DOCSLIB.ORG

DOCUMENT RESUME the Role of Language of Thought in Foreign

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
DOCUMENT RESUME the Role of Language of Thought in Foreign DOCUMENT RESUME ED 393 301 FL 023 611 AUTHOR Cohen, Andrew D. TITLE The Role of Language of Thought in Foreign Language Learning. PUB DATE 95 NOTE 25p.; For serial publication in which this article appears, see FL 023 610. Paper presented at the Annual Meeting of the Nessa Wolfson Memorial Colloquium (4th, Philadelphia, PA, January 30, 1995). PUB TYPE Journal Articles (080) Viewpoints (Opinion/Position Papers, Essays, etc.) (120) Speeches/Conference Papers (150) JOURNAL CIT Working Papers in Educational Linguistics; v11 n2 p1-11 Fall-Win 1995 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Cognitive Processes; College Students; Elementary Education; Elementary School Students; English (Second Language); French; Higher Education; *Language Acquisition; *Language Role; Psycholinguistics; *Psychological Patterns; *Second Language Learning; Spanish; Speech Acts; Surveys; *Thinking Skills ABSTRACT This paper explores what is meant by "thinking" in a target language. Factors that determine both unplanned and planned use of more than one language for thinking arediscussed, and empirical data from a mini-survey and from personal language learning and language using experiences are presented. The role of target-language thinking in improving language ability is reviewed, also from empirical data from the survey and personalexperiences. Mental translation in the reading of intermediate college French, the language of thought in an elementary school Spanish immersion program and thought patterns in the production of speech acts by college English as a Foreign Language (EFL) students are also examined. It is concluded that there are definite benefits from making an effort to think in the target language. Actual examples from multilingual subjects are given, and the mini-survey is appended. (Contains 36 references.) (Author/NAV) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the orig'nal document. *********************************************************************** 4 The Role of Language of Thought in Foreign Language Learning Andrew D. Cohen OF EDUCATION U S DEPARTMENT and Improvement Office of EclucatIonal Research "PERMISSION TO REPRODUCE THIS UCATIONAL RESOURCESINFORMATION CENTER (ERIC) MATERIAL HAS BEEN GRANTED BY reproduced as his document has been received trom the person -itorganization riginating it been made to CI Minor changes have improve reproduction quaay stated in this Points of view or ovum.> only represent TO THE EDUCATIONAL RESOURCES document do not neces:( official OERI position orpohcy INFORMATION CENTER (ERIC)." , The Role of Languageof Thought in ForeignLanguage Learning1 Andrew D. Cohen University of Minnesota predi- Methods of foreign languageteaching and learning are often possible in a cated on the principle thatlearners need to think as much as language that they wish to learn.This paper first explores what it means both to think in a target language.Next, those factors which determine unplanned and planned use of morethan one language for thinking are discussed, and empirical datafrom a mini-survey and from theauthor's presented. own language learningand language using experiences are role of target-language thinkingin im- Thirdly, the paper considers the the sur- proving language ability, againdrawing on empirical data from author's experiences. Finally, wewill look at mental vey and from the language of translation in the reading ofintermediate college French, the thought thought in an elementary-schoolSpanish immersion program, and of speech acts by college EFLstudents. After patterns in the production the reviewing the responses from themini-survey of multilinguals, from author's own experiences, and fromadditional empirical studies, the con- effort to clusion reached is that there aredefinite benefits from making an think through the target language.It is suggested that furtherresearch to the advan- may ultimately produce aset of guidelines for learners as language while tages and disadvantagesof thinking through the native performing target language tasks. think as much as possible in Is it beneficialfor learners to attempt to they wish to learn or toimprove their mastery of? a language that of Might it be detrimental totheir learning if they limit their use that language as a vehicle forthoughV This issue has notbeen expressed questions until recently, andthe intuitively-based as- as a set of research language, the sumption has been that the morethinking through the target reading, how- better. There is evidence fromresearch on foreign-language play a positive role for ever, that translationinto the native language may Nessa Wolfson Memorial Colloquium,University of Paper presented at the 4th Annual the Second Pennsylvania, Jan. 30, 1995. An earlierversion of the paper was presented at 12-13, 1994. I wish to acknowledgeJim Lantolf, Dick Ricker, Haifa 'Bilingual Conference, June McLaughlin, Vivian Cook, Elaine Tarone, Rick Kem, MerrillSwain, Rebecca Oxford, Barry this paper. and Bert Weltens for their helpfulsuggestions on various drafts of r.) WORKING PAPERS IN EDUCATIONAL LINGUISTICS some, if not many, language learners in the retention and comprehension of written texts (Kern 1994; to be discussed below). Under whatcircum- stances might the more successful language learners think extensivelyor exclusively in the target language that they are using? While multilinguals may actually have differential strengths in their various languages, accord- ing to discourse domain (Se linker & Douglas 1985), theextent to which they use these languages for solving cognitive tasks has remaineda rela- tively unexplored phenomenon. This paper will: (a) explore what it means to think ina target language (LT), (b) look at results from a mini-survey and from the author's self-examination regarding unplanned and planneduse of more than one language for thinking, (c) consider the same empirical data regarding the role of LT thinking in improving language ability, and (d) examine addi- tional empirical findings regarding multilingual thoughtpatterns and the implications of these findings with regard to foreign-language teaching and research. What it Means to Think in a Target Language Many language educators would maintain that the bestway for learn- ers to achieve native-like control of an LT is to make an effort to think in that language rather to translate or reprocess ihe material into their first language (the L1) or into some other language which they have learned (the LO). Is this folk wisdom that we need to liberate ourselves fromor is it sound advice? This issue will be explored in thepaper. First of all, what does it mean to "think in a target language"? For the purposes of this paper we will concern ourselves only with verbalized thoughts (whether silently, subvocally, or aloud) and not with non-verbal thoughts (images, symbols, etc.). The extent and nature of LT thinkingcan vary from minimal, passing thoughts (e.g., just a word or two) to more extensive and "deeper" (i.e., more cognitively complex)ones, depending both on the nature and quality of the language learning environment(e.g., an L2 vs. an FL learning situation), and on the degree to which the learner has mastery over the LT. Since there appears to be littleor no systematic research in this area, we can only speculate as to the extent to whichnon- natives' thoughts are in the LT and the effectiveness of "thinking in the LT" as opposed to thinking in the L12 Unless we are thinking out loud, our thoughts reflect inner speechthat is, the thinking we do in our minds that is in the form of words rather than images or symbols. This inner speech could be both self-directedor pri- vate in the Vygotskian sense (i.e., not intended for others and perhaps dif- ficult to interpret because it is incomplete in grammatical form andvo- cabulary but adequate for the thinker) or other-directedor public (i.e., in- terpretable by others) (Vygotsky 1961). In order for inner speechto take place in an LT, learners may need to attain a certain functional level with 2 4 LANGUAGE OF THOUGHT regard to vocabulary and structure.Some areas of thought may be more demanding than others for givenlearners. need to An empirical question is oneof threshold: how well do learners think in that language? But sincethink- function in a language in order to the an- ing in a language involvesdifferent levels or depths of meaning, is complex. We cannot,for example, assume that swer to the question that thinking greater proficiency in alanguage enhances the possibility link here since will occur in that language.There need not be a necessary proficiency is probably not a unitaryconstruct in the first place. that thinking through theLT is more It is also reasonable to assume control. It likely in a discourse domain overwhich the learner has greater their own highly has been hypothesized in theliterature that learners create These domains personal discourse domains(Se linker & Douglas 1985). contexts, withinwhich...interlanguage structures are are "intemally-created the ex- created differentially" (p. 190).Se linker and Douglas (1985) gave by a native ample of a discourse domainin civil engineering created Spanish-speaking graduate student.They demonstrated in theirresearch how nonnatives may be moreconversant in talkingabout content in cer- which shows tain discourse domains than inothers. There is also research still be more that even nonnatives withlimited language proficiency may conversant in talking
Load more

Recommended publications
  • Teacher Training: Learning to Be Instigators of Thought™ Through a Process Aligned with Inspired Teaching's Educational Phil
    Transforming education through innovation teacher training Teacher Training: Learning to be Instigators of Thought™ Through a process aligned with Inspired Teaching’s educational philosophy – which engages participants intellectually, physically, and emotionally - Inspired Teaching trains teachers to design and implement rigorous, student-centered lessons and activities that meet student needs and academic standards, including the Common Core State Standards. Like the teaching process itself, our teacher training is complex and allows for customization to meet the specific needs of each teacher. This audience-sensitivity creates a permanent shift in teachers’ thinking about their jobs and is one of the key reasons our process is so effective. Inspired Teaching’s Five Step Process for Teacher Education Each teacher navigates the following process: Step 1. Analyze and deepen my understanding of the ways I learn through a rigorous examination of the teaching and learning process, including my including my own experiences as a child and adult learner. Step 2. Articulate and defend my philosophy of teaching and learning , including what I believe about children. Challenge myself to listen to and consider other points of view and to find room in my philosophy for an appreciation of children's natural curiosity and innate desire to learn. Step 3. Make the connection to classroom practice , analyzing my current instructional strategies and whether they support my philosophy, so that I can explore and develop new ways to make sure what I do in the classroom matches my philosophy of teaching and learning. Step 4. Build the skills of effective teachers , including active listening, asking questions that will spark students' intellect and imaginations, observing to assess for student understanding, and communicating effectively.
    [Show full text]
  • Origins of Behavioral Neuroscience
    ALBQ155_ch1.qxp 10/26/09 10:15 AM Page 1 chapter Origins of Behavioral OUTLINE ● Understanding Human Neuroscience Consciousness: A Physiological Approach Split Brains ● The Nature of Behavioral Neuroscience The Goals of Research 1 Biological Roots of Behavioral Neuroscience ● Natural Selection and Evolution Functionalism and the Inheritance of Traits Evolution of the Human Species Evolution of Large Brains ● Ethical Issues in Research with Animals ● Careers in Neuroscience ● Strategies for Learning LEARNING OBJECTIVES 1. Describe the behavior of people with split brains and explain what study of this phenomenon contributes to our understanding of self-awareness. 2. Describe the goals of scientific research. 3. Describe the biological roots of behavioral neuroscience. 4. Describe the role of natural selection in the evolution of behavioral traits. 5. Describe the evolution of the human species. 6. Discuss the value of research with animals and ethical issues concerning their care. 7. Describe career opportunities in neuroscience. 8. Outline the strategies that will help you learn as much as possible from this book. ALBQ155_ch1.qxp 10/26/09 10:15 AM Page 2 PROLOGUE René’s Inspiration René, a lonely and intelligent young man of pursued her, an imposing statue of Neptune rose in front of him, eighteen years, had secluded himself in Saint- barring the way with his trident. Germain, a village to the west of Paris. He recently had suffered René was delighted. He had heard about the hydraulically a nervous breakdown and chose the retreat to recover. Even operated mechanical organs and the moving statues, but he had before coming to Saint-Germain, he had heard of the fabulous not expected such realism.
    [Show full text]
  • Mind Maps in Service of the Mental Brain Activity
    PERIODICUM BIOLOGORUM UDC 57:61 VOL. 116, No 2, 213–217, 2014 CODEN PDBIAD ISSN 0031-5362 Forum Mind maps in service of the mental brain activity Summary ŽELJKA JOSIPOVIĆ JELIĆ 1 VIDA DEMARIN 3 Tony Buzan is the creator of the mind maps who based his mnemonic IVANA ŠOLJAN 2 techniques of brain mapping on the terms of awareness and wide brain 1Center for Medical Expertise functionality as well as on the ability of memorizing, reading and creativ- HR-10000 Zagreb, Tvrtkova 5 ity. He conceived the idea that regular practice improves brain functions but Croatia he also introduced radiant thinking and mental literacy. One of the last 2Zagreba~ka banka enormous neuroscience ventures is to clarify the brain complexity and mind HR-10000 Zagreb, Juri{i}eva 22 and to get a complete insight into the mental brain activity. ! e history of Croatia human thought and brain processes dates back in the antiquity and is marked by di" erent ways of looking on the duality of mental and physical 3Medical Director, Medical Centre Aviva HR-10000, Zagreb, Nemetova 2 processes. ! e interaction of mental and physical processes and functioning Croatia of individual results in behavior of the body being carved in the state of mind, and vice versa. Both stable mind - body relation and integrated func- tions of behavior and thinking are necessary for a healthy physiological func- Correspondence: tioning of a human being. @eljka Josipovi} Jeli} Specialist neuropsychiatrist ! e meaning and nature of concience and mind preoccupies as all. In Center for Medical Expertise the decade of brain (1990-2000) and the century of brain (2000-1000) HR-10000 Zagreb, Tvrtkova 5, Croatia numerous discussions were lead and new scienti# c directions formed (cogni- E-mail: zeljka.josipovic-jelic @si.t-com.hr tive science, chemistry of feelings, evolutionary psychology, neurobiology, neurology of consciousness, neurophysiology of memory, philosophy of science and mind etc.) in order to understand and scientifcally clarify the mysteries of mind.
    [Show full text]
  • Understanding the Mental Status Examination with the Help of Videos
    Understanding the Mental Status Examination with the help of videos Dr. Anvesh Roy Psychiatry Resident, University of Toronto Introduction • The mental status examination describes the sum total of the examiner’s observations and impressions of the psychiatric patient at the time of the interview. • Whereas the patient's history remains stable, the patient's mental status can change from day to day or hour to hour. • Even when a patient is mute, is incoherent, or refuses to answer questions, the clinician can obtain a wealth of information through careful observation. Outline for the Mental Status Examination • Appearance • Overt behavior • Attitude • Speech • Mood and affect • Thinking – a. Form – b. Content • Perceptions • Sensorium – a. Alertness – b. Orientation (person, place, time) – c. Concentration – d. Memory (immediate, recent, long term) – e. Calculations – f. Fund of knowledge – g. Abstract reasoning • Insight • Judgment Appearance • Examples of items in the appearance category include body type, posture, poise, clothes, grooming, hair, and nails. • Common terms used to describe appearance are healthy, sickly, ill at ease, looks older/younger than stated age, disheveled, childlike, and bizarre. • Signs of anxiety are noted: moist hands, perspiring forehead, tense posture and wide eyes. Appearance Example (from Psychosis video) • The pt. is a 23 y.o male who appears his age. There is poor grooming and personal hygiene evidenced by foul body odor and long unkempt hair. The pt. is wearing a worn T-Shirt with an odd symbol looking like a shield. This appears to be related to his delusions that he needs ‘antivirus’ protection from people who can access his mind.
    [Show full text]
  • The Effects of Portal 2 and Lumosity on Cognitive and Noncognitive Skills
    Computers & Education 80 (2015) 58e67 Contents lists available at ScienceDirect Computers & Education journal homepage: www.elsevier.com/locate/compedu The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills * Valerie J. Shute , Matthew Ventura, Fengfeng Ke Florida State University, College of Education, 1114 West Call Street, Tallahassee, FL 32306-4453, USA article info abstract Article history: In this study, we tested 77 undergraduates who were randomly assigned to play either a popular video Received 11 May 2014 game (Portal 2) or a popular brain training game (Lumosity) for 8 h. Before and after gameplay, par- Received in revised form ticipants completed a set of online tests related to problem solving, spatial skill, and persistence. Results 19 July 2014 revealed that participants who were assigned to play Portal 2 showed a statistically significant advantage Accepted 23 August 2014 over Lumosity on each of the three composite measuresdproblem solving, spatial skill, and persistence. Available online 30 August 2014 Portal 2 players also showed significant increases from pretest to posttest on specific small- and large- scale spatial tests while those in the Lumosity condition did not show any pretest to posttest differ- Keywords: Assessment ences on any measure. Results are discussed in terms of the positive impact video games can have on Persistence cognitive and noncognitive skills. Problem solving © 2014 Elsevier Ltd. All rights reserved. Spatial skills Videogames 1. Introduction Most children and young adults gravitate toward digital games. The Pew Internet and American Life Project surveyed 1102 youth be- tween the ages of 12 and 17 and found that 97%dboth males (99%) and females (94%)dplay some type of digital game (Lenhart et al., 2008).
    [Show full text]
  • Situation Thought Reaction
    The Cognitive Model Thought • Meeting new • Sad or anxious people • "They won't feelings • Studying like me" • Avoidance of • "I'm not smart the situation enough" Situation Reaction The cognitive model (Beck, 1995) tells us that how we think affects how we feel. In turn, how we feel affects how we behave. When a person is anxious, it’s natural to try to avoid the situation that is making him or her feel that way. This doesn’t always work out very well. For example, a person might start worrying about the possibility of failing an exam whenever he or she sits down to study. That person might find ways to avoid studying in order to feel anxious, and then end up failing the exam. So, by avoiding something that made him or her anxious, this person ended up experiencing the outcome that he or she was worried about in the first place. We can change the way we feel and how we behave if we can control how we think about a situation. In cognitive behavioral therapy, the client and therapist work together to identify and challenge thoughts that are contributing to avoidance or other problematic behaviors. A person can also work on this on his or her own or with self-help resources. However, it is often helpful to get an outside perspective when we are trying to change how we think. Cognitive Distortions When our vision is distorted, we can’t clearly see the world around us. Just like our vision, our thoughts can be distorted too.
    [Show full text]
  • The Shifting Border Between Perception and Cognition,” Nous, 53(2),316-346, Which Has Been Published in Final Form At
    This is the pre-peer reviewed version of the following article: 2019, “The shifting border between perception and cognition,” Nous, 53(2),316-346, which has been published in final form at https://doi.org/10.1111/nous.12218. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. The Shifting Border Between Perception and Cognition Ben Phillips [email protected] Abstract. The distinction between perception and cognition has always had a firm footing in both cognitive science and folk psychology. However, there is little agreement as to how the distinction should be drawn. In fact, a number of theorists have recently argued that, given the ubiquity of top-down influences (at all levels of the processing hierarchy), we should jettison the distinction altogether. I reject this approach, and defend a pluralist account of the distinction. At the heart of my account is the claim that each legitimate way of marking a border between perception and cognition deploys a notion I call ‘stimulus-control.’ Thus, rather than being a grab bag of unrelated kinds, the various categories of the perceptual are unified into a superordinate natural kind (mutatis mutandis for the complementary categories of the cognitive). 1 Introduction Is there a viable distinction to be drawn between perception and cognition? There certainly seems to be a difference in kind between hearing a balloon pop and thinking about the square root of -1. But common sense is not the only area in which the distinction is gainfully employed. As Firestone and Scholl (2016, 4) observe, the distinction is “woven so deeply into cognitive science as to structure introductory 1 courses and textbooks, differentiate scholarly journals, and organize academic departments.” Contemporary philosophy of mind is certainly brimming with debates that presuppose a perception/cognition border.
    [Show full text]
  • Thinking About Thinking: Patterns of Cognitive Distortions
    Thinking About Thinking Patterns of Cognitive Distortions: These are 10 common cognitive distortions that can contribute to negative emotions. They also fuel catastrophic thinking patterns that are particularly disabling. Read these and see if you can identify ones that are familiar to you. 1. All-or-Nothing Thinking: You see things in black-or-white categories. If a situation falls short of perfect, you see it as a total failure. When a young woman on a diet ate a spoonful of ice cream, she told herself, “I’ve blown my diet completely.” This thought upset her so much that she gobbled down an entire quart of ice cream! 2. Over generalization: You see a single negative event, such as a romantic rejection or a career reversal, as a never-ending pattern of defeat by using words such as “always” or “never” when you think about it. A depressed salesman became terribly upset when he noticed bird dung on the windshield of his car. He told himself, “Just my luck! Birds are always crapping on my car!” 3. Mental Filter: You pick out a single negative detail and dwell on it exclusively, so that your vision of all reality becomes darkened, like the drop of ink that discolors a beaker of water. Example: You receive many positive comments about your presentation to a group of associates at work, but one of them says something mildly critical. You obsess about his reaction for days and ignore all the positive feedback. 4. Discounting the Positive: You reject positive experiences by insisting they "don't count." If you do a good job, you may tell yourself that it wasn’t good enough or that anyone could have done as well.
    [Show full text]
  • How Christian Leaders Interact with the Twitter by Zachary Horner — 59
    How Christian Leaders Interact with the Twitter by Zachary Horner — 59 How Christian Leaders Interact with the Twitter Zachary Horner* Print/Online Journalism Elon University Abstract This paper explores the relationship between Christian leaders and Twitter. Twitter’s founding resulted in an outburst in the use of the social media platform. Christian leaders quickly caught on, and today they use Twitter for a number of different purposes, seeking first and foremost to challenge and inspire their follow- ers. Through the study of 30 different leaders’ tweets, as well as different blog posts, articles and interviews outlining different approaches to Twitter and other social media, the study concluded that pastors were most concerned with getting across the basic message of Christianity while adapting their methods to include the new medium of Twitter. I. Introduction Since its launch in 2006, Twitter has been a leader in the Internet socialization of the world, greatly fulfilling its mission: “To give everyone the power to create and share ideas and information instantly, without barriers.” With 500 million Tweets sent per day by 241 million monthly active users, it has penetrated modern society to a degree once known only by MySpace and Facebook.1 Christian pastors, to a degree, are no different. And some of them get more interaction on Twitter than pop star Justin Bieber. In June 2012, Amy O’Leary published a story in The New York Times titled “Christian Leaders Are Powerhouses on Twitter,” writing about how influential pastors and Christian speakers such as Joyce Meyer, Joel Osteen and Max Lucado were generating more reactions on Twitter than Bieber.
    [Show full text]
  • Wittgenstein and Embodied Cognition: a Critique of the Language of Thought Amber Sheldon University of San Diego, [email protected]
    University of San Diego Digital USD Keck Undergraduate Humanities Research Fellows Humanities Center Spring 2019 Wittgenstein and Embodied Cognition: A Critique of the Language of Thought Amber Sheldon University of San Diego, [email protected] Follow this and additional works at: https://digital.sandiego.edu/hc-keck Part of the Other Philosophy Commons, Philosophy of Language Commons, and the Philosophy of Mind Commons Digital USD Citation Sheldon, Amber, "Wittgenstein and Embodied Cognition: A Critique of the Language of Thought" (2019). Keck Undergraduate Humanities Research Fellows. 2. https://digital.sandiego.edu/hc-keck/2 This Working Paper is brought to you for free and open access by the Humanities Center at Digital USD. It has been accepted for inclusion in Keck Undergraduate Humanities Research Fellows by an authorized administrator of Digital USD. For more information, please contact [email protected]. Sheldon Fall 2018 Wittgenstein and Embodied Cognition: A Critique of the Language of Thought Amber Sheldon University of San Diego, 2018 1 Sheldon Fall 2018 Wittgenstein and Embodied Cognition: A Critique of the Language of Thought Amber Sheldon University of San Diego, 2018 Introduction The “computer metaphor” views the content of the mind as being akin to software. Our brains are coded using abstract symbols to represent concepts and semantic rules.1 Such models for understanding the relation between mind and body have been popular among cognitive scientists and philosophers.2 Computational Functionalism views the mind/brain like a computer that works according to a system of symbolic inputs and corresponding outputs. The framework of these computational mental representations is the “language of thought.”3 This symbolic mental language is often analogized with the symbolic “language” of a computer.
    [Show full text]
  • The IDEAL Problem Solver: a Guide for Improving Thinking, Learning
    THE IDEAL PROBLEM SOLVER THE IDEAL PROBLEM SOLVER A Guide for Improving Thinking, Learning, and Creativity Second Edition John D. Bransford Barry S. Stein rn W. H. Freeman and Company New York Library of Congress Cataloging-in-Publication Data Bransford, John. The ideal problem solver : a guide for improving thinking, learning, and creativity I John D. Bransford, Barry S. Stein.- 2nd ed. p. em. Includes bibliographical references and indexes. ISBN 0-7167-2204-6 (cloth).- ISBN 0-7167-2205-4 (pbk.) 1. Problem solving. 2. Thought and thinking. 3. Creative ability. 4. Learning, Psychology of. I. Stein, Barry S. II. Title. BF449.73 1993 153.4'3-dc20 92-36163 CIP Copyright 1984, 1993 by W. H. Freeman and Company No part of this book may be reproduced by any mechanical, photographic, or electronic process, or in the form of a phonographic recording, nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use, without written permission form the publisher. Printed in the United States of America l 2 3 4 5 6 7 8 9 0 VB 9 9 8 7 6 5 4 3 To J. Rshle~ Bransford and her outstanding namesakes: Rnn Bransford and Jimmie Brown. nn d to Michael, Norma. and Eli Stein CONTENTS PREFACE xiii CHAPTER I THE IMPORTANCE OF PROBLEM SOLVING New Views about Thinking and Problem Solving 3 Some Common Approaches to Problems 7 Mental Escapes I 0 The Purpose and Structure of This Book 12 Notes 13 • Suggested Readings 14 PART I A fRAMEWORK FOR USING KNOWLEDGE MORE EFFECTIVELY I 7 CHAPTER 2 A MODEL FOR IMPROVING PROBLEM-SOLVING SKILLS 19 The IDEAL Approach to Problem Solving 19 Failure to Identify the Possibility of Future Problems 22 The Importance of Conceptual Inventions 26 The Importance of Systematic Analysis 27 The Importance of Using External Representations 29 Some Additional General Strategies 30 The Importance of Specialized Concepts and Strategies 3 I .
    [Show full text]
  • The Illusion of Conscious Thought
    Peter Carruthers The Illusion of Conscious Thought Abstract: This paper argues that episodic thoughts (judgments, decisions, and so forth) are always unconscious. Whether conscious- ness is understood in terms of global broadcasting/widespread accessibility or in terms of non-interpretive higher-order awareness, the conclusion is the same: there is no such thing as conscious thought. Arguments for this conclusion are reviewed. The challenge of explaining why we should all be under the illusion that our thoughts are often conscious is then taken up. Keywords: attention; confabulation; consciousness; self-knowledge; thought; working memory. 1. Introduction For present purposes, thought will be understood to encompass all and only propositional-attitude events that are both episodic (as opposed to persisting) and amodal in nature (having a non-sensory format). Thoughts thus include events of wondering whether something is the case, judging something to be the case, recalling that something is the case, deciding to do something, actively intending to do something, adopting something as a goal, and so forth. But thoughts, as herein understood, do not include perceptual events of hearing or seeing that something is the case, feelings of wanting or liking something, nor events of episodic remembering, which are always to some degree sensory/imagistic in character. Nor do they include episodes of inner speech, which may encode or express thoughts in imagistic format, but which are not themselves attitude events of the relevant kinds. I propose to argue, not only that thoughts can be unconscious, but that Correspondence: Email: [email protected] Journal of Consciousness Studies, 24, No. 9–10, 2017, pp.
    [Show full text]