Modeling Social Learning of Language and Skills

2010 ◽  
Vol 16 (4) ◽  
pp. 289-309 ◽  
Author(s):  
Paul Vogt ◽  
Evert Haasdijk
Keyword(s):  
Population Structure ◽  
Social Learning ◽  
Language Development ◽  
Language Learning ◽  
Joint Attention ◽  
Perspective Taking ◽  
Cultural Knowledge ◽  
Mutual Exclusivity ◽  
Rule Based ◽  
The Social

We present a model of social learning of both language and skills, while assuming—insofar as possible—strict autonomy, virtual embodiment, and situatedness. This model is built by integrating various previous models of language development and social learning, and it is this integration that, under the mentioned assumptions, provides novel challenges. The aim of the article is to investigate what sociocognitive mechanisms agents should have in order to be able to transmit language from one generation to the next so that it can be used as a medium to transmit internalized rules that represent skill knowledge. We have performed experiments where this knowledge solves the familiar poisonous-food problem. Simulations reveal under what conditions, regarding population structure, agents can successfully solve this problem. In addition to issues relating to perspective taking and mutual exclusivity, we show that agents need to coordinate interactions so that they can establish joint attention in order to form a scaffold for language learning, which in turn forms a scaffold for the learning of rule-based skills. Based on these findings, we conclude by hypothesizing that social learning at one level forms a scaffold for the social learning at another, higher level, thus contributing to the accumulation of cultural knowledge.

Constructing perspectives in the social making of minds

2005 ◽  
Vol 6 (3) ◽  
pp. 341-358 ◽  
Author(s):  
Jeremy I.M. Carpendale ◽  
Charlie Lewis ◽  
Ulrich Müller ◽  
Timothy P. Racine
Keyword(s):  
Language Development ◽  
Social Development ◽  
Joint Attention ◽  
Perspective Taking ◽  
The Self ◽  
Self And Other ◽  
Relational Perspective ◽  
Shared Activity ◽  
The Social ◽  
Rudimentary Form

The ability to take others’ perspectives on the self has important psychological implications. Yet the logically and developmentally prior question is how children develop the capacity to take others’ perspectives. We discuss the development of joint attention in infancy as a rudimentary form of perspective taking and critique examples of biological and individualistic approaches to the development of joint attention. As an alternative, we present an activity-based relational perspective according to which infants develop the capacity to coordinate attention with others by differentiating the perspectives of self and other from shared activity. Joint attention is then closely related to language development, which makes further social development possible. We argue that the ability to take the perspective of others on the self gives rise to the possibility of language, rationality and culture.

Responding to Joint Attention and Language Development

2002 ◽  
Vol 45 (4) ◽  
pp. 715-719 ◽  
Author(s):  
Christine E. F. Delgado ◽  
Peter Mundy ◽  
Mary Crowson ◽  
Jessica Markus ◽  
Marygrace Yale ◽  
...  
Keyword(s):  
Visual Field ◽  
Language Development ◽  
Language Learning ◽  
Joint Attention ◽  
Developmental Delays ◽  
Target Location ◽  
Early Language ◽  
Attention Regulation ◽  
Developmental Progression ◽  
Unique Predictor

This study examined the importance of target location (within vs. outside the visual field) on the relation between responding to joint attention and subsequent language development in 47 normally developing infants. The results supported a developmental progression in the infants' ability to locate targets from within to outside the visual field. In addition, individual differences in 15-month-old infants' ability to correctly locate targets outside the visual field was a unique predictor of expressive language at 24 months. Infants' ability to locate targets outside the visual field may demonstrate increasing capacities for attention regulation, representational thinking, and social cognition that may facilitate language learning. The implications of this study are discussed with regard to the usefulness of measures of responding to joint attention for identifying early language and developmental delays.

scholarly journals LANGUAGE ACQUISITION IN CHILDHOOD STAGE: A REVIEW

2019 ◽  
Vol 4 (1) ◽  
pp. 53-64
Author(s):  
Teguh Budiharso
Keyword(s):  
Second Language Acquisition ◽  
Social Context ◽  
Language Acquisition ◽  
Language Development ◽  
Language Learning ◽  
Early Stage ◽  
Simple Sentence ◽  
Natural Approach ◽  
The Social ◽  
Compound Sentence

This paper reviews the language acquisition theory in childhood stages.  Five models of baby’s language development including pre-linguistic, holophrastic, telegraphic, simple sentence, and compound sentence are central of discussion.  In the early stage, characteristics of language development and language learning in the kindergarten level are discussed integratedly.  In the area of Second Language Acquisition (SLA), Krashen Theory in Natural Approach is prevalent, prevailing frontier concepts in children language development.  In the social context, language view that has closed relationship to culture is included. This way,  norm, etiquette, values, and other aspects of communication are valuable to teaching children in the early stage.   

scholarly journals Social and Cultural Focus in EFL Learning. Does Understanding Target Language Culture Increase Interaction in the EFL Classroom?

2016 ◽  
Vol 8 (6) ◽  
pp. 53
Author(s):  
Hamza Alshenqeeti
Keyword(s):  
Social Learning ◽  
Social Construction ◽  
Language Learning ◽  
Knowledge Sharing ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Target Language ◽  
Cultural Learning ◽  
Efl Learning

The value of encouraging interaction in the EFL classroom has been well documented in the literature and numerous methods have been indicated as being beneficial in this respect. Similarly, there is also a growing recognition of the value of incorporating social and cultural learning about the target language and its speakers into the EFL curriculum. In line with Vygotsky’s view that learning is social construction that occurs when individual integrate and participate in activities and knowledge sharing, this would suggest that incorporating cultural and social learning into the language learning classroom can increase the integration of students. Drawing on definitions of culture, highlighting potential routes to providing information about target language culture and identifying the connections between cultural knowledge and language proficiency and communicative competence, the perspective is put forward that social and cultural learning can lead to increased integration in the EFL classroom. 

scholarly journals How does the Government of Indonesia empower SMEs? An analysis of the social cognition found in newspapers

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jenri MP Panjaitan ◽  
Rudi Prasetya Timur ◽  
Sumiyana Sumiyana
Keyword(s):  
Social Cognition ◽  
Social Learning ◽  
Local Governments ◽  
Situated Cognition ◽  
Ecological Psychology ◽  
Social Contexts ◽  
Cultural Knowledge ◽  
Content Type ◽  
The Social ◽  
The Government

Purpose This study aims to acknowledge that most Indonesian small and medium enterprises (SMEs) experience slow growth. It highlighted that this sluggishness is because of some falsification of Indonesia’s ecological psychology. It focuses on investigating the situated cognition that probably supports this falsification, such as affordance, a community of practice, embodiment and the legitimacy of peripheral participation situated cognition and social intelligence theories. Design/methodology/approach This study obtained data from published newspapers between October 2016 and February 2019. The authors used the Waikato Environment for Knowledge Analysis and the J48 C.45 algorithm. The authors analyzed the data using the emergence of news probability for both the Government of Indonesia (GoI) and Indonesian society and the situated cognition concerning the improvement of the SMEs. The authors inferred ecological psychology from these published newspapers in Indonesia that the engaged actions were still suppressed, in comparison with being and doing. Findings This study contributes to the innovation and leadership policies of the SMEs’ managerial systems and the GoI. After this study identified the backward-looking practices, which the GoI and the people of Indonesia held, this study recommended some policies to help create a forward-looking orientation. The second one is also a policy for the GoI, which needs to reduce the discrepancy between the signified and the signifier, as recommended by the structuralist theory. The last one is suggested by the social learning theory; policies are needed that relate to developing the SMEs’ beliefs, attitudes and behavior. It means that the GoI should prepare the required social contexts, which are in motoric production and reinforcement. Explicitly, the authors argue that the GoI facilitates SMEs by emphasizing the internal learning process. Research limitations/implications The authors present some possibilities for the limitations of this research. The authors took into account that this study assumes the SMEs are all the same, without industrial clustering. It considers that the need for social learning and social cognition by the unclustered industries is equal. Second, the authors acknowledge that Indonesia is an emerging country, and its economic structure has three levels of contributors; the companies listed on the Indonesian Stock Exchange, then the SMEs and the lowest level is the underground economy. Third, the authors did not distinguish the levels of success for the empowerment programs that are conducted by either the GoI or the local governments. This study recognizes that the authors did not measure success levels. It means that the authors only focused on the knowledge content. Practical implications From these pieces of evidence, this study constructed its strategies. The authors offer three kinds of policies. The first is the submission of special allocation funds from which the GoI and local governments develop their budgets for the SMEs’ social learning and social cognition. The second is the development of social learning and social cognition’s curricula for both the SMEs’ owners and executive officers. The third is the need for a national knowledge repository for all the Indonesian SMEs. This repository is used for the dissemination of knowledge. Originality/value This study raises argumental novelties with some of the critical reasoning. First, the authors argue that the sluggishness of the Indonesian SMEs is because of some fallacies in their social cognition. This social cognition is derived from the cultural knowledge that the GoI and people of Indonesia disclosed in the newspapers. This study shows the falsifications from the three main perspectives of the structuration, structuralist and social learning theories. Second, this study can elaborate on the causal factor for the sluggishness of Indonesia’s SMEs, which can be explained by philosophical science, especially its fallacies (Hundleby, 2010; Magnus and Callender, 2004). The authors expand the causal factors for each gap in every theory, which determined the SMEs’ sluggishness through the identification of inconsistencies in each dimension of their structuration, structuralism and social learning. This study focused on the fallacy of philosophical science that explains the misconceptions about the SMEs’ improvement because of faulty reasoning, which causes the wrong moves to be made in the future (Dorr, 2017; Pielke, 1999).

The Social Context for Language Learning—A Neglected Situation?

1985 ◽  
Vol 7 (2) ◽  
pp. 135-158 ◽  
Author(s):  
Michael P. Breen
Keyword(s):  
Social Context ◽  
Language Development ◽  
Language Learning ◽  
Language Teaching ◽  
Social Situation ◽  
Psychological Characteristics ◽  
Research And Teaching ◽  
The Social ◽  
New Directions ◽  
Classroom Language

This paper offers an examination of classroom language learning from the perspectives of research and teaching. It addresses two questions: (1) What are the specific contributions of the classroom to the process of language development?; and (2) In what ways might the teacher exploit the social reality of the classroom as a resource for the teaching of language? The paper explores the classroom as a special social situation and identifies certain aspects of classroom language learning that seem to be neglected by current research. It offers also new directions for research and proposals for language teaching deduced from particular social and psychological characteristics of classroom life.

scholarly journals Social Language Learning Spaces: Globalization Glocalized

2017 ◽  
pp. 235-246
Author(s):  
Garold Murray ◽  
Mariko Uzuka ◽  
Naomi Fujishima
Keyword(s):  
International Students ◽  
Social Learning ◽  
Language Learning ◽  
Japanese Society ◽  
Theoretical Orientation ◽  
Learning Spaces ◽  
Learning Space ◽  
The Social ◽  
National University ◽  
Local Students

In this era of globalization, Japanese universities will have to accommodate an increasing number of local students wishing to learn foreign languages and they will also have to welcome more international students to their campuses. While universities will undoubtedly take steps to ensure that both groups have positive educational and intercultural experiences, we contend that it is also incumbent upon them to implement measures designed to facilitate the adaptation of international students to Japanese society. In this article, we examine the role social learning spaces can play in helping universities respond to these challenges. We argue that these facilities can make an invaluable contribution by supporting language learning and cross-cultural acclimatization for both international and Japanese students. The term social learning spaces refers to places where students can come together in an informal or quasi-formal environment in order to learn from and with each other. To illustrate our points, we draw on the data from a five-year ethnographic inquiry carried out at one such facility on the campus of a large national university. After describing the social learning space, outlining the study, and tracing the theoretical orientation guiding the interpretation of the data, we focus on the benefits social learning spaces can afford international students wishing to improve their language skills and adapt to Japanese society. To conclude, we reflect on how social learning spaces can support the process of glocalization by making local universities more globalized places.

scholarly journals One Function One Tool? A Review on Mutual Exclusivity in Tool Use Learning in Human and Non-human Species

2021 ◽  
Vol 12 ◽  
Author(s):  
Thuy Tuong Uyen Tran ◽  
Rana Esseily ◽  
Dalila Bovet ◽  
Ildikó Király
Keyword(s):  
Social Learning ◽  
Language Learning ◽  
Tool Use ◽  
Mutual Exclusivity ◽  
Human Species ◽  
Functional Fixedness ◽  
Common Principle ◽  
Learning And Cognition

The goal of this review is twofold: first to explore whether mutual exclusivity and functional fixedness overlap and what might be their respective specificities and second, to investigate whether mutual exclusivity as an inferential principle could be applied in other domains than language and whether it can be found in non-human species. In order to do that, we first give an overview of the representative studies of each phenomenon. We then analyze papers on tool use learning in children that studied or observed one of these phenomena. We argue that, despite their common principle -one tool one function- mutual exclusivity and functional fixedness are two distinct phenomena and need to be addressed separately in order to fully understand the mechanisms underlying social learning and cognition. In addition, mutual exclusivity appears to be applicable in other domains than language learning, namely tool use learning and is also found in non-human species when learning symbols and tools.

LANGUAGE LEARNING AND COMMUNICATION DISORDERS IN CHILDREN, by Gertrud L. Wyatt. New York: The Macmillan Company, 1969, 372 pp., $11.50

PEDIATRICS ◽  
1970 ◽  
Vol 46 (5) ◽  
pp. 828-828
Author(s):  
Charles B. Woodbury
Keyword(s):  
New York ◽  
Language Development ◽  
Language Learning ◽  
Communication Disorders ◽  
Speech Development ◽  
Speech And Language ◽  
Emotional Context ◽  
The Social ◽  
Normal Language ◽  
Speech And Language Development

This volume, by a psychologist who has devoted much of her interest and attention to problems of language and communication, goes far beyond the usual medical treatment of speech and language development. Wyatt has dealt, in a manner thoroughly useful to pediatricians, with the social and interpersonal bases of speech and language. Besides explicating the general viewpoint of normal language development as a transactional phenomenon in which emotional sharing and repetitive feedback play crucial early roles, she presents two extensive case histories which portray the vicissitudes of speech development in its personal-emotional context.

scholarly journals Self-Access Environments as Self-Enriching Complex Dynamic Ecosocial Systems

2018 ◽  
pp. 102-115
Author(s):  
Garold Murray
Keyword(s):  
Social Learning ◽  
Language Learning ◽  
Complex Dynamic ◽  
Learning Space ◽  
Complex Dynamic Systems ◽  
The Social ◽  
Multiple Case ◽  
Central Argument ◽  
Data Informed

The central argument of this paper is that self-access centres transformed into social learning spaces have the potential to become self-enriching complex dynamic ecosocial systems. As such, they can support the emergence of a wide variety of affordances for language learning. While complex dynamic systems cannot be created and the process of emergence cannot be engineered, research suggests that both can be facilitated. To illustrate these points, I draw on the findings of three studies carried out in a social learning space at Okayama University in Japan: a five-year ethnography, a multiple-case study, and a narrative inquiry. I begin by describing the social learning space, outlining the studies and providing an overview of the theoretical orientations which guided the interpretation of the data. Informed by these bodies of theory and results from the studies, I then discuss why it is important to have a social learning space with the potential to become a complex dynamic ecosocial system. The paper concludes with an exploration of how educators might go about facilitating the emergence of self-enriching complex dynamic ecosocial systems.

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