Behaviorist Theory and Language Learning
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Toward a Mechanistic Psychology of Dialogue
Edinburgh Research Explorer Toward a mechanistic psychology of dialogue Citation for published version: Pickering, MJ & Garrod, S 2004, 'Toward a mechanistic psychology of dialogue', Behavioral and Brain Sciences, vol. 27, no. 02, pp. 169-225. https://doi.org/10.1017/S0140525X04000056 Digital Object Identifier (DOI): 10.1017/S0140525X04000056 Link: Link to publication record in Edinburgh Research Explorer Document Version: Publisher's PDF, also known as Version of record Published In: Behavioral and Brain Sciences Publisher Rights Statement: ©Pickering, M. J., & Garrod, S. (2004). Toward a mechanistic psychology of dialogue. Behavioral and Brain Sciences, 27(02), 169-225doi: 10.1017/S0140525X04000056 General rights Copyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorer content complies with UK legislation. If you believe that the public display of this file breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 28. Sep. 2021 BEHAVIORAL AND BRAIN SCIENCES (2004) 27, 169–226 Printed in the United States of America Toward a mechanistic psychology of dialogue Martin J. Pickering Department of Psychology, University of Edinburgh, Edinburgh EH8 9JZ, United Kingdom [email protected] http://www.psy.ed.ac.uk/Staff/academics.html#PickeringMartin Simon Garrod Department of Psychology, University of Glasgow, Glasgow G12 8QT, United Kingdom [email protected] http://staff.psy.gla.ac.uk/~simon/ Abstract: Traditional mechanistic accounts of language processing derive almost entirely from the study of monologue. -
The Cognitive Revolution: a Historical Perspective
Review TRENDS in Cognitive Sciences Vol.7 No.3 March 2003 141 The cognitive revolution: a historical perspective George A. Miller Department of Psychology, Princeton University, 1-S-5 Green Hall, Princeton, NJ 08544, USA Cognitive science is a child of the 1950s, the product of the time I went to graduate school at Harvard in the early a time when psychology, anthropology and linguistics 1940s the transformation was complete. I was educated to were redefining themselves and computer science and study behavior and I learned to translate my ideas into the neuroscience as disciplines were coming into existence. new jargon of behaviorism. As I was most interested in Psychology could not participate in the cognitive speech and hearing, the translation sometimes became revolution until it had freed itself from behaviorism, tricky. But one’s reputation as a scientist could depend on thus restoring cognition to scientific respectability. By how well the trick was played. then, it was becoming clear in several disciplines that In 1951, I published Language and Communication [1], the solution to some of their problems depended cru- a book that grew out of four years of teaching a course at cially on solving problems traditionally allocated to Harvard entitled ‘The Psychology of Language’. In the other disciplines. Collaboration was called for: this is a preface, I wrote: ‘The bias is behavioristic – not fanatically personal account of how it came about. behavioristic, but certainly tainted by a preference. There does not seem to be a more scientific kind of bias, or, if there is, it turns out to be behaviorism after all.’ As I read that Anybody can make history. -
Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
DOCUMENT RESUME ED 482 489 FL 027 909 AUTHOR Liskin-Gasparro, Judith E., Ed. TITLE Patterns and Policies: The Changing Demographics of Foreign Language Instruction. Issues in Language Program Direction:A Series of Annual Volumes. ISBN ISBN-0-8384-5732-0 PUB DATE 1996-00-00 NOTE 246p.; Prepared by the American Association of University Supervisors, Coordinators, and Directors of ForeignLanguage Programs. AVAILABLE FROM Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (TollFree); Web site: http://www.heinle.com. PUB TYPE Books (010) Collected Works General (020) EDRS PRICE EDRS Price MF01/PC10 Plus Postage. DESCRIPTORS Bilingualism; Case Studies; Chinese; *Curriculum Development; *Demography; Diversity (Student); Elementary Secondary Education; French; Gender Issues; German; Higher Education; Intercultural Communication; Literature; Native Language Instruction; Second Language Instruction; Spanish; Student Attitudes; Student Characteristics; Student Evaluation;Two Year Colleges IDENTIFIERS Georgia ABSTRACT This collection of papers is divided into threeparts. Part 1, "Changing Patterns: Curricular Implications," includes "Basic Assumptions Revisited: Today's French and Spanish Students at a Large Metropolitan University" (Gail Guntermann, Suzanne Hendrickson, and Carmen de Urioste) and "Le Francais et Mort, Vive le Francais: Rethinking the Function of French" (H. Jay Siskin, Mark A. Knowles, and Robert L. Davis) . Part 2, "Changing Patterns: Student Populations," includes "Do German Students Hold Gender Biases about Their TAs?" (Monika Chavez) ;"Teaching Chinese to the Chinese: The Development of an Assessment and Instructional Model" (Scott McGinnis); "Students Classified as Learning Disabled and the College Foreign Language Requirement: A Case Study of One University" (Richard L. Sparks, Lois Philips, and Leonore Ganschow); "Changing Demographics in Foreign Language Study and the Impact Upon Two-Year Colleges: A Case Study from Georgia" (Carol A. -
UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society
UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society Title When eye see you: Gaze and joint attention in human interaction Permalink https://escholarship.org/uc/item/02h9m3wx Journal Proceedings of the Annual Meeting of the Cognitive Science Society, 35(35) ISSN 1069-7977 Authors Staudte, Maria Pfeiffer, Ulrich Publication Date 2013 Peer reviewed eScholarship.org Powered by the California Digital Library University of California When eye see you: Gaze and joint attention in human interaction Maria Staudte ([email protected]) Ulrich Pfeiffer ([email protected]) Department of Computational Linguistics Department of Psychiatry Saarland University University Hospital Cologne Keywords: joint attention; gaze; social interaction; language cognition and communication are among the core symptoms processing; dialog; grounding. of autism spectrum disorders (ASD). Due to the broad impact of joint attention on social and communicative skills, its study Topic and Goals has become a major focus in the empirical research on ASD. Gaze behavior provides fundamental mechanisms for sharing The majority of this research is dedicated to understanding mental states such as goals and desires and helps to ground the implications of mutual and triadic gaze for the develop- communicative content. In order to establish common ground ment of skills related to communication among typically de- in verbal and non-verbal interactions, interlocutors often need veloping individuals and those with ASD (Mundy, Gwaltney, to acquire knowledge about their interaction partners’ focus & Henderson, 2010; Redcay et al., 2012). of visual attention by following their gaze and, in turn, have Overall, this workshop aims to explore how traditionally to direct their partners attention to their own target object or separate research areas such as social cognition/neuroscience, location. -
Culture, Language and Emotion
Volume 4 General Psychological Issues in Cultural Perspective Issue 2 Language, Communication and Culture Article 3 7-2020 Culture, Language and Emotion Alexandra S. Dylman Stockholm University, [email protected] Marie-France Champoux-Larsson Mid Sweden University Ingrid Zakrisson Mid Sweden University Follow this and additional works at: https://scholarworks.gvsu.edu/orpc Correspondence concerning this article should be addressed to Alex Dylman, Department of Special Education, Stockholm University, Frescati Hagväg 10, 106 91 Stockholm, Sweden. Email: [email protected] Recommended Citation Dylman, A. S., Champoux-Larsson, M., & Zakrisson, I. (2020). Culture, Language and Emotion. Online Readings in Psychology and Culture, 4(2). https://doi.org/10.9707/2307-0919.1167 This Online Readings in Psychology and Culture Article is brought to you for free and open access (provided uses are educational in nature)by IACCP and ScholarWorks@GVSU. Copyright © 2020 International Association for Cross-Cultural Psychology. All Rights Reserved. ISBN 978-0-9845627-0-1 Culture, Language and Emotion Abstract Culture, language and emotion all influence and affect our daily lives in their own manner. Although there is a large body of research suggesting that these factors interact with each other in intricate ways, they have traditionally been studied independently of each other. Furthermore, although biculturalism and bilingualism are not new phenomena, they are now prevalent globally to the extent that research investigating culture or language cannot be complete without taking them into account. Thus, in this paper, we discuss how culture, language and emotion may mutually influence one another in a globalized world where biculturalism and bilingualism are commonplace and suggest how future research could investigate these individual factors jointly. -
Barbara Mcdevitt for the Degree of Edd
University of Bath DOCTOR OF EDUCATION (EDD) The search for a "richer literacy": an autobiographical approach to educational research McDevitt, Barbara Award date: 2004 Awarding institution: University of Bath Link to publication Alternative formats If you require this document in an alternative format, please contact: [email protected] General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 09. Oct. 2021 The search for a “richer literacy” an autobiographical approach to educational research submitted byBarbara McDevitt for the degree of EdD of the University of Bath COPYRIGHT Attention is drawn to the fact that copyright of this thesis rests with its author. This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the prior consent of the author. -
DOCUMENT RESUME ED 055 500 FL 002 601 the Language Learner
DOCUMENT RESUME ED 055 500 FL 002 601 TITLE The Language Learner: Reaching His Heartand Mind. Proceedings sr the Second International Conference. INSTITUTION New York State Association ofForeign Language Teachers.; Ontario Modern LanguageTeachers' AssociatIon. PUB DATE 71 NOTE 298p.; Conference held in Toronto,Ontario, March 25-27, 1971 EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS Articulation (Program); AudiolingualMethods; Basic Skills; Career Planning; *Conference Reports;English (Second Language); *Instructional ProgramDivisions; Language Laboratories; Latin; *LearningMotivation; Low Ability Students; *ModernLanguages; Relevance (Education); *Second Language Learning;Student Interests; Student Motivation; TeacherEducation; Textbook Preparation ABSTRACT More than 20 groups of commentaries andarticles which focus on the needs and interestsof the second-language learner are presented in this work. Thewide scope of the study ranges from curriculum planning to theoretical aspects ofsecond-language acquisition. Topics covered include: (1) textbook writing, (2) teacher education,(3) career longevity, (4) programarticulation, (5) trends in testing speaking skills, (6) writing and composition, (7) language laboratories,(8) French-Canadian civilization materials,(9) television and the classics, (10)Spanish and student attitudes, (11) relevance and Italianstudies, (12) German and the Nuffield materials, (13) Russian and "Dr.Zhivago," (14) teaching English as a second language, (15)extra-curricular activities, and (16) instructional materials for theless-able student. (RL) a a CONTENTS KEYNOTE ADDRESS: DR. WILGA RIVERS 1 - 11 HOW CAN STUDENTS BE INVOLVED IN PLANNING THE LANGUAGE CURRICULUM 12 - 24 TRIALS AND TRIBULATIONS OF A LANGUAGE TEXTBOOK WRITER 25 - 38 PREPARING FOREIGN LANGUAGE TEACHERS: NEW EMPHASIS IN THE 70'S 39 - 52 STAMINA AND THE LANGUAGE TEACHER: WAYS IN WHICH TO ACHIEVE LONGEVITY 53 - 64 A SEQUENTIAL LANGUAGE CURRICULUM IN HIGHER EDUCATION 65 - 81 NEW TRENDS IN TESTING THE SPEAKING SKILL IN ELEM AND SEC. -
Understanding, Scripting and Staging Emotional Experiences. Peter Stockinger
Understanding, scripting and staging emotional experiences. Peter Stockinger To cite this version: Peter Stockinger. Understanding, scripting and staging emotional experiences. : On some central research topics on emotion and language.. 2018. hal-01802931 HAL Id: hal-01802931 https://hal.archives-ouvertes.fr/hal-01802931 Preprint submitted on 29 May 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Distributed under a Creative Commons Attribution - NonCommercial - NoDerivatives| 4.0 International License Preprint Understanding, scripting and staging emotional experiences. On some central research topics on emotion and language. Peter Stockinger Institut National des Langues et Civilisations Orientales (INALCO) (ORCID) Lambach – Paris 2018 2 Abstract Research on the relationship between emotion and (natural) language generally considers them from two complementary perspectives: 1. the emotional (or expressive) use of language (either in the narrow – linguistic - sense of a system of verbal signs or in a more holistic – semiotic sense – of verbal and non-verbal signs) to manifest, to stage (in the sense of sociologist E. Goffman, 1974) an emotional state, a passion, an affect; 2. the semantic universe of signs of a language (either in the linguistic sense of la langue1 or in the semiotic sense of le langage) that conceptualize and clarify the cultural vision, the meaning shared by a community of speakers about emotions, passions and affects. -
Celeste Kinginger Curriculum Vitae
1 Celeste Kinginger Curriculum Vitae Home: Office: 1603 Ridge Road Department of Applied Linguistics Warriors Mark, PA 16877 The Pennsylvania State University 814 632-3409 305 Sparks Building [email protected] University Park, PA 16802 814 867-1373 [email protected] PERSONAL INFORMATION Current rank Professor of Applied Linguistics, Penn State University (2011 – present). Educational background University of Illinois at Urbana-CHampaign, Department of FrencH, Ph.D. Second Language Acquisition and Teacher Education. George WasHington University, WasHington, DC, M.A. FrencH Literature. AntiocH College, Yellow Springs, OHio, B.A. FrencH. Employment background Associate Professor of Applied Linguistics and FrencH, Penn State University (2002 – 2011). Director, Penn State Summer Intensive Language Institute (2001 – 2004). Assistant Professor of FrencH, Penn State University (1999 – 2001). Assistant Professor of FrencH, SoutHwest Missouri State University (1996 – 1999). Assistant Professor of FrencH, University of Maryland, College Park (1992 – 1996). 2 Acting Assistant Professor of FrencH and Foreign Language Acquisition, Stanford University (1990 – 1992). Visiting Assistant Professor of FrencH, Boston College (1988 – 1990). RESEARCH AND SCHOLARLY ACTIVITIES Books Kinginger, C. (Ed.) (2013). Social and cultural aspects of language learning in study abroad. Amsterdam: JoHn Benjamins. Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. Basingstoke, UK: Palgrave/Macmillan. Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France. Modern Language Journal, 92, Monograph. Handbook Kinginger, C. (2010). Contemporary study abroad and foreign language learning: An activist’s guidebook. University Park, PA: Center for Advanced Language Proficiency Education and Research (CALPER) Publications. Articles publisHed in refereed journals Kinginger, C. & Carnine, J. -
Psycholinguistic Framework for a Humanistic Model of Foreign Language Acquisition
DOCUMENT RESUME ED 119 529 FL 007-561 AUTHOR McCoy, Ingeborg R. TITLE Psycholinguistic Framework for a Humanistic Model of Foreign Language Acquisition. PUB DATE Nov 75 NOTE 19p.; Paper presented at the Convention of the American Council on the Teaching of ForeignLanguages (Washington, D.C., November 24-26, 1975) EDRS PRICE MF-$0.83 HC-$1.67 Plus Postage DESCRIPTORS Communication (Thought Transfer); Curriculum Development; *Humanistic Education; *Language Instruction; Language Skills; LearningProcesses; *Models; Psychoeducational Processes; *Psycholinguistics; *Second Language Learning; Student Attitudes; Student Motivation; Teaching Methods ABSTRACT Human development tasks have becomean integral part of many humanistic curriculum models. Whensuch activities are employed in the foreign language classroom,several prominent factors can be indentified: on a psychological (affective) level,integrative and transactional motivation; on a linguistic (cognitive/affective) level, active listening comprehension and creativelanguage use. No concrete psycholinguistic evidence has been establishedfor the effectiveness of the enumerated factors; butsupport can be found in current psycholinguistic theory and research in theirapplication to second language learning. A psycholinguistic frameworkaccentuates the need to include human development tasks intoobjective research as well as to make them part of successful foreign languageprograms. (Author) ***********************************i*********************************** Documents acquired by ERIC include many informal unpublished * materials not available from othersources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, itemsof marginal * * reproducibility are often encountered and this affectsthe quality * * of the microfiche and hardcopy reproductions ERIC makesavailable * * via the ERIC Document Reproduction Service (EDRS).EDRS is not * responsible for the quality of the original document.Reproductions * * supplied by EDRS ace the best thatcan be made from the original. -
On Chomsky's Review of Skinner's Verbal Behavior
On Chomsky's Review of Skinner’s VERBAL BEHAVIOR Kenneth MacCorquodale University of Minnesota S kinner's book, Verbal Behavior, was published in 1957. Chomsky's review of it appeared in 1959. By the criterion of seminal influence in generating controversy and stimulating publication, both must be counted major successes, although the reputation and influence of the review are more widely acknowledged. It has been reprinted at least three times (The Bobbs-Merrill Reprint Series in the Social Sciences, No. A-34; Fodor and Katz, 1964; Jakobovits and Miron, 1967), and Chomsky has recently written (in Jakobovits and Miron, 1967, p. 142) that he would take back little of it if he were rewriting it now. Skinner's Verbal Behavior is an analysis of speech in terms of its “controlling relations” which include the speaker’s current motivational state, his current stimulus circumstances, his past reinforcements, and his genetic constitution. Skinner has accepted the constraints of natural science in his basic analytical apparatus in that all of its terms are empirically definable. He intends to account only for the objective dimensions of verbal behavior and to invoke only objective, nonmentalistic and nonhypothetical entities to account for it. The notion of control, anathema to the politically oversensitive, means only “causation” in its purely functional sense, and need not alarm. It is not arguable nor criticizable that behavior is an orderly, controlled datum, sensitive to the circumstances of the behaver; this is simply a fact which has been amply confirmed. Contents: . Introduction . Criticism 1: Verbal Behavior is an untested hypothesis which has, therefore, no claim upon our credibility . -
Department of Cognitive, Linguistic, and Psychological Science Integrating the Study of Mind, Brain, Behavior, and Language
Department of Cognitive, Linguistic, and Psychological Science Integrating the Study of Mind, Brain, Behavior, and Language Brown University’s Department of Cognitive, Linguistic, and Psychological Sciences (CLPS) is dedicated to the multidisciplinary study of mind, brain, behavior, and language. It offers three Ph.D. programs: in Cognitive Science, Linguistics, and Psychology. Entering students are accepted by the department and formally choose one of the three Ph.D. programs after completing the first year: Psychology, Cognitive Science, Linguistics. Accepted students receive five years of full financial support. Application Deadline: December 1. Electronic application portal: https://www.applyweb.com/browng/ Required: GRE General scores; TOEFL scores for non-native speakers of English. We do not require completion of specific coursework; rather, we accept students from a diverse range of training programs and with very different research backgrounds. For general application requirements, please see the Brown Graduate School web pages (http://www.brown.edu/academics/gradschool/application-information). A critical element in judging applications is our assessment of the fit between the applicant’s intellectual and research interests and those of one or more faculty members. We strongly recommend that, before applying, you carefully read the departmental website (https://www.brown.edu/academics/cognitive- linguistic-psychological-sciences/ and give particular attention to the research descriptions supplied by each faculty member. Many applicants have found it useful to correspond with individual faculty members before applying, but this is not required. Please note that we cannot estimate the probability of being admitted before you have applied. Our admission decisions are based on the complete application, which is considered by multiple members of the faculty.