scholarly journals Memoria di lavoro, chunks e Lexical Approach: alcune possibili convergenze

2021 ◽  
pp. 33-50
Author(s):  
Mario Cardona
Keyword(s):  
Working Memory ◽  
Cognitive Psychology ◽  
Problem Solving ◽  
Language Learning ◽  
Language Education ◽  
Phonological Loop ◽  
Anglo Saxon ◽  
Human System ◽  
Lexical Approach ◽  
Acquisition Processes

Working memory is one of the most investigated topics in cognitive psychology and neuropsychology since it plays a key role in the architecture of cognitive human system. Reasoning, problem solving, and learning would be not possible without the contribution of working memory. Working memory is deeply involved in linguistic processes and in essential activities such as reading. Recent scientific research, especially in Anglo-Saxon context, has begun to investigate the role played by working memory not only in learning L1, but also in the acquisition processes of L2. Nevertheless, the overview of Italian language education still presents a lack of adequate literature on the important implications of the activity of working memory both for the theories of language learning and the practices of language teaching. This paper has the goal to identify some possible convergences between the working memory processes – especially of phonological loop and phonological memory – and the theoretical-practical system of Lexical Approach proposed by Lewis (1993; 1997). In this latter, specific attention is paid to the structure and learning of lexical chunks which are, according to Lewis, a fundamental element of the nature of lexicon and especially of collocations.

A Comparison of Computation Span and Reading Span Working Memory Measures’ Relations With Problem-Solving Criteria

2017 ◽  
Vol 121 (3) ◽  
pp. 430-444
Author(s):  
Richard Perlow ◽  
Mia Jattuso
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Abilities ◽  
Practical Implication ◽  
Memory Performance ◽  
Working Memory Capacity ◽  
Theory Development ◽  
Performance Outcomes ◽  
Phonological Loop ◽  
Working Memory Models

Researchers have operationalized working memory in different ways and although working memory–performance relationships are well documented, there has been relatively less attention devoted to determining whether seemingly similar measures yield comparable relations with performance outcomes. Our objective is to assess whether two working memory measures deploying the same processes but different item content yield different relations with two problem-solving criteria. Participants completed a computation-based working memory measure and a reading-based measure prior to performing a computerized simulation. Results reveal differential relations with one of the two criteria and support the notion that the two working memory measures tap working memory capacity and other cognitive abilities. One implication for theory development is that researchers should consider incorporating other cognitive abilities in their working memory models and that the selection of those abilities should correspond to the criterion of interest. One practical implication is that researchers and practitioners shouldn’t automatically assume that different phonological loop-based working memory scales are interchangeable.

scholarly journals Cognitive psychology and problem solving in the physical sciences

2016 ◽  
pp. 21-25
Author(s):  
David Sands ◽  
Tina Overton
Keyword(s):  
Working Memory ◽  
Cognitive Psychology ◽  
Problem Solving ◽  
Mental Models ◽  
Cognitive Style ◽  
Field Dependence ◽  
Physical Sciences

This paper provides and introduction to the literature on cognitive psychology and problem solving in physical sciences. We consider the working memory and its three different components, two of which hold and record information and are controlled by an executive that controls attention. Working memory alone cannot explain problem solving ability and we review the influence of schemata, the construction of mental models, visual reasoning and the cognitive style of field dependence.

scholarly journals Impacts Of Language Learning On The Development Of Cognition

2021 ◽  
Vol 03 (09) ◽  
pp. 56-59
Author(s):  
Akmal Subkhonovich Aslanov ◽  
◽  
Anora Akmalovna Subhonova ◽  
Klara Hodjayarovna Avilova ◽  
Muqaddam Akbarovna Saydullayeva ◽  
...  
Keyword(s):  
Cognitive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Human Action ◽  
Further Development ◽  
Processing Mechanism ◽  
Learning And Instruction

The basic theoretical goal of cognitive psychology is to describe the information processing mechanism during human action. The driving role of concept and situational role of textbook in language education is the further development of learners' intelligence for the purpose of developing learners' competency in language use. This study discusses cognitive psychology-based foreign language learning and instruction.

Strategie-Onderwijs in Mondelinge Taalvaardigheid

1996 ◽  
Vol 54 ◽  
pp. 93-102
Author(s):  
Ron Oostdam ◽  
Gert Rijlaarsdam
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
Learning Strategies ◽  
Mother Tongue ◽  
Language Education ◽  
Communication Process ◽  
Strategic Approach ◽  
Language Strategies ◽  
Problem Solving Process ◽  
Oral Skills

It is assumed that language education can gain considerable profit when more attention is given to the process of language learning and processing. In other words, it is not enough to look at what pupils are doing, but also at how they are doing it. More attention to the process means a shift towards a strategic approach of language education which tries to enlarge the strategic competence of students: they must become aware of language strategies (directed at the communication process) and learning strategies (directed at the learning process) which can be applied for problem solving. Within such a strategic approach proper exercises must comply with at least three important features: an educational goal in which the function of the task is indicated, assignments for monitoring the problem solving process, and explicit criteria for evaluating task output. In this article we report the results of an analysis of exercises -in particular exercises for the oral skills- in Dutch textbooks for mother tongue and foreign language education pointed to the presence of these relevant features.

Breaking the Stereotypes

2021 ◽  
pp. 108-129
Author(s):  
Xuying Fan ◽  
Li Li
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Language Learning ◽  
21St Century ◽  
Teacher Educators ◽  
Classroom Interaction ◽  
Language Education ◽  
Thinking Skills ◽  
Chinese Learning ◽  
Efl Classrooms

Creativity, critical thinking, problem-solving, communication, and collaboration are 21st-century skills that prepare individuals to succeed in the changing world. Therefore, there is a strong pedagogical need to promote these skills in EFL classrooms, given that meaningful language learning enables learners to use English as a tool for effective communication. However, the Chinese learning culture has long been criticised for being reluctant to develop thinking skills. Hence, this study aims to break the stereotypes and to find out how teachers promote thinking skills in Chinese primary EFL classrooms. The key finding reveals the use of silence as an opportunity to promote thinking, whereas challenges, such as insufficient pedagogical knowledge, are also identified from classroom interaction. Pedagogical suggestions are put forward for teacher educators and teachers in the field of language education.

The Prediction of Problem-Solving Assessed Via Microworlds

2016 ◽  
Vol 32 (4) ◽  
pp. 298-306 ◽  
Author(s):  
Samuel Greiff ◽  
Katarina Krkovic ◽  
Jarkko Hautamäki
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Complex Problem ◽  
Two Dimensions ◽  
Assessment Instruments ◽  
Complex Problem Solving ◽  
Visual Spatial ◽  
Rule Knowledge ◽  
Rule Application ◽  
Fluid Reasoning

Abstract. In this study, we explored the network of relations between fluid reasoning, working memory, and the two dimensions of complex problem solving, rule knowledge and rule application. In doing so, we replicated the recent study by Bühner, Kröner, and Ziegler (2008) and the structural relations investigated therein [ Bühner, Kröner, & Ziegler, (2008) . Working memory, visual-spatial intelligence and their relationship to problem-solving. Intelligence, 36, 672–680]. However, in the present study, we used different assessment instruments by employing assessments of figural, numerical, and verbal fluid reasoning, an assessment of numerical working memory, and a complex problem solving assessment using the MicroDYN approach. In a sample of N = 2,029 Finnish sixth-grade students of which 328 students took the numerical working memory assessment, the findings diverged substantially from the results reported by Bühner et al. Importantly, in the present study, fluid reasoning was the main source of variation for rule knowledge and rule application, and working memory contributed only a little added value. Albeit generally in line with previously conducted research on the relation between complex problem solving and other cognitive abilities, these findings directly contrast the results of Bühner et al. (2008) who reported that only working memory was a source of variation in complex problem solving, whereas fluid reasoning was not. Explanations for the different patterns of results are sought, and implications for the use of assessment instruments and for research on interindividual differences in complex problem solving are discussed.

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

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