Artículos de revistas sobre el tema "Cognitive Language"
Siga este enlace para ver otros tipos de publicaciones sobre el tema: Cognitive Language.
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores artículos de revistas para su investigación sobre el tema "Cognitive Language".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore artículos de revistas sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
1
Kuiken, Folkert, Maria Mos y Ineke Vedder. "Cognitive task complexity and second language writing performance". EUROSLA Yearbook 5 (2 de agosto de 2005): 195–222. http://dx.doi.org/10.1075/eurosla.5.10kui.
Texto completoResumen
This paper reports on a study in which two models proposed to explain the influence of cognitive task complexity on linguistic performance in L2 are tested and compared. The two models are Robinson’s Cognition Hypothesis (Robinson 2001a, 2001b) and Skehan and Foster’s Limited Attentional Capacity Model (Skehan 1998, Skehan and Foster 2001). Sixty-two Dutch university students of Italian performed two writing tasks with prompts of differing cognitive complexity. Linguistic performance was operationalized in terms of syntactic complexity, lexical variation and accuracy. The study provides partial support for the Cognition Hypothesis, in so far as the written products of the cognitively more demandings task turned out to be more accurate, with significantly lower error ratios per T-unit than those of the cognitively less demanding task. In addition stronger effects of cognitive task complexity were found for high-proficiency learners than for low-proficiency learners. No effects could be observed on measures of syntactic complexity or lexical variation.
2
G. B., Najimova y Kartbaeva N. "Cognitive Linguistics In Language Learning Process". American Journal of Social Science and Education Innovations 02, n.º 12 (31 de diciembre de 2020): 407–12. http://dx.doi.org/10.37547/tajssei/volume02issue12-70.
Texto completoResumen
Cognitive linguistics is concerned with language in use, viewing language as a social phenomenon rather than simply a series of rules and structures. It is on this sense that this paper addresses the specific and essential roles of it in the English classroom from the perspective of cognitive linguistics. The article deals with the contribution of cognitive linguistics to the learning process with miming and body language.
3
Ikromovna, Toshpo‘latova Mahbuba, Jurаyevа Muqaddam Abdug’ofur qizi y Nabijonova Nilufar Mirmuxsin qizi. "LINGUISTIC AND COGNITIVE THEORIES, COMMUNICATION RESEARCH, COGNITIVE NEUROPSYCHOLOGY". American Journal Of Social Sciences And Humanity Research 4, n.º 3 (1 de marzo de 2024): 182–86. http://dx.doi.org/10.37547/ajsshr/volume04issue03-24.
Texto completoResumen
This article aims to provide an extensive analysis of linguistic and cognitive linguistic theories, communication research, and cognitive neuropsychology. These interrelated fields of study offer valuable insights into the complexities of human language and communication, encompassing language structure, cognitive processes, social interaction, and the impact of neurological disorders on language and cognition. By examining the theories, methodologies, and empirical findings from each discipline, this essay highlights the significance of an integrated perspective in advancing our understanding of language and cognition.
4
Boroday, Sergey. "Language, Conceptualization and Embodied Cognition". Chelovek 33, n.º 2 (2022): 46. http://dx.doi.org/10.31857/s023620070019510-8.
Texto completoResumen
The article presents one of the four research programs of the Center for Philosophy of Consciousness and Cognitive Sciences, which is focused on studying cognitive processes on the basis of linguistic material and in interaction with other cognitive sciences. The program is prepared at the junction of modern cognitive linguistics, cognitive anthropology, and the theory of embodied cognition. It involves an analysis of several “levels” of cognition: pre-conceptual experience, perception and motor cognition, thinking, and philosophical creativity. After a brief outline of the program, one of the examples of its implementation — an interdisciplinary approach to the problem of prenoetic schematization (“image schemas”) — is discussed. Materials of descriptive semantics, lexical and grammatical typology, theory of conceptual metaphor, theory of grammaticalization, etc. are involved. As a result, it is demonstrated, first, the practical interaction of different cognitive sciences to study one of the areas of cognition; second, the real complexity of such interaction; third, the relevance of such interaction for a deeper understanding of philosophical problems and our own facticity.
5
Bobb, Susan C., Noriko Hoshino y Judith F. Kroll. "The role of language cues in constraining cross-language activity". EUROSLA Yearbook 8 (7 de agosto de 2008): 6–31. http://dx.doi.org/10.1075/eurosla.8.04bob.
Texto completoResumen
Recent psycholinguistic studies provide compelling evidence for the claim that both languages are active when second language (L2) learners and bilinguals process information in one language alone. The parallel activation of the two languages occurs even when individuals are performing highly practiced tasks such as reading, listening, and speaking, and even when they are highly proficient in both languages. The presence of cross-language activity in the absence of random errors, particularly for those who are highly proficient in the L2, suggests that a mechanism of cognitive control is in place to guide the selection of the intended language. The focus of current research is to understand the basis of this cognitive mechanism, how it varies as a function of individual differences in cognitive resources, and what consequences it holds for cognition more generally. In this paper we consider whether L2 learners and bilinguals are able to exploit cues to language status that might allow them to focus their attention on languagerelevant attributes of processing or to effectively inhibit information related to the language not in use as a means to control language selection. The results of the present study suggest that it is possible to create a functional language cue for planning the L2 and bias language selection.
6
Peters, Arne y Susan Coetzee-Van Rooy. "Exploring the interplay of language and body in South African youth: A portrait-corpus study". Cognitive Linguistics 31, n.º 4 (26 de noviembre de 2020): 579–608. http://dx.doi.org/10.1515/cog-2019-0101.
Texto completoResumen
AbstractElicitation materials like language portraits are useful to investigate people’s perceptions about the languages that they know. This study uses portraits to analyse the underlying conceptualisations people exhibit when reflecting on their language repertoires. Conceptualisations as manifestations of cultural cognition are the purview of cognitive sociolinguistics. The present study advances portrait methodology as it analyses data from structured language portraits of 105 South African youth as a linguistic corpus from both qualitative and quantitative perspectives. The approach enables the uncovering of (a) prominent underlying conceptualisations of African language(s) and the body, and (b) the differences and similarities of these conceptualisations vis-à-vis previous cognitive (socio)linguistic studies of embodied language experiences. In our analysis, African home languages emerged both as ‘languages of the heart’ linked to cultural identity and as ‘languages of the head’ linked to cognitive strength and control. Moreover, the notion of ‘degrees of proficiency’ or ‘magnitude’ of language knowledge emerged more prominently than in previous studies of embodied language experience.
7
Dascal, Marcelo. "Language as a cognitive technology". International Journal of Cognition and Technology 1, n.º 1 (31 de diciembre de 2002): 35–61. http://dx.doi.org/10.1075/ijct.1.1.04das.
Texto completoResumen
Ever since Descartes singled out the ability to use natural language appropriately in any given circumstance as the proof that humans — unlike animals and machines — have minds, an idea that Turing transformed into his well-known test to determine whether machines have intelligence, the close connection between language and cognition has been widely acknowledged, although it was accounted for in quite different ways. Recent advances in natural language processing, as well as attempts to create “embodied conversational agents” which couple language processing with that of its natural bodily correlates (gestures, facial expression and gaze direction), in the hope of developing human-computer interfaces based on natural — rather than formal — language, have again brought to the fore the question of how far we can hope machines to be able to master the cognitive abilities required for language use. In this paper, I approach this issue from a different angle, inquiring whether language can be viewed as a “cognitive technology”, employed by humans as a tool for the performance of certain cognitive tasks. I propose a definition of “cognitive technology” that encompasses both external (or “prosthetic”) and internal cognitive devices. A number of parameters in terms of which a typology of cognitive technologies of both kinds can be sketched is also set forth. It is then argued that inquiring about language’s role in cognition allows us to re-frame the traditional debate about the relationship between language and thought, by examining how specific aspects of language actually influence cognition — as an environment, a resource, or a tool. This perspective helps bring together the contributions of the philosophical “linguistic turn” in epistemology and the incipient “epistemology of cognitive technology” It also permits a more precise and fruitful discussion of the question whether, to what extent, and which of the language-based cognitive technologies we naturally use can be emulated by the kinds of technologies presently or in the foreseeable future available.
8
SETHURAMAN, Mekala y Geetha RADHAKRISHNAN. "Promoting Cognitive Strategies in Second Language Writing". Eurasian Journal of Educational Research 20, n.º 88 (30 de julio de 2020): 1–17. http://dx.doi.org/10.14689/ejer.2020.88.5.
Texto completo
9
Kopp, Richard R. y Michael Jay Craw. "Metaphoric language, metaphoric cognition, and cognitive therapy." Psychotherapy: Theory, Research, Practice, Training 35, n.º 3 (1998): 306–11. http://dx.doi.org/10.1037/h0087795.
Texto completo
10
Bradley, Dianne. "Cognitive science and the language/ cognition distinction". Aphasiology 3, n.º 8 (diciembre de 1989): 755–57. http://dx.doi.org/10.1080/02687038908249045.
Texto completo
11
Pinker, Steven. "On Language". Journal of Cognitive Neuroscience 6, n.º 1 (enero de 1994): 92–98. http://dx.doi.org/10.1162/jocn.1994.6.1.92.
Texto completoResumen
Steven Pinker is a professor in the Department of Brain and Cognitive Sciences at MIT, and in 1994 will become director of its McDonnell-Pew Center for Cognitive Neuroscience. He received his B.K from McGill University in 1976 and his Ph.D. from Harvard University in 1979, both in experimental psychology, and taught at Harvard and Stanford before joining the faculty of MIT in 1982. He has done research in visual cognition and the psychology of language, and is the author of Language Learnability and Language Development (1984) and Learnability and Cognition (1989) and the editor of Visual Cognition (1985), Connections and Symbol (1988, with Jacques Mehler), and Lexical and Conceptual Semantics (1992, with Beth Levin). He was the recipient of the Early Career Award in 1984 and the Boyd McCandless Award in 1986 from the American Psychological Association, a Graduate Teaching Award from MIT in 1986, and the Troland Research Award from the National Academy of Sciences in 1993. His newest book, The Language Instinct, will be published by William Morrow & Company in January 1994.
12
Doughty, Catherine J. "Cognitive Language Aptitude". Language Learning 69 (25 de septiembre de 2018): 101–26. http://dx.doi.org/10.1111/lang.12322.
Texto completo
13
Kong, Jiangping. "Active Syllable Average Limit 1,000 (音涯一千)". Language and Linguistics / 語言暨語言學 23, n.º 1 (15 de diciembre de 2021): 4–19. http://dx.doi.org/10.1075/lali.00097.kon.
Texto completoResumen
Abstract This paper mainly studies phonemic cognitive ability through the databases of living spoken languages in the Sino-Tibetan languages including 20 Chinese dialects, 6 Tibetan dialects, 5 Miao dialects, Mian, Zhuang, Thai, Li, Dai, Yi, Burmese, Zaiwa, and, Achang. The methods of statistics and information entropy and the concepts of the actual syllabic space, the syllabic theoretical space and redundancy rate are used and proposed in this paper. The results show that: (1) statistical methods can be used in the study of phonemic cognition; (2) the actual syllabic space in spoken Sino-Tibetan languages reflects the man’s phonemic cognitive ability; (3) the theoretical syllabic space composed of initial, final, and tone in the Sino-Tibetan languages reflects the dynamic process of a phoneme system in language contact and evolution; (4) a redundancy rate of 60% is the bottom limit in oral communication in the Sino-Tibetan languages. Therefore, the conclusion of this study is that Active Syllable Average Limit 1,000 not only reflects man’s phonemic cognitive ability, but also reflects the interdependence of phonemic cognition and semantic cognition, and reveals an important link in the process of a language chain from semantic to phonemic transformation, which has important theoretical significance in the study of language cognition.
14
Arakelyan, Rouzanna. "Language and Cognition". Armenian Folia Anglistika 3, n.º 2 (4) (15 de octubre de 2007): 51–55. http://dx.doi.org/10.46991/afa/2007.3.2.051.
Texto completoResumen
The interrelation between language and cognition can be considered from various perspectives. The role of the language in human mental activity is described by the type of his/her activity when it is also linked with cultural characteristics. The active role of the language in thinking is conditioned by the fact that the existence of a language serves as a precondition for cognitive thinking. Language is also the basis of cognition. Social experience is a means to form individual thinking. Language affects the process of the acquisition of knowledge and organization, and its two functions possess a cognitive nature.
15
Furs, L. A. "COGNITION AND COGNITIVE DYNAMICS". Voprosy Kognitivnoy Lingvistiki, n.º 3 (2021): 52–58. http://dx.doi.org/10.20916/1812-3228-2021-3-52-58.
Texto completoResumen
The article considers the principle of cognitive dynamics in the knowledge construction. This principle underlies various modification processes during the processing of knowledge by human consciousness and emphasizes the processuality of his mental activity. The procedural nature of cognitive dynamics is provided by a person’s ability to process knowledge on the basis of associative links and patterns of cause-and-effect relationships. This principle is associated with the procedural function of metamemory and is activated when there is a complication of the structures of static declarative knowledge. The procedural function is represented by the metonymic, metaphorical and metaphtonymic construction of knowledge. In turn, the metaphtonymic model is characterized by metonymic or metaphorical expansion. The operation of the principle of cognitive dynamics is illustrated by examples when a lexeme implements a secondary function in a context, when a linguistic unit is used as a part of a phraseological unit, as well as in the processes of modifying the categorial meaning of a verb and in the course of constructing evaluative knowledge represented by a syntactic construction. It also takes place in the construction of a polymodal text. The processes of cognitive dynamism reflect the features of a person’s cognitive operations to process knowledge transmitted in communication. They reveal the connection of language with perception, memory, thinking, human experience, which, in turn, allows to show the specificity of human cognitive activity, which is not accessible to direct observation. In general, the configuration of knowledge as a result of cognitive dynamism is a complex process regulated by both cognitive and metacognitive parameters.
16
Urunbaevna, Sobirova Firuza. "LANGACKER’S COGNITIVE GRAMMAR". International Journal Of Literature And Languages 03, n.º 02 (1 de febrero de 2023): 1–3. http://dx.doi.org/10.37547/ijll/volume03issue02-01.
Texto completoResumen
Cognitive linguistics (cognitology) is a branch of linguistics that has been intensively developing in science in recent decades. Being an interdisciplinary field of research, cognitology considers human cognition of the surrounding world in relation to natural language. Cognitive linguistics studies language as a cognitive mechanism that plays a role in the coding and transformation of language. The goal of the cognitive linguistics is to understand how the processes of perception, categorization, classification, and the comprehension of the World, how knowledge is accumulated.
17
GARCÍA MAYO, MARÍA DEL PILAR y JORGE GONZÁLEZ ALONSO. "L3 acquisition: A focus on cognitive approaches". Bilingualism: Language and Cognition 18, n.º 2 (29 de octubre de 2014): 127–29. http://dx.doi.org/10.1017/s136672891400039x.
Texto completoResumen
Interest in third language (L3) acquisition has increased exponentially in recent years, due to its potential to inform long-lasting debates in theoretical linguistics, language acquisition and psycholinguistics. From the very beginning, researchers investigating child and adult L3 acquisition have considered the many diverse cognitive factors that constrain and condition the initial state and development of newly acquired languages, and their models have duly evolved to incorporate insights from the most recent findings in psycholinguistics, neurolinguistics and cognitive psychology. The articles in this Special Issue of Bilingualism: Language and Cognition, in dealing with issues such as age of acquisition, attrition, relearning, cognitive economy or the reliance on different memory systems – to name but a few – provide an accurate portrayal of current inquiry in the field, and are a particularly fine example of how instrumental research in language acquisition and other cognitive domains can be to each other.
18
Talmy, Leonard. "Relating Language to Other Cognitive Systems: An Overview". Cognitive Semantics 1, n.º 1 (11 de marzo de 2015): 1–44. http://dx.doi.org/10.1163/23526416-00101001.
Texto completoResumen
This article proposes how language relates structurally and evolutionarily to cognition. It heuristically divides cognition into cognitive systems and the organizing factors that structure them. The general finding is that cognitive systems share these structural properties to different degrees. This is termed the “overlapping systems model of cognitive organization”. The specific finding is that the cognitive system of language shares many structural properties with the cognitive systems of visual perception, of somatosensory perception and motor control, and of understanding, but shares few structural properties with those of affect and of culture.
19
Talmy, Leonard. "Relations across Cognitive Faculties: An Addition to the Taxonomy of Cognitive Semantics". Cognitive Semantics 9, n.º 1 (21 de abril de 2023): 1–17. http://dx.doi.org/10.1163/23526416-bja10045.
Texto completoResumen
Abstract Language is often approached as a self-contained system, one with its own specifically linguistic elements of organization, generally independent of other systems in cognition. But by the analysis here, language shares parts of its organization with other systems in cognition and could not function without their participation. For this analysis, cognition is heuristically divided into a number of cognitive faculties, each judged to perform some integrated function. Some faculties, including language, are treated as “cognitive systems” and others as “cognitive organizers”. Language is examined both in its evolutionary relation to other faculties and as an interface among them.
20
Beliaevskaya, E. G. "COGNITIVE LINGUISTICS IN SECOND LANGUAGE AQUISITION". MGIMO Review of International Relations, n.º 5(32) (28 de octubre de 2013): 76–83. http://dx.doi.org/10.24833/2071-8160-2013-5-32-76-83.
Texto completoResumen
The paper sets out to prove that the influence of the learner’s first/second language on the acquisition and use of other languages may be minimized, and ultimately eliminated, if the process of language teaching and language learning centers on the conceptual structures underlying the semantics of language units. Such conceptual structures (the conceptual inner form) shaping the peculiarities of the mode of expression characteristic of the given language community determine the choice of words in the process of communication and word combinability; if applied in second language teaching and learning they help avoid subconscious translation from the learner’s first language into a second/third, thus bringing down the interfering effects.
21
Nguyen Hoang*, Phuong. "Cognitive Linguistics and Vietnamese Language Teaching". Noble International Journal of Social Sciences Research, n.º 65 (20 de octubre de 2021): 56–60. http://dx.doi.org/10.51550/nijssr.65.56.60.
Texto completoResumen
Vietnamese language teaching, or language teaching in general, is not out of serving the purpose of helping language learners understand, perceive and use that language the most accurately and efficiently as possible. In the process of the teacher’s teaching and the learners’ perceiving, there always appear the language barriers, the differences between the two languages, the two cultures that cause a lot of difficulties for both the learners and the teacher. This article proposes a method to deal with those difficulties, suggests some tips for language teaching based on the theory of Cognitive Linguistics in order to serve the best, the ultimate goal of language teaching and learning.
22
Qi, Ruiying. "The Cognition of Time Shaped by Linguistic Elements: Alphabetic Language and Ideographic Language". Communications in Humanities Research 18, n.º 1 (7 de diciembre de 2023): 130–39. http://dx.doi.org/10.54254/2753-7064/18/20231140.
Texto completoResumen
This study investigated the impact of language script on spatial cognition by comparing reaction times of native speakers of alphabetic languages and Chinese in response to horizontally and vertically arranged button groups. It is postulated that the linear, one-dimensional nature of alphabetic scripts may shape cognitive processing differently than the complex, two-dimensional Chinese characters. In the experiment, participants from both linguistic backgrounds were tasked with quickly responding to buttons arranged in both horizontal and vertical configurations. Results indicated that speakers of alphabetic languages exhibited significantly shorter reaction times for the horizontally oriented buttons compared to the Chinese speakers. Conversely, Chinese speakers demonstrated faster reaction times for vertically arranged buttons relative to the alphabetic language speakers. These results suggest that language script structure can influence spatial cognition. The linear, sequential arrangement inherent to alphabetic languages may predispose speakers to be more efficient in processing horizontally sequenced stimuli, while the two-dimensional structure of Chinese characters may confer an advantage in processing vertically presented information. Additionally, cultural factors, such as the traditional vertical writing and reading direction of Chinese script, may contribute to these differences. The findings provide preliminary support for the notion that language script can shape cognitive strategies for processing spatial information, with speakers of alphabetic languages and Chinese employing different strategies for horizontal and vertical spatial processing. Further research is needed to explore the underlying mechanisms, as well as the impact of early exposure to a specific script on spatial cognition.
23
Аметова, Арзигул. "Red- colour idioms in the karakalpak and English languages". Актуальные вопросы лингвистики и преподавания иностранных языков: достижения и инновации 1, n.º 1 (24 de abril de 2024): 284–86. http://dx.doi.org/10.47689/topical-tiltfl-vol1-iss1-2024-pp284-286.
Texto completoResumen
The cognitive approach to the notion of language means the world conceptions, being the product of human consciousness, which are expressed by the forms of language means, but the meanings of these forms are understood as the system of certain knowledge and notions, described by these linguistic signs. During the latest investigations, linguists state that cognitive approach to the linguistic study has been emphasized as a basis of figurative characterization of idioms used with colour terms in the compared languages stands just cognition. Thus, all the idioms are created as a result of cognitive processes directly influencing on the conceptualization of reality, peculiar to this language and culture. Conceptualization is the whole of information of figurative and non-literal meaning created in the process of cognition of the world. The article is focused on investigating idioms, formulated by colour adjective red in the compared languages. In order to achieve the goal, descriptive and comparative-diachronic method were used.
24
VALIAN, VIRGINIA. "Bilingualism and cognition". Bilingualism: Language and Cognition 18, n.º 1 (27 de noviembre de 2014): 3–24. http://dx.doi.org/10.1017/s1366728914000522.
Texto completoResumen
The relation between bilingualism and cognition is informative about the connection between language and mind. From the perspective of language, the question is how bilingualism might help or hinder cognition – narrowly interpreted here as executive function. From the perspective of higher cognition, the question is what kinds of experiences improve executive function. Reported cognitive benefits from bilingualism range from none to substantial as a function of age, type of bilingualism (e.g., life-long balanced vs later-onset or infrequent use of the other language), syntactic relation between the two languages, socio-economic and immigrant status, task, and laboratory. To understand the variability and inconsistencies in results with bilingualism, I analyze concepts of executive function and cognitive reserve and examine the range of factors (such as active video game playing, education, musical training, and aerobic exercise) that are known to correlate with or to improve executive function. I suggest that a) “executive function” is a complex set of cognitive processes, the components of which are sometimes minimally correlated with each other, depending on the task; b) bilingualism is inconsistently correlated with superior executive function and delayed onset of dementia; c) all speakers (mono- or bilingual) have non-linguistic ways of improving executive function; and d) benefits from bilingualism – and all cognitively challenging activities – are inconsistent because individuals vary in the number and kinds of experiences they have that promote superior executive function.
25
Cangelosi, Angelo, Vadins Tikhanojff, Jose Fernando Fontanari y Emmanouil Hourdakis. "Integrating Language and Cognition: A Cognitive Robotics Approach". IEEE Computational Intelligence Magazine 2, n.º 3 (agosto de 2007): 65–70. http://dx.doi.org/10.1109/mci.2007.385366.
Texto completo
26
Hijazo-Gascón, Alberto y Reyes Llopis-García. "Applied cognitive linguistics and foreign language learning. Introduction to the special issue". International Review of Applied Linguistics in Language Teaching 57, n.º 1 (25 de febrero de 2019): 1–20. http://dx.doi.org/10.1515/iral-2018-2004.
Texto completoResumen
Abstract This introduction provides an overview of the intersection between Applied Cognitive Linguistics and Second/Foreign Language Learning. First, the relevance of Cognitive Linguistics (CL) for Applied Linguistics in general is discussed. The second section explains the main principles of CL and how each relates to the acquisition of second languages: (i) language and human cognition, (ii) language as symbolic, (iii) language as motivated; and (iv) language as usage-based. Section three offers a review of previous literature on CL and L2s that are different from English, as it is one the main aims of this Special Issue to provide state-of-the-art research and scholarship to enhance the bigger picture of the field of Second Language Acquisition beyond English as the target language. Spanish as L2/FL in Applied Cognitive Linguistics is the focus of the next section, which leads to a brief overview of the papers included in the Issue, featuring Spanish as the L2 with L1s such as English, French, German and Italian. Polysemy, Motion Events Typology, Cognitive Grammar and Construction Grammar are the Cognitive Linguistics areas addressed in the contributions here presented.
27
Struys, Esli, Ghazal Mohades, Peggy Bosch y Maurits van den Noort. "Cognitive Control in Bilingual Children". Swiss Journal of Psychology 74, n.º 2 (enero de 2015): 65–73. http://dx.doi.org/10.1024/1421-0185/a000152.
Texto completoResumen
Studies comparing the cognitive control of bilingual and monolingual speakers are inconclusive about the nature and underlying mechanisms of differences in language-related processing. In the present study, in order to disentangle the impact of second-language onset age of acquisition and bilingualism on cognitive control, we compared a group of bilingual Dutch/French children who had started acquisition of both languages at birth (simultaneous bilingual group) to a group of children who had started acquisition of their second language at the age of 3 years (early bilingual group). Both groups had equal proficiency in the two languages. All participants completed an extensive language test battery in Dutch and French and conducted a linguistic (verbal fluency) and a nonlinguistic cognitive control task (the color Simon task). We found higher global accuracy rates for the simultaneous bilingual group on the Simon task. Surprisingly, we did not find any differences in mean reaction time between the two bilingual groups. In conclusion, this study finds no advantage in terms of verbal fluency, but does reveal that acquiring two languages from birth onward gives simultaneous bilingual children an advantage on the Simon task, even over early bilingual children and when second-language proficiency is held constant.
28
WANG, YINGXU. "COGNITIVE LINGUISTIC PERSPECTIVES ON THE CHINESE LANGUAGE". New Mathematics and Natural Computation 09, n.º 02 (julio de 2013): 237–60. http://dx.doi.org/10.1142/s179300571340005x.
Texto completoResumen
Chinese is one of the oldest and most widely used languages with an ideographic writing system. It is curious to analyze the advantages and disadvantages of Chinese in cognitive linguistics, cognitive informatics, and knowledge science. This paper presents a comparative study on the fundamental theories and formal models of Chinese and other languages. A number of interesting findings on the cognitive and social impacts of the widely used Chinese language are revealed. It is found that, although the idiographic languages are more efficient in language manipulation, the alphabetic languages contributed more to the development of the knowledge processing power of the brain. A set of fundamental properties of knowledge is elicited, which reveals that the knowledge space of an individual is proportional to both the number of concepts and the number of their relations developed in long-term memory of the brain. Toward a more powerful and efficient scientific language for rigorous inference, the expression means of the Chinese language may yet need to be extended in its abstraction mechanisms and a convergent approach to integrate and synergize observations and truths in order to form rigorous theories and a formal knowledge framework. The findings of this work provide a foundation for comparative studies on Chinese and other languages in particular, and for cognitive linguistics and knowledge science in general.
29
Cardona, Mario. "Apprendere le lingue nella terza età è possibile ed è salutare. Il cervello ci dice perchè". Revista Italiano UERJ 12, n.º 2 (13 de julio de 2022): 21. http://dx.doi.org/10.12957/italianouerj.2021.67581.
Texto completoResumen
ABSTRACT: L’invecchiamento della popolazione è un dato demografico mondiale che assume carattere rilevante in molti Paesi del cosiddetto “primo mondo”, Il concetto di anzianità oggigiorno non può più basarsi su dati misurabili che stabiliscono quando un individuo, nell’arco della sua vita, entra nella fase della vecchiaia. Si tratta di un concetto molto più ampio e articolato che riguarda dimensioni socio-sanitarie, psico-affettive, cognitive e culturali. È necessario dunque ripensare il ruolo attivo della popolazione anziana in una società complessa e plurilingue. Nell’ottica dell’invecchiamento di successo (succesful ageing) e in base al principio di cittadinanza attiva (active citizenship) l’apprendimento delle lingue diviene un aspetto educativo rilevante sia per la partecipazione attiva nella società, sia per i vantaggi cognitivi specifici che tale tipo di apprendimento comporta. Oggi la ricerca neuropsicologica dimostra come l’apprendimento possa avvenire lungo tutto l’arco della vita e come il nostro cervello sia in grado di attivare importati fenomeni di compensazione in grado di arginare il declino cognitivo. In questo contributo si prenderanno in considerazione alcuni aspetti neuropsicologici che dimostrano come l’apprendimento linguistico nell’anziano non solo sia possibile, ma sia auspicabile. Su questi presupposti è importante che la linguistica educativa sviluppi un adeguato modello glotto-geragogico.Parole chiave: Glotto-geragogia. Anziani. Linguistica educativa. Plasticità neuronale. Riserva cognitiva. Modello STAC (Scaffolding Theory of Aging and Cognition). RESUMO: O envelhecimento da população é um dado demográfico global que assume um caráter relevante em muitos países do chamado "primeiro mundo". Hoje o conceito de antiguidade não pode mais ser baseado em dados mensuráveis que estabelecem quando um indivíduo, durante sua vida, entra na fase da velhice. É um conceito muito mais amplo e articulado que diz respeito às dimensões sócio-saúde, psicoafetiva, cognitiva e cultural. É, pois, necessário repensar o papel ativo da população idosa numa sociedade complexa e multilingue. Com vista a um envelhecimento bem sucedido e com base no princípio da cidadania ativa, a aprendizagem de línguas torna-se um aspecto educativo relevante tanto para a participação ativa na sociedade como para as vantagens cognitivas específicas que tal tipo de aprendizagem acarreta. Hoje, a pesquisa neuropsicológica demonstra como o aprendizado pode ocorrer ao longo da vida e como nosso cérebro é capaz de ativar importantes fenômenos de compensação capazes de conter o declínio cognitivo. Neste artigo, serão levados em consideração alguns aspectos neuropsicológicos que demonstram como a aprendizagem de linguagem em idosos não é apenas possível, mas desejável. Com base nesses pressupostos, é importante que a linguística educacional desenvolva um modelo gloto-hieragógico adequado.Palavras-chave: Gloto-hieragogia. Idosos. Linguística educacional. Plasticidade neuronal. Reserva cognitive. Modelo STAC (Scaffolding Theory of Aging and Cognition). ABSTRACT: Population aging is a world demographic data which assumes a relevant character in many of the countries of the so called “first world”. The concept of aging, nowadays, cannot be anymore based on measurable data that establish when a human being, throughout his life, enters the stage of old age. It deals with a much wider and more complex concept that concerns socio-health, psycho-affective, cognitive and cultural dimensions. It is therefore necessary to rethink the active role of old population in a complicated and multilingual society. With a view to a successful aging and according to the principle of active citizenship, language learning becomes an educational aspect relevant both in order to achieve an active social participation and for the specific cognitive advantages that type of learning provides with. Nowadays, the neuropsychological research shows how learning could happen throughout the entire life and how our brain is capable to activate important cognitive compensation phenomena capable of stemming the cognitive decline. This essay will take into consideration some neuropsychological aspects that demonstrate how language learning in old people is not only possible, but desirable. On these assumptions it is important that educational linguistic develops an adequate foreign language learning geragogic model. Keywords: Foreign language learning geragogic model. Old age. Educational linguistics. Neural plasticity. Brain reserve. STAC Model (Scaffolding Theory of Aging and Cognition).
30
Popov, Sergiy. "Cognitive-evolutionary theory of language: justification". 26, n.º 26 (31 de agosto de 2023): 123–39. http://dx.doi.org/10.26565/2218-2926-2023-26-07.
Texto completoResumen
This article is devoted to substantiating the cognitive-evolutionary theory of language within the framework of cognitive linguistics. The main principle of cognitive linguistics, “explanation,” serves as the foundation for this theory. It is argued that the need for this theory arises from negative trends in modern cognitive linguistics, such as an excessive focus on studying concepts without a common understanding of the term "concept" and the substitution of the object of cognitive linguistic research with the study of thinking facilitated by language, rather than thinking itself. The article proposes a new theory for cognitive linguistics that aims to explain the mechanism by which the quality of thinking influences the quality of language. Furthermore, it seeks to determine what factors contribute to the quality of thinking and identify the reasons for differences in the development of languages, thinking, and cultures associated with languages. To support this theory, an interdisciplinarity is suggested, which involves incorporating anthropological data from various fields such as philosophy, logic, cognitive psychology, ontopsychology, ethnopsychology, psycholinguistics, neurophysiology, neurolinguistics, ontolinguistics, ethnolinguistics, and primatology. The author argues in favor of the overwhelmingly positive impact of biological and cognitive evolution. While the commonly accepted notion of thinking influencing language lacks complete proof, the article identifies perception as the cognitive structure that ensures the quality of thinking. In line with the idea that the quality of perception affects thinking, which in turn affects language, three degrees of perception are identified: syncretic, superficial, and alternative. Each degree of perception is described alongside linguistic and mental characteristics observed in great apes, children, modern primitive and ancient civilized people, as well as modern civilized people. The article concludes that differences between languages (and cultures) stem from the quality of perception regarding their developmental possibilities. As a result, the cognitive-evolutionary algorithm “perception: syncretic, superficial, or alternative → corresponding logic of thinking → corresponding logic of language (corresponding logic of culture)” is proposed.
31
Ebzeeva, Yulia N., Marina I. Solnyshkina y Habibullah Pathan. "Variety and functional diversity of modern discourse in cognitive perspective". Russian Journal of Linguistics 27, n.º 4 (15 de diciembre de 2023): 767–96. http://dx.doi.org/10.22363/2687-0088-37185.
Texto completoResumen
The article offers a concise summary of problems dealing with the multidisciplinary paradigm of modern cognitive linguistics research discussed at VI Firsova Readings “Modern Languages and Cultures: Varieties, Functions, Ideologies in a Cognitive Perspective” (19-21 October, 2023, RUDN University, Moscow). It highlights the most relevant issues which include linguistic means of conceptualization and categorization, critical and positive discourse analysis, environmental thinking, pragmatics of gestures, multimodality, cognitive perspectives of intercultural communication and translation studies, discourse markers taxonomy, IT and cognitive studies, transdisciplinary methods in the study of language and cognition, among others. We aim to illuminate the advantages of the cognitive paradigm and trace new directions in its development. The articles included in this Issue and authored by the conference participants illustrate a broad range of cognitive studies drawn on different methods and conducted on diverse datasets. They clearly demonstrate that the cognitive perspective enables scholars not only to present and describe the phenomena under study but also to offer explanations to the findings and trace correlation between language, cognition and communication. This article also discusses the prospects for further research in the area.
32
Qin, Yuejin. "Exploring Cognitive Linguistics". Communications in Humanities Research 22, n.º 1 (7 de diciembre de 2023): 252–56. http://dx.doi.org/10.54254/2753-7064/22/20231765.
Texto completoResumen
In recent years, cognitive linguistics has gained significant traction and recognition among researchers and individuals with a vested interest in the fields of linguistics and cognitive science. This paper serves the purpose of shedding light on some of the most current and pioneering research endeavors in this domain, while also assessing their contributions towards unraveling the intricate nuances of cognitive language processing. Cognitive linguistics represents a paradigm shift in the study of language and cognition, departing from the traditional structuralist and generative approaches. It posits that language is deeply intertwined with human cognitive processes, and therefore, understanding the cognitive aspects of language use is paramount. The contemporary studies explored in this paper have played a pivotal role in advancing this perspective. These studies employ an array of methodologies and approaches, such as neuroimaging, psycholinguistics, and corpus analysis, to investigate how humans conceptualize and process language. One notable study may delve into the neural mechanisms involved in metaphor comprehension, revealing that metaphors are not mere linguistic embellishments but rooted in the perceptual and experiential systems. Another cutting-edge research area might involve examining the influence of linguistic relativity on thought, challenging the idea that language is a neutral medium for thought and instead highlighting how language structures shape the cognitive experiences. These investigations are revolutionizing the understanding of linguistic diversity and the extent to which it influences cognition. In sum, this paper aims to provide a comprehensive overview of recent research endeavors within cognitive linguistics and to underscore their significance in unveiling the intricate processes of cognitive language comprehension. These studies have collectively contributed to the growing body of knowledge surrounding how language and thought are inherently entwined, reshaping the landscape of linguistic and cognitive inquiry.
33
Haykin, Simon. "Cognitive Dynamic Systems". International Journal of Cognitive Informatics and Natural Intelligence 5, n.º 4 (octubre de 2011): 33–43. http://dx.doi.org/10.4018/jcini.2011100103.
Texto completoResumen
The main topics covered in this paper address the following four issues: 1) Distinction between how adaptation and cognition are viewed with respect to each other, 2) With human cognition viewed as the framework for cognition, the following cognitive processes are identified: the perception-action cycle, memory, attention, intelligence, and language. With language being outside the scope of the paper, detailed accounts of the other four cognitive processes are discussed, 3) Cognitive radar is singled out as an example application of cognitive dynamic systems that “mimics” the visual brain; experimental results on tracking are presented using simulations, which clearly demonstrate the information-processing power of cognition, and 4) Two other example applications of cognitive dynamic systems, namely, cognitive radio and cognitive control, are briefly described.
34
Schmeidler, James, Cecilia N. Mastrogiacomo, Michal S. Beeri, Clive Rosendorff y Jeremy M. Silverman. "Distinct age-related associations for body mass index and cognition in cognitively healthy very old veterans". International Psychogeriatrics 31, n.º 06 (5 de febrero de 2019): 895–99. http://dx.doi.org/10.1017/s1041610218001412.
Texto completoResumen
ABSTRACTAssociations between high body mass index (BMI) and subsequent cognitive decline, reported in elderly averaging below age 75, become less consistent at older ages. We compared the associations of BMI with cognition in moderately old (ages 75–84, N = 154) and oldest-old (85+, N = 93) samples. BMI and cognition were assessed cross-sectionally in cognitively intact elderly (mean age = 84.5, SD = 4.4) male veterans. Regression analyses of three cognitive domains — executive functions/language, attention, and memory—compared relationship with BMI between the moderately old and oldest-old. Higher BMI was associated with relatively poorer executive functions/language performance in the moderately old, while the opposite relationship, higher BMI associated with relatively better performance, was found in the oldest-old. Associations for the other two cognitive domains did not differ significantly between age groups. The reversal of association direction for executive functions/language performance with higher BMI is consistent with the protected survivor model. This model posits a minority subpopulation with a protective factor—genetic or otherwise—against both mortality and cognitive decline associated with risk factor status. The very old who remain cognitively intact despite the presence of risk factors are more likely to possess protection.
35
Gutierrez-Rexach, Javier, Jens Allwood y Peter Gardenfors. "Cognitive Semantics: Meaning and Cognition". Language 76, n.º 3 (septiembre de 2000): 735. http://dx.doi.org/10.2307/417167.
Texto completo
36
Robillard, Manon y Chantal Mayer-Crittenden. "Cognitive Underpinnings of Language". International Journal of Communication and Linguistic Studies 11, n.º 1 (2014): 19–28. http://dx.doi.org/10.18848/2327-7882/cgp/v11i01/43623.
Texto completo
37
Bialystok, Ellen y Gregory J. Poarch. "Language experience changes language and cognitive ability". Zeitschrift für Erziehungswissenschaft 17, n.º 3 (15 de abril de 2014): 433–46. http://dx.doi.org/10.1007/s11618-014-0491-8.
Texto completo
38
Brown, Bryan A., Brian Donovan y Andrew Wild. "Language and cognitive interference: How using complex scientific language limits cognitive performance". Science Education 103, n.º 4 (13 de marzo de 2019): 750–69. http://dx.doi.org/10.1002/sce.21509.
Texto completo
39
Kassym, B. "COGNITIVE-SEMANTIC ANALYSIS OF THE NOMINATION "EYE, TO SEE" IN THE KAZAKH LANGUAGE". BULLETIN Series of Philological Sciences 73, n.º 3 (15 de julio de 2020): 86–101. http://dx.doi.org/10.51889/2020-3.1728-7804.15.
Texto completoResumen
The article examines the role of word formation semantics for cognitive language research, for studying the cognitive model, the picture of the world. Based on the material of the modern Kazakh language, a semantic and cognitive analysis of etymologically related Turkic languages with the root: КӨЗ, КӨРУ is carried out. Semantics plays an important role in the nominative process, which captures the peculiarities of human perception of the world, the specifics of the cultural and historical experience of a given nation. Cognitive-semantic models formed by these verbs represent cognitively highlighted fragments of the surrounding reality, fixed in the human mind. In derived words (motivated on a given synchronous slice of the language, preserving their internal form), such conceptual information is expressed explicitly. The analysis revealed the specific semantic features of these verbs, including fixing and active perception. As you know, in all languages, the semantic spectrum of the verbs of visual perception is wider than that of other verbs of perception, because “it is visual perception that is the most active way of understanding and understanding the world.
40
Kang’ethe-Iraki, Frederick. "Cognitive efficiency". Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 14, n.º 1 (1 de marzo de 2004): 55–68. http://dx.doi.org/10.1075/prag.14.1.02kan.
Texto completoResumen
Sheng is a variety of Kiswahili that is spoken by young persons, especially from the economically challenged neighbourhoods of Nairobi. The emergence and pervasiveness of the idiom can be explained by cognitive as well as social parameters. Confronted with several languages in Nairobi, a young mind is likely to weave a compromise idiom from the linguistic inputs available. This might be an explanation for the emergence of Sheng. Once acquired, the language could now be used to include or exclude. This discussion attempts to provide an overview of the linguistic structure of Sheng and hypothesize on reasons for its emergence.
41
Kékesi, Balázs y Attila Márton Farkas. "A siket jelnyelv jelentősége a kommunikációs kultúra átalakulásának tükrében". Információs Társadalom 18, n.º 2 (31 de julio de 2018): 7. http://dx.doi.org/10.22503/inftars.xviii.2018.2.1.
Texto completoResumen
A megtestesült kogníció hipotézisre építő kognitív nyelvészet szemszögéből vizsgálva a siket jelnyelv éppoly komplex és természetes nyelv, mint bármely beszélt nyelv. Ebben a megközelítésben a gesztusnyelv és a szónyelv szemantikáját egyaránt meghatározza az agy-test-környezet interakció. A környezetben történő számtalan cselekvési szituáció kognitív szinten rögzülő konzekvenciái, továbbá az interaktív szituációk szimulatív rekonstrukciója kulcsszerepet játszik a nyelvi kommunikáció és megértés folyamataiban. A tanulmány a megtestesült kogníció kutatásra támaszkodva a testhasználat és a nyelvhasználat közti szoros kapcsolatot mutatja be, majd a szituált konceptualizáció tézisének alapján a siket jelnyelv és a szónyelv közötti azonos szerkezeti alapok mellett hoz érveket. A tanulmány célja a siketekkel szembeni negatív előítéletek rombolása a kortárs kognitív tudomány segítségével, rámutatva arra, hogy a jelnyelv korántsem kezdetleges és fejletlen a szónyelvhez képest, sőt, a siket jelnyelvi kifejezések mutatják meg igazán, hogyan is működik a nyelv maga. Továbbá rámutatunk arra, hogy a vizuális természetű gesztusnyelv kognitív nyelvészeti megközelítése közelebb vihet az információs társadalomban egyre nagyobb szerepet kapó képi kommunikáció működésének jobb megértéséhez.
---
The significance of deaf sign language within the context of communication culture’s transformation
It seems clear when investigating sign language and verbal languages from the perspective of embodied cognition hypotheses based cognitive linguistics that both kinds of languages are natural. In this approach, the semantics of sign and verbal languages are equally assigned by the brain-body-environment interaction. The cognitive consequences of the numerous interactions with the world, and the cognitive ability to simulate those interactions in off-line mode, de-coupled from the environment, are crucial for gaining an understanding of communication and meaning. This paper throws light on the connection between the body and language from the perspective of embodied cognitive science, and argues that situated conceptualization is the most suitable thesis to understand the semantics of both sign and verbal languages. An additional aim of the paper is to help to reduce prejudice against deaf people by demonstrating that deaf sign language is far from being primitive, and moreover, it will show that sign language can facilitate a better understanding of how verbal languages really work.
Keywords: embodied cognition, cognitive linguistics, conceptualization, sign language, prejudices
42
Kachru, Yamuna. "Cognitive and Cultural Styles in Second Language Acquisition". Annual Review of Applied Linguistics 9 (marzo de 1988): 149–63. http://dx.doi.org/10.1017/s0267190500000866.
Texto completoResumen
The goals of second language acquisition research, as of first language acquisi-tion research, are to determine exactly what is acquired and precisely how it is acquired. The first concern leads to questions such as the following in the case of second language acquisition [SLA]•How comparable are the first and second languages of the learners?•What effect does the perceived closeness or distance of the two languages have on second language acquisition?•Do learners only acquire linguistic categories and structures of the second language, or do they also acquire a different set of cognitive structures and cultural categories? And finally,•Do they acquire only linguistic rules, or do they also acquire the sociocultural conventions of language use relevant to the second language?The second concern leads to the following question:•What role do cognitive styles, learning strategies, and personality factors—either innate or acquired as a result of socialization in a particular community—play in second language acquisition?
43
Hadi, Shahla Abdul Kadhim. "Foreign Language Learning in Light of Cognitive Learning Theory". Journal of English Language Teaching and Applied Linguistics 4, n.º 4 (20 de noviembre de 2022): 55–61. http://dx.doi.org/10.32996/jeltal.2022.4.4.7.
Texto completoResumen
Language, with a capital initial, indicates the human system of verbal communication, which has a lot of variations represented by various languages spoken in the world. All languages involve the same mechanisms that govern their patterning because all humans have the same architecture of the cognitive system and follow the same cognitive learning principles in acquiring knowledge. While the cognitive processing mechanisms are unconscious and automatic in first language acquisition, they are effortful and can impose load on the cognitive system of the EFL learners due to factors internal to the texture of languages and some other external factors related to the cultures of individuals; which commits the learner to process multiple resources of information simultaneously before being able to schematize the new knowledge related to the target language. Accordingly, this paper discusses foreign language learning in light of cognitive learning theory with the aim of explaining why it can be hard on the EFL learners’ part to acquire the target language perfectly.
44
Bergs, Alexander. "The problem of universalism in (diachronic) cognitive linguistics". Yearbook of the German Cognitive Linguistics Association 9, n.º 1 (1 de noviembre de 2021): 177–88. http://dx.doi.org/10.1515/gcla-2021-0009.
Texto completoResumen
Abstract Modern cognitive science and cognitive linguistics are characterized by a universalist perspective, i.e., they are investigating features and principles of cognition which can be found in all members of the human species. This in turn means that they should not only be relevant for present-day cognizers and language users, but also historically. This theoretical, programmatic paper first explores this notion of universalism in cognitive science and cognitive linguistics and suggests that the notion of cognitive universalism should be supplemented by perspectives from cognitive sociology and social cognition. These offer a middle ground in that they look at cognition as it is socially and culturally grounded, and hence inter-individual, but yet not universal. A final section on diachronic cognitive linguistics shows that in language history all three perspectives, individual, social, and universal, can have their place, and that one line of future research should explore this new perspective of social cognition in language history in order to arrive at a fuller picture of historical language users and their cognition.
45
Sagyngalikyzy, Zhubay Orynay, Saltanat Merkibaevna Imankulova, Adil Absattar, Marat Ryskulov, Tolkyn Amangeldiyevna Zamzayeva y Talgat Ramazanov. "Language as a cultural code of a nation (on the example of the modern Kazakh language)". SHS Web of Conferences 164 (2023): 00138. http://dx.doi.org/10.1051/shsconf/202316400138.
Texto completoResumen
Today, linguistics is dominated by the anthropocentric direction where special attention is paid to the human factor. The anthropocentric position of the research paradigm is aimed at a deep disclosure of the cognitive and communicative function of language. In the studies of the anthropocentric direction, a human is characterized as a speaking, rational object with his own worldview. Cognitive linguistics occupies a special place in the study of human thinking and speech. Language serves a human as a means of cognition, a means of communication, it is the main way to transfer knowledge about the world, accumulated in the process of cognition of being. Language not only illuminates thought, but also leaves its mark on cognitive activity, as a result of which it participates in mental activity. In modern Kazakh linguistics, special attention is paid to the influence of language on the way of thinking and human activity, as well as the influence of man on language, the human factor in language. Speakers of the same language have a common way of thinking, which is reflected in the onomasiology (name or designation) of different objects, nature, etc. A human shows the richness of his language mainly in vocabulary and phraseology. For this, it is necessary to consider the language as a cognitive system as a whole, taking into account the requirements of cognition and communication.
46
Kleiner, Luna Filipovic. "Space in Language and Cognition: Explorations in Cognitive Diversity, Language, Culture and Cognition Series 5". Journal of Pragmatics 36, n.º 11 (noviembre de 2004): 2089–99. http://dx.doi.org/10.1016/j.pragma.2003.10.007.
Texto completo
47
Sharma, Saryu y Heather Harris Wright. "Tamoxifen Effects on Cognition and Language in Women with Breast Cancer". Seminars in Speech and Language 44, n.º 03 (23 de mayo de 2023): 189–202. http://dx.doi.org/10.1055/s-0043-1768135.
Texto completoResumen
AbstractCognitive changes following adjuvant treatment for breast cancer (BC) are well documented following chemotherapy. However, limited studies have examined cognitive and/or language functions in chemotherapy-naive women with BC taking tamoxifen (TAM). Using ambulatory cognitive assessment, we investigated the trajectory of cognitive and language changes during early period of adjuvant endocrine treatment (TAM) in women with BC at two time periods (pretreatment and 2 months after treatment began). Four women with BC and 18 cognitively healthy age-matched controls completed three cognitive tasks using smartphones, during a short time period (5 days) and repeated them at two time periods. To determine language ability, language samples were collected at two time periods, where the participants described two stories from two wordless picture books and samples were assessed using core lexicon analyses. Wilcoxon-signed rank tests were computed to identify differences in linguistic and cognitive performances of both the groups at two time periods. No significant within-group or between-group differences were seen on the cognitive and language tasks at the two time periods; however, women with BC performed more poorly compared to the control group. We did see decline in some women with BC and not in others, in cognition and language during initial course of TAM treatment. However, the approach we used to assess these changes is valuable and innovative. This approach will help refine current research paradigms for determining cognitive and linguistic changes and will help determine if women with BC might require language intervention in the future.
48
Hou, Yuefang. "Research on Children’s Cognitive Education Based on Pathological Linguistics". Occupational Therapy International 2022 (4 de agosto de 2022): 1–12. http://dx.doi.org/10.1155/2022/8692238.
Texto completoResumen
The value of pathological linguistics in children’s cognitive development has attracted more and more experts’ attention. Based on pathological linguistics, this paper establishes an intervention system for children’s cognition-language assessment and cognitive education, guided by a set of fixed procedures, which can quickly collect children’s speech data in a short period of time. Based on this evaluation paradigm, the lab collected a large number of speech data of children aged 2-14 in the process of verbal communication. Based on the six linguistic dimensions of phonology, productivity, fluency, grammar, semantics, and logic, the corpus was subdivided into 16 indicators for manual annotation and machine recognition. A cognitive-language assessment database is established for language ability assessment and language barrier screening, and on this basis, the children’s language assessment and cognitive education intervention system is completed based on six modules: user, assessment, scale, resources, teaching, and data. Through experimental research, this paper proves that there are differences in the contribution rates of six language dimensions to the screening of children’s language disorders, and the top three are fluency (29.6%), pronunciation (25.7%), and productivity (19.3%). By analyzing the contribution rates, the development of children’s comprehensive speech ability can be evaluated more accurately. The early intervention education of children’s cognition has a great relationship with their comprehensive language ability. The intervention education before the age of 3 is beneficial to the language development of children with disabilities. Children’s cognitive education has improved in cognitive performance, cognitive generalization level, emotional cognition, and language expression, indicating that the use of cognitive education system has a good effect, improving the level of children’s cognitive education.
49
Cole, Kevin N., Truman E. Coggins y Cheryl Vanderstoep. "The Influence of Language/Cognitive Profile on Discourse Intervention Outcome". Language, Speech, and Hearing Services in Schools 30, n.º 1 (enero de 1999): 61–67. http://dx.doi.org/10.1044/0161-1461.3001.61.
Texto completoResumen
Children with communication needs are often allocated intervention services as a result of the relationship between their cognitive ability and language performance. Children with higher cognitive skills relative to language skills are considered promising candidates for language services. In contrast, children who are delayed in both cognitive and language abilities are considered poor candidates for intervention and are often excluded from services, or given a lower priority for services. This study examines the effects of intervention on one aspect of pragmatic development (discourse skills) following intervention for two groups of young children with delayed language development: one group with measured cognitive performance above language performance, and the other group with similar delays in both language and cognitive performance. Repeated measures analyses of variance indicated significant differences between groups for two of 15 measures derived from language samples. Both favored the children with equivalent delays in language and cognition. These findings do not support the notion that children with equivalent delays in cognition and language development are poor candidates for language intervention. Service delivery and policy implications are discussed.
50
Zamir, Sharik, Hassan Jan, Saqif Rafique Ansari, Rashid Hussain y Mujeeb Ur Rehman. "Analyzing Language Assessment from the Cognitive Lens". Academy of Education and Social Sciences Review 3, n.º 4 (30 de noviembre de 2023): 440–52. http://dx.doi.org/10.48112/aessr.v3i4.614.
Texto completoResumen
This study examined the alignment of cognitive stages in English exam items from the tenth grade, administered by the Mirpur Khas Board. Analyzing the items related to lower-order-thinking-skills (L-O-T-S) and higher-order-thinking-skills (H-O-T-S) was the objective in more detail. In this regard, 224 items from English test papers spanning 2015 to 2019 were examined, and their reflections were compared to the degrees of cognition (remember, comprehend, apply, analyze, evaluate, and create). A reiterative process was adopted to complete item analysis in two parallel phases—first, studying all cognitive levels thoroughly, understanding the denotation and connotation of each action verb; second, discerning the sense for items to elicit meaning, and matching it with the corresponding action verb of the cognitive level. The data collection tool comprised an observation checklist that was validated after piloting. All items were read and re-read, marked in the checklist, transferred on an Excel Sheet, computed for categories under corresponding cognitive levels, and tabulated for appraising yearly standing. The findings indicate the disproportionate distribution of cognition levels: remember (67%), understand (10%), apply (18%), create (4.46%), evaluate (0.45%), and total absence of analysis. Moreover, the L-O-T-S received more predominance than the H-O-T-S in the exam items. These findings raise questions over the authenticity of summative assessment, and necessitate professional item-development training in language teaching for the item-developers, to ensure effective teaching and learning outcomes. The findings suggest teachers practice higher cognitive levels in the formative assessment. Future studies may consider an inquiry into other disciplines, and contexts to test the quality of assessment of exam paper items.