 sign language acquisition. A group (n = 25) of adult hearing L2 learners of American Sign Language underwent a cognitive-linguistic test battery before and after one semester of sign language instruction. A number of cognitive-linguistic measures of verbal memory, phonetic categorization skills, and vocabulary knowledge were examined to determine whether they predicted proficiency in a multiple linear regression analysis. Results indicated that English vocabulary knowledge and phonetic categorization skills predicted both vocabulary growth and self-rated proficiency at the end of one semester of instruction. Memory skills did not significantly predict either proficiency measures. These results highlight how linguistic skills in the first language (L1) directly predict L2 learning outcomes regardless of differences in L1 and L2 language modalities.

Concepts, History and the Game of Giving and Asking for Reasons: A Defense of Conceptual History

2013 ◽  
Vol 7 (3) ◽  
pp. 426-452
Author(s):  
D. Timothy Goering
Keyword(s):  
Basic Concept ◽  
Philosophy Of Language ◽  
Wilfrid Sellars ◽  
Conceptual History ◽  
Historical Sources ◽  
Abstract Entities ◽  
Basic Concepts ◽  
Definition Of ◽  
Semantic Transformation ◽  
Theoretical Foundations

Abstract This article offers a defense of the theoretical foundations of Conceptual History (Begriffsgeschichte). While Conceptual History has successfully established itself as an historical discipline, details in the philosophy of language that underpin Conceptual History continue to be opaque. Specifically the definition of what constitutes a “basic concept” (Grundbegriff) remains problematic. Reinhart Koselleck famously claimed that basic concepts are “more than words,” but he never spelled out how these abstract entities relate to words or can be subject to semantic transformation. I argue that to clarify the definition of what constitutes a basic concept we should turn to the functionalist and inferentialist philosophy of Wilfrid Sellars. By viewing historical sources as partaking in what Sellars calls the ‘game of giving and asking for reasons,’ Conceptual History can accurately trace the semantic changes of basic concepts and thus offer an important tool to the historical discipline.

scholarly journals Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students

2012 ◽  
Vol 26 (7) ◽  
pp. 1195-1221 ◽  
Author(s):  
Pui-sze Yeung ◽  
Connie Suk-han Ho ◽  
David Wai-ock Chan ◽  
Kevin Kien-hoa Chung
Keyword(s):  
Elementary Grades ◽  
Cognitive Linguistic ◽  
Linguistic Skills

Incidence of Basic Concepts in the Directions of Five Commonly Used American Tests of Intelligence

1986 ◽  
Vol 7 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Bruce A. Bracken
Keyword(s):  
United States ◽  
United States Of America ◽  
Basic Concept ◽  
The United States ◽  
Intelligence Tests ◽  
Frequency Count ◽  
Assessment Battery ◽  
Threats To Validity ◽  
Basic Concepts

Five intelligence tests produced in the United States of America were reviewed to determine the incidence of basic concepts within the test directions. The 258 concepts assessed by the Bracken Basic Concept Scale were used to produce the frequency count and it was found that the directions of four of the five intelligence tests were replete with basic concepts. The Kaufman Assessment Battery for Children had only six concepts used in the test directions, and the instrument allows for task teaching and alternate wording. Threats to validity are discussed for the four American instruments that had the most concepts assumed by the test authors.

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