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Brain?s Cognition of Language, Space, and Face, 2002.
A brief paper examining the brain's functioning.
812 words (approx. 3.2 pages), 4 sources, MLA, £ 19.95
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Abstract
This paper asks how the brain processes language, space, and faces; and how do the structures of the brain faculties that handle these processes compare and contrast.
From the Paper
"Language is handled by a very intricate and involved system that takes up a large portion of the brain?s resources. Incoming language is fed through a linear processing pathway of three parts. First, it enters the sound processor. Linguistic qualities of the sounds are identified such as voicing, velar pronunciation, and accents. The resulting output is then given to the string-maker. This function eliminates uninterpretable sounds and constructs understandable words and phrases out of the ?annotated? sounds. Lastly, the interpretation function completes the final understanding of the language spoken. This process of sequential functions achieves the final interpretation."
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Three Studies Addressing Psychology and Language, 2008.
This paper assesses three different articles on language, cognition and psychology and discusses just what the human mind really is.
3,656 words (approx. 14.6 pages), 6 sources, MLA, £ 70.95
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Abstract
This paper introduces three contrasting papers belonging to related fields of psychology. The writer looks at 'Representing Word Meaning and Order Information in a Composite Holographic Lexicon' by Michael N. Jones and Douglas J.K. Mewhort, 'Modeling the Successes and Failures of Interventions for Disabled Readers' by Harm, M.W., McCandliss, B.D. and Seidenberg, M.S. and 'An Integrated Theory of Mind' by Anderson, J.R., Bothell, D., Byrne, M.D., Douglass, S., Labiere, C and Qin Y. The writer notes that all the articles are interesting indications of how research in psychology varies strongly, according to the preparation and particular foci of researchers, how the human mind and its faculties are conceptualized, or what is considered salient. Examined, in turn, the three papers provide a glimpse of research or theoretical psychology that may not always sit well with a reader of different orientation. One sees a social scientific discipline that should continue examining and comparing its differences, avoiding too narrow approaches or realms of related study.
Outline:
Introduction
Michael N. Jones and Douglas J.K. Mewhort. (2007). Representing word meaning and order information in a composite holographic lexicon. Psychological Review, 114, 1-37.
Harm, M.W., McCandliss, B.D. and Seidenberg, M.S. (2003). Modeling the successes and failures of interventions for disabled readers. Scientific Studies in Reading, 7, 155-182.
Anderson, J.R., Bothell, D., Byrne, M.D., Douglass, S., Labiere, C and Qin Y. (2004). An Integrated Theory of Mind. Psychological Review, 111, 1036-1060.
Discussion
References
From the Paper
"Perhaps most student readers will have to take Jones & Mewhort's work at face value, unable to draw upon their level of expertise, or what the researchers' findings really mean, in terms of earlier research or what may stand to be learned of language, memory, or other brain function, or language development. It does seems that the human mind capable of language is forever at work, whether speaking or not, for example, towards eventual word order that shows the mind's ability to give its own cues or phrases or associated concepts from diverse places."
"The mind's speech patterns can be plotted for analysis, as Jones & Mewhort tell us is true, most often in relation to similar nouns or verbs or words coming to be predictable in phrases or their uses. When this article is reread, again there is the feeling of needing more information, or perhaps being helped by information on the applications of the research. For example, if memory that aids language is stored in a distributive way, then where in the brain, or according to which processes does this take place?"
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The Study of Language, 2001.
The following paper examines the theories of bilingualism and multilingalism, language acquisition and language learning, making reference to a number of case studies.
2,790 words (approx. 11.2 pages), 8 sources, MLA, £ 57.95
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Abstract
The following paper examines the theories on language acquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreign languages. Lastly the writer comments on interference as a factor in language learning.
Table of Contents
Bilingualism and Multilingualism
Diglossia
First Language Acquisition
Using a text-mapping device to depict the important stages in first-language acquisition
Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreign languages
Interference as a factor in language learning.
From the Paper
"Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the ?Flemish? where the French-speaking Belgians are called ?Walloons?. Dutch spoken by Belgians is also referred to as ?Flemish?, which is not a literary form of the language, but a spoken ?dialect?. They are different varieties of the same language."
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Teaching Foreign Language to Infants, 2007.
An analysis of the benefits of teaching foreign languages to young children.
2,634 words (approx. 10.5 pages), 8 sources, MLA, £ 54.95
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Abstract
This paper discusses the benefits of teaching infants a foreign language. It begins by discussing the prevalence of bi or tri-lingualism in the world. It then discusses if it is beneficial to know a foreign language. The paper goes on to discuss the advantages of specifically learning the foreign language while still young, particularly focusing on the cognitive effects on the brain.
Table of Contents:
Introduction
Knowing a Foreign Language
Advantages Knowing a Foreign Language
Learning a Foreign Language While Young
Cognitive Effects to the Brain
Conclusion
From the Paper
"Teaching an infant with a foreign language may be a hard task. This entails perseverance and strong commitment from the teacher (or the parent). This will also require full understanding, not only of the language itself, but also of the needs of the infant. But this task is beneficial and will prove to be very useful as the infant grown old.
However, it should be noted that the success of teaching an infant to learn a foreign language lies on the hand of the educators. To them lies the secret of successfully teaching the child of their second language. If they know how to treat and teach a child (of barely less that 5 years of age, or even less), then it will not be a difficult task for the child to adopt very well on the said foreign language. It somehow goes like this... an educator, or the parents for that matter, initially teaches the child with the second language... and then the child will do the rest."
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Language Learning in Other Species, 2005.
A look at the attempts to teach English to animals, including monkeys and parrots.
4,766 words (approx. 19.1 pages), 28 sources, MLA, £ 84.95
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Abstract
This paper discusses how, although controversial in nature, the field of language acquisition and production in other species has spawned research on apes and other animals that are thought to possess advanced cognitive functions. The paper shows that, while conclusive evidence agreed upon by even the majority of experts in this area has yet to emerge, the work to date has provided an interesting look into the communication and language structures of not only human language used by other species, but also their own native languages. This paper presents the literature in the field and frames it in the assumption that language is a cognitive system requiring specific characteristics for development and use.
From the Paper
"What is language? Language is a method of organizing words to form coherent thoughts and facilitate communication, whereas simple communication includes not only these coherent thoughts but also emotions and nonverbal cues (Sternberg, 2004). The organization is key, as without it language falls into the realm of simple communication. Alternate definitions of language have posited that merely a means of communication is sufficient to apply the term language (Language, 2000), psychologists generally avoid this lay definition and include additional complexity requirements to the definition. While some have argued that mere language alone is not sufficient to explain our unequaled success as a species and our unique thought processes (Bickerton, 1990), many theorists believe it to be vital element distinguishing ourselves from other species. "
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Vivian Cook's Second Language User Model, 2005.
This paper discusses the application of Vivian Cook's second language user model to the acquisition of pragmatic competence in the teaching of second languages.
880 words (approx. 3.5 pages), 1 source, MLA, £ 21.95
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Abstract
This paper explains that the theory of multi-competence, developed and advocated by Vivian Cook, states that a human mind is potentially capable of possessing the linguistic competence of more than one language; thus, multilingual speakers are the norm. The author points out that, in terms of language teaching, the model of multi-competence can be applied mainly for an acquisition of sufficient grammatical competence, which apart from general data provision can be achieved through the setting of parameters. The paper relates that, since the primary goal of language teaching is to create successful L2 speakers, the teaching of pragmatic competence in a language should include cultural and inter-cultural studies, cognitive training and general input in that language.
From the Paper
"Yet it is important to point out that the way these two grammars co-exist in the same mind also implies its mutual interference and interdependence: at a certain level of acquisition, the two grammars must form a single language system rather than two separated systems. Thus, multi-competent state of mind represents, in fact, not a mere combination of two monolingual systems but rather a single language system, which can be described as an indivisible linguistic unity. This statement can serve as an explanation for the fact that the vast majority of the second language (L2) learners even on the advanced level are not able to produce language in the same way the native speakers do, since the multilingual language users have several interrelated languages in mind: In short the state of mind of a multilingual language user is just different from that of a monolingual."
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Language Preceding Thought, 2007.
An in-depth look at human language.
2,573 words (approx. 10.3 pages), 16 sources, MLA, £ 53.95
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Abstract
This paper reviews and discusses human language. According to the paper, human language as an ability is a very intricate competence that cannot be defined within a confined dynamic because it can modify into numerous structures and can be both recorded,signed and articulated. The paper reports that one of the most efficient and simplest ways to cover the dynamics of a language is by recognizing and defining its indispensable elements.
Outline:
Introduction
The Cognitive Approach
LRH: Summary
Thought Determines Language
Studies of Development
The Interdependence of Language and Thought
Summary
From the Paper
"Numerous subsequent studies, over the years, have backed this notion. The group of studies now being mentioned mainly studies the relation of the recognitions of concepts with the application of language. Tomasello and Farrar (1986) in their study focused on the understanding of the relational terms such as 'gone', 'down' and 'up' while analyzing the growth of the idea of an entity's solidity. They concluded that the changes that occurred while the object was visible were more quickly observed as opposed to when the object was not visible. Sinclair-de-Zwart (1969) in her study mainly concentrated on the child's ability to save or store info that if and when an object modifies its shape, it does not, in affect, modify its volume or mass. She observed that if the children understood the terminologies related to the change then they were able to store the info and not otherwise. She also observed that the children if did not understand the meaning of the words, teaching them the use of the words was inconsequent. Hence, all these studies support the understanding of thoughts and concepts for the effective use of language."
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Immigrant English Language Learning, 2007.
This paper looks at how No Child Left Behind Act attempts to involve the parents of immigrant students in their English language learning.
2,089 words (approx. 8.4 pages), 9 sources, MLA, £ 45.95
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Abstract
In this article, the writer discusses that the No Child Left Behind Act (NCLB) makes it imperative upon the schools to overcome the cultural barrier to English Language Learning (ELL) by establishing a means of communication with the parents. The writer suggests that schools could invite the parents of immigrant families to such school activities as classroom demonstrations of different culture or presentations of awards for children's accomplishments. In communicating and coordinating with parents, it is suggested that the schools use the immigrants' language and may thus need to hire special translators for the purpose. The writer notes that a common perception among immigrant parents is that English is the language of a rich and powerful postindustrial society, whereas their native language is less impressive and commands less respect. The writer concludes that language learning, according to experts, is an interactive activity as dependent on social context as it is on cognitive transfer.
Outline:
Introduction
Legal Issues
School Community
Language Issues
From the Paper
"English language learners are children of newly arrived immigrants in the US, refugees from war-torn countries or immigrants with a language other than English spoken at home. Whatever the circumstances that drove these families to make the US their new home, their children have even varying levels of education in their primary language, such that their ability to learn English fast and efficiently as their chief means of assimilating into American society becomes an extremely challenging task for the US school system. This shows in national and state surveys indicating that ethnic and racial minority children are the most at-risk group in social institutions, with the most significant academic underachievement, high poverty rates, high teen pregnancy rates, low skill levels, and low-paying employment opportunities. The projection is that by 2015 over 50 percent of all students in K-12 public schools across the US will be ELL students, boosting the number of this school population that has the highest dropout rate and the lowest ranking in academic achievement and expectations. The phenomenon necessarily speaks ill of the American public school system."
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A Common Language: Communication Between Humans and the Great Apes, 2002.
A discussion of the sign and symbol-based language experiments conducted with great apes over the last forty years, including criticisms, findings, and implications. Addresses projects with gorillas, chimpanzees, orangutans, and bonobos.
6,395 words (approx. 25.6 pages), 15 sources, £ 102.95
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Abstract
This paper addresses a number of different language experiments that have been performed with all four species of great apes - gorillas, chimpanzees, orangutans, and bonobos, and the advantages, disadvantages, and relative success of each, including conducted experiments. The author discusses the physical limitations of the apes, the advantages of using sign language as opposed to keyboard and symbol-based language, and criticisms brought up by various skeptics. The paper also mentions other types of cognitive activities in which the apes have participated, including painting and learning a system of economic exchange.
From the paper:
"The Koko Project is currently the longest running and most successful of all the ape language projects. Patterson's goal was for Koko [the gorilla] to learn 200 signs ? she now knows over a thousand, and understands at least 2,000 words of spoken English. She asks questions, she lies, she tells stories, she uses the negative, she uses and understands abstract words like love, hate, and death, and she even tells jokes. One of the most famous incidents involves a conversation between Koko and one of her teachers regarding the color of her blanket. As she was getting ready to go to bed, the teacher asked Koko what color the blanket was. Koko responded "red," even though the blanket was white. The teacher admonished her and asked her again, refusing to believe that Koko would make such a simple mistake. Still, Koko responded "red," and repeated it several times. The teacher was perplexed. Then Koko pulled a tiny piece of red lint off the blanket, pointed to it, and signed "red," and started laughing her deep, breathy, gorilla laugh. Humor, then, is another quality we humans can no longer claim for ourselves alone."
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Language Acquisition, 2004.
This paper discusses various theories of how language is acquired.
1,375 words (approx. 5.5 pages), 5 sources, MLA, £ 31.95
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Abstract
This paper explains that the study of sociolinguistics begins with understanding how the individual conceptualizes and accumulates the knowledge of a language. The author points out that the basic theory is a child attains the knowledge of language through experience with others around them by seeing verbal interaction and then, as part of their maturation process, begins to replicate the behavior. The paper relates that, in his theory of cognitive development, Piaget evaluated language development, an intelligent action, as a function of adapting to one's environment.
From the Paper
"In short, the child receives direct and indirect feedback and modeling in order to learn the habits and ability of language. The child first learns individual sounds, and attempts to find commonalities within the sound patterns, and then puts the common sounds together into specific words which obtain meaning through usage. The specific methods by which these abilities are passed along from adult to child are called linguistic theory, and there are a handful of major theories of language acquisition."
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Language Acquisition, 2002.
Examines the cognitive processes of Hispanic pre-school children to become bilingual in Spanish and English.
1,575 words (approx. 6.3 pages), 7 sources, £ 38.95
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Abstract
Examines the cognitive processes of Hispanic pre-school children to become bilingau in Spanish and English. Contends that the common language base of English and Spanish makes learning a second language earier for very young brains. The process of leanaing lauguage in human development. Relation of cognitive development to mastering a second language.
From the Paper
"This paper is an examination of the cognitive processes by which Hispanic pre-school children master their native language and then become bilingual in English. Acquiring a mastery of one language and then of a second language is an individual process, but it follows similar paths and uses the same distinct parts of the brain in each human being. Because Spanish and English have many semantic and syntactic similarities and because learning a second language is actually easier for very young brains, becoming bilingual at an early age is usually simpler for young children.
Learning to master the language of the surrounding environment is an essential process in human development. Brian MacWhinney (1998) observes, "Children learn language gradually and inductively, rather than abruptly and deductively" (p. 199)."
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Cognition Principles and Learning Activities, 2005.
A comparison of cognition principles in learning activities.
900 words (approx. 3.6 pages), 2 sources, £ 24.95
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Abstract
This paper compares and contrasts various cognition principles as applied to a high school journalism class. Specifically, the paper examines situated cognition,distributed cognition,and socially shared cognition principles. The paper looks at commonalities and differences and analyzes what objectives are easily assessed from each theoretical framework.
From the Paper
"The students in a 12th grade journalism class are learning interviewing skills and how to assemble a news story. The students are assigned to travel to the local government center where reporters are assembling for a statewide video-feed media conference with the governor of the state. There, they will join working reporters who will question the governor after she makes her opening remarks. Instructional Objectives: Each student will be able to: 1. Determine the newsworthiness of topics for a news stories. 2. Select the most newsworthy topic. 3. Plan and write a news story for publication on the same day. 4. Publish the edited story on the class web site as part of the school's intranet. Assessment Methods: 1. News stories will be reviewed for understanding of basic journalistic concepts taught in class."
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Language Acquisition, 2002.
Examines differing concepts of the rationalist and the empiricist theorists on how language is acquired.
2,700 words (approx. 10.8 pages), 11 sources, £ 66.95
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Abstract
Examines differing concepts of the rationalist and the empiricist theorists on how language is acquired. Compares the two approaches as applied to children's first language acquisition. The minds of young children. Structure-oriented & process-oriented groups. Environmental factors. Social interaction vs. cognitive theories. Semantic learning characteristics. Current research.
From the Paper
"The fierce debate between the rationalist and the empiricist theorists on the issue of language acquisition has captured the imagination of the linguistic world for decades. Even though each group has produced results that contribute to the research on language acquisition, the complete process of language acquisition still remains a mystery. While the rationalists? concept of specific language mechanisms in the brain has prevailed for many years, new research by connectionist theorists has tilted the balance towards the empiricists? approach.
In this paper, the two competing approaches will be examined and compared in detail. Their application in children?s discourse will be explored to assess their validity. Finally, the work..."
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A Neural Networking Model of Cognition, 2002.
Attempts to answer the question of how to account for the purposes of affect in a neural networking model of cognition.
2,316 words (approx. 9.3 pages), 17 sources, MLA, £ 49.95
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Abstract
This paper begins with a review of the literature on the cognitive and affective bases of behavior. The review is followed by a brief description of neural networking model of cognition. The paper concludes with an attempt to answer the central question, the purposes of affect in the neural networking model.
Introduction
Cognitive and Affective Bases of Behavior - Sampling of literature
Neural Networking Model of Cognition
How can you account for the purposes of affect in a neural networking
model of cognition?
From the Paper
"Neural network (NN) modeling has developed as a major component of science's attempt to understand the brain. NN modeling attempts to answer the fundamental question of how does the brain's formidable information-processing abilities emerge from the self-organizing behavior of a collection of relatively simple neurons?"
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