Avram Noam Chomsky and His Cognitive Development Theory
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Children's First Language Acquisition
School of Humanities Department of English Children’s first language acquisition What is needed for children to acquire language? BA Essay Erla Björk Guðlaugsdóttir Kt.: 160790-2539 Supervisor: Þórhallur Eyþórsson May 2016 Table of Contents 1 Introduction 3 2 Anatomy 5 2.1 Language production areas in the brain 5 2.2. Organs of speech and speech production 6 3 Linguistic Nativism 10 3.1 Language acquisition device (LAD) 11 3.2 Universal Grammar (UG) 12 4 Arguments that support Chomsky’s theory 14 4.1 Poverty of stimulus 14 4.2 Uniformity 15 4.3 The Critical Period Hypothesis 17 4.4 Species significance 18 4.5 Phonological impairment 19 5 Arguments against Chomsky’s theory 21 6 Conclusion 23 References 24 Table of figures Figure 1 Summary of classification of the organs of speech 7 Figure 2 The difference between fully grown vocal tract and infant's vocal tract 8 Figure 3 Universal Grammar’s position within Chomsky’s theory 13 Abstract Language acquisition is one of the most complex ability that human species acquire. It has been a burning issue that has created tension between scholars from various fields of professions. Scholars are still struggling to comprehend the main factors about language acquisition after decades of multiple different theories that were supposed to shed a light on the truth of how human species acquire language acquisition. The aim of this essay is to explore what is needed for children to acquire language based on Noam Chomsky theory of language acquisition. I will cover the language production areas of the brain and how they affect language acquisition. -
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. -
Social Constructivism and Cognitive Development in Child Counseling
The Arts in Psychotherapy 33 (2006) 229–237 Sandplay and storytelling: Social constructivism and cognitive development in child counseling Mary Frances Russo ∗, Jody Vernam, Amanda Wolbert Department of Counseling and Development, 006 McKay Education Building, Slippery Rock University, Slippery Rock, PA 16057, USA Abstract Sandplay and storytelling are therapeutic techniques that are used to elicit significant themes in clients’ social-emotional lives, and social constructivism is an appropriate theoretical framework with which to conceptualize the process of play therapy [Dale, M. A., & Lyddon, W. J. (2000). Sandplay: A constructivist strategy for assessment and change. Journal of Constructivist Psychology, 13, 135–154; Russo, in press]. The purpose of this study was to use the combined sandplay-storytelling technique to explore counselors’ understanding of the manner in which children’s interpersonal relationships and developmental status are reflected in their reconstruction of their social worlds in the sandtray. This qualitative study focused on the language of play as expressed in the context of young clients’ cognitive developmental levels via sandplay-storytelling techniques. Six counselors participated in the study and worked with child and adolescent clients. Case analyses conducted by the counselors revealed themes that were consistent with clients’ cognitive developmental status according to Piagetian developmental stages. Younger children, 5–8 years of age, showed a transition from preoperational to concrete operational thought, whereas adolescents, 12–18 years of age, operated from a concrete to abstract orientation. In addition, counselors observed the stages of sandplay as outlined by Allan and Berry [Allan, J., & Berry, P. (1993). Sandplay. In C.E. Schaefer & D.M. Cangelosi (Eds.). -
Psycholinguistics
11/09/2013 Psycholinguistics What do these activities have in common? What kind of process is involved in producing and understanding language? 1 11/09/2013 Questions • What is psycholinguistics? • What are the main topics of psycholinguistics? 9.1 Introduction • * Psycholinguistics is the study of the language processing mechanisms. Psycholinguistics deals with the mental processes a person uses in producing and understanding language. It is concerned with the relationship between language and the human mind, for example, how word, sentence, and discourse meaning are represented and computed in the mind. 2 11/09/2013 9.1 Introduction * As the name suggests, it is a subject which links psychology and linguistics. • Psycholinguistics is interdisciplinary in nature and is studied by people in a variety of fields, such as psychology, cognitive science, and linguistics. It is an area of study which draws insights from linguistics and psychology and focuses upon the comprehension and production of language. • The scope of psycholinguistics • The common aim of psycholinguists is to find out the structures and processes which underline a human’s ability to speak and understand language. • Psycholinguists are not necessarily interested in language interaction between people. They are trying above all to probe into what is happening within the individual. 3 11/09/2013 The scope of psycholinguistics • At its heart, psycholinguistic work consists of two questions. – What knowledge of language is needed for us to use language? – What processes are involved in the use of language? The “knowledge” question • Four broad areas of language knowledge: Semantics deals with the meanings of sentences and words. -
Psychology, Meaning Making and the Study of Worldviews: Beyond Religion and Non-Religion
Psychology, Meaning Making and the Study of Worldviews: Beyond Religion and Non-Religion Ann Taves, University of California, Santa Barbara Egil Asprem, Stockholm University Elliott Ihm, University of California, Santa Barbara Abstract: To get beyond the solely negative identities signaled by atheism and agnosticism, we have to conceptualize an object of study that includes religions and non-religions. We advocate a shift from “religions” to “worldviews” and define worldviews in terms of the human ability to ask and reflect on “big questions” ([BQs], e.g., what exists? how should we live?). From a worldviews perspective, atheism, agnosticism, and theism are competing claims about one feature of reality and can be combined with various answers to the BQs to generate a wide range of worldviews. To lay a foundation for the multidisciplinary study of worldviews that includes psychology and other sciences, we ground them in humans’ evolved world-making capacities. Conceptualizing worldviews in this way allows us to identify, refine, and connect concepts that are appropriate to different levels of analysis. We argue that the language of enacted and articulated worldviews (for humans) and worldmaking and ways of life (for humans and other animals) is appropriate at the level of persons or organisms and the language of sense making, schemas, and meaning frameworks is appropriate at the cognitive level (for humans and other animals). Viewing the meaning making processes that enable humans to generate worldviews from an evolutionary perspective allows us to raise news questions for psychology with particular relevance for the study of nonreligious worldviews. Keywords: worldviews, meaning making, religion, nonreligion Acknowledgments: The authors would like to thank Raymond F. -
Markets Not Capitalism Explores the Gap Between Radically Freed Markets and the Capitalist-Controlled Markets That Prevail Today
individualist anarchism against bosses, inequality, corporate power, and structural poverty Edited by Gary Chartier & Charles W. Johnson Individualist anarchists believe in mutual exchange, not economic privilege. They believe in freed markets, not capitalism. They defend a distinctive response to the challenges of ending global capitalism and achieving social justice: eliminate the political privileges that prop up capitalists. Massive concentrations of wealth, rigid economic hierarchies, and unsustainable modes of production are not the results of the market form, but of markets deformed and rigged by a network of state-secured controls and privileges to the business class. Markets Not Capitalism explores the gap between radically freed markets and the capitalist-controlled markets that prevail today. It explains how liberating market exchange from state capitalist privilege can abolish structural poverty, help working people take control over the conditions of their labor, and redistribute wealth and social power. Featuring discussions of socialism, capitalism, markets, ownership, labor struggle, grassroots privatization, intellectual property, health care, racism, sexism, and environmental issues, this unique collection brings together classic essays by Cleyre, and such contemporary innovators as Kevin Carson and Roderick Long. It introduces an eye-opening approach to radical social thought, rooted equally in libertarian socialism and market anarchism. “We on the left need a good shake to get us thinking, and these arguments for market anarchism do the job in lively and thoughtful fashion.” – Alexander Cockburn, editor and publisher, Counterpunch “Anarchy is not chaos; nor is it violence. This rich and provocative gathering of essays by anarchists past and present imagines society unburdened by state, markets un-warped by capitalism. -
How Should Neuroscience Study Emotions? by Distinguishing Emotion States, Concepts, and Experiences Ralph Adolphs
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Caltech Authors - Main Social Cognitive and Affective Neuroscience, 2017, 24–31 doi: 10.1093/scan/nsw153 Advance Access Publication Date: 19 October 2016 Original article How should neuroscience study emotions? by distinguishing emotion states, concepts, and experiences Ralph Adolphs Division of Humanities and Social Sciences, California Institute of Technology, HSS 228-77, Caltech, Pasadena, CA 91125, USA. E-mail: [email protected] Abstract In this debate with Lisa Feldman Barrett, I defend a view of emotions as biological functional states. Affective neuroscience studies emotions in this sense, but it also studies the conscious experience of emotion (‘feelings’), our ability to attribute emotions to others and to animals (‘attribution’, ‘anthropomorphizing’), our ability to think and talk about emotion (‘concepts of emotion’, ‘semantic knowledge of emotion’) and the behaviors caused by an emotion (‘expression of emotions’, ‘emotional reactions’). I think that the most pressing challenge facing affective neuroscience is the need to carefully distinguish between these distinct aspects of ‘emotion’. I view emotion states as evolved functional states that regulate complex behavior, in both people and animals, in response to challenges that instantiate recurrent environmental themes. These functional states, in turn, can also cause conscious experiences (feelings), and their effects and our memories for those effects also contribute to our semantic -
Emotion and Public Attention to Political Issues
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Political Science Department -- Theses, Dissertations, and Student Scholarship Political Science, Department of 4-2013 Emotion and Public Attention to Political Issues Michael W. Gruszczynski University of Nebraska-Lincoln Follow this and additional works at: https://digitalcommons.unl.edu/poliscitheses Part of the American Politics Commons Gruszczynski, Michael W., "Emotion and Public Attention to Political Issues" (2013). Political Science Department -- Theses, Dissertations, and Student Scholarship. 24. https://digitalcommons.unl.edu/poliscitheses/24 This Article is brought to you for free and open access by the Political Science, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Political Science Department -- Theses, Dissertations, and Student Scholarship by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. EMOTION AND PUBLIC ATTENTION TO POLITICAL ISSUES By Michael W. Gruszczynski A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: Political Science Under the Supervision of Professor John R. Hibbing Lincoln, Nebraska April, 2013 EMOTION AND PUBLIC ATTENTION TO POLITICAL ISSUES Michael W. Gruszczynski, Ph.D. University of Nebraska, 2013 Adviser: John R. Hibbing Which mechanisms underlie the orientation of public attention to political issues? Though research on media agenda-setting has been one of the most successful enterprises in political communication and behavior, little is known of the actual processes that drive this phenomenon. I hypothesize that inherent in all environmental stimuli is emotional information, and that it is this information that drives the linkages between media and public agendas. -
Attachment in the Classroom
Educ Psychol Rev (2009) 21:141–170 DOI 10.1007/s10648-009-9104-0 REVIEW ARTICLE Attachment in the Classroom Christi Bergin & David Bergin Published online: 21 May 2009 # Springer Science + Business Media, LLC 2009 Abstract Attachment influences students’ school success. This is true of students’ attachment to their parents, as well as to their teachers. Secure attachment is associated with higher grades and standardized test scores compared to insecure attachment. Secure attachment is also associated with greater emotional regulation, social competence, and willingness to take on challenges, and with lower levels of ADHD and delinquency, each of which in turn is associated with higher achievement. These effects tend to be stronger for high-risk students. In this era of accountability, enhancing teacher–student relationships is not merely an add-on, but rather is fundamental to raising achievement. Understanding the role of attachment in the classroom will help educators be more effective, particularly with challenging students. Twelve suggestions to improve teacher–student relationships and school bonding are provided. Keywords Attachment . Achievement . School bonding . Teacher–student relationship Children’s socioemotional well-being is critical to school success, and attachment is the foundation of socioemotional well-being. Because of this, educators—from preschool to high school—can be more effective if they understand how attachment influences their students. Attachment influences school success through two routes: indirectly through attachment to parents, and directly through attachment to teachers and schools. In this article, we briefly review basic attachment concepts for readers who are not familiar with attachment research. We then show how attachment to parents is linked to school success, and we summarize the limited research on attachment-like relationships with teachers. -
Positive Emotion Dispositions Differentially Associated with Big Five Personality and Attachment Style
The Journal of Positive Psychology, April 2006; 1(2): 61–71 Positive emotion dispositions differentially associated with Big Five personality and attachment style MICHELLE N. SHIOTA, DACHER KELTNER, & OLIVER P. JOHN University of California at Berkeley, USA Abstract Although theorists have proposed the existence of multiple distinct varieties of positive emotion, dispositional positive affect is typically treated as a unidimensional variable in personality research. We present data elaborating conceptual and empirical differences among seven positive emotion dispositions in their relationships with two core personality constructs, the ‘‘Big Five’’ and adult attachment style. We found that the positive emotion dispositions were differentially associated with self- and peer-rated Extraversion, Conscientiousness, Agreeableness, Openness to Experience, and Neuroticism. We also found that different adult attachment styles were associated with different kinds of emotional rewards. Findings support the theoretical utility of differentiating among several dispositional positive emotion constructs in personality research. Keywords: Emotion; positive emotion; positive psychology; personality; Big Five; attachment Downloaded By: [CDL Journals Account] At: 22:51 20 December 2007 Introduction Shiota, Campos, Keltner, & Hertenstein, 2004). In the present investigation we explored distinctions Philosophers and writers have long debated the nature among the major personality correlates of several of happiness, reaching a wide range of conclusions, corresponding positive emotion dispositions. Prior but never a consensually accepted definition. studies have documented robust relationships Recently scientists have joined this enterprise, creat- between global positive affect and the Big Five trait ing a flourishing line of inquiry: a Psycinfo search Extraversion, as well as secure adult attachment for ‘‘happiness’’ now yields over 4,500 citations. -
The Role of Input Revisited: Nativist Versus Usage-Based Models
UC Berkeley L2 Journal Title The role of input revisited: Nativist versus usage-based models Permalink https://escholarship.org/uc/item/647983hc Journal L2 Journal, 1(1) Author Zyzik, Eve Publication Date 2009 DOI 10.5070/l2.v1i1.9056 Peer reviewed eScholarship.org Powered by the California Digital Library University of California L2 Journal, Volume 1 (2009), pp. 42‐61 http://repositories.cdlib.org/uccllt/l2/vol1/iss1/art4 The Role of Input Revisited: Nativist versus Usage-Based Models EVE ZYZIK University of California, Santa Cruz Email: [email protected] This article examines the role of input in two contrasting theories of language acquisition: nativist (UG) theory and the usage-based (emergentist) approach. Although extensive treat- ments of input are available for first language acquisition (cf. Gathercole & Hoff, 2007), such research rarely incorporates findings from second language acquisition. Accordingly, this paper examines a range of linguistic phenomena from both first and second language contexts (e.g., yes-no question formation, constraints on want-to contraction) in order to illustrate how each theory might explain their acquisition. The discussion of input presented here addresses various constructs, including the problem of the poverty of the stimulus, the lack of negative evidence, the role of indirect (missing) evidence, recovery from overgener- alization, and frequency effects. The article concludes with a reappraisal of the poverty of the stimulus problem in SLA from a usage-based perspective. _______________ Recent publications in the field of second language acquisition (SLA) show a marked trend towards usage-based approaches to describe the development of linguistic knowl- edge (cf. -
The Three Meanings of Meaning in Life: Distinguishing Coherence, Purpose, and Significance
The Journal of Positive Psychology Dedicated to furthering research and promoting good practice ISSN: 1743-9760 (Print) 1743-9779 (Online) Journal homepage: http://www.tandfonline.com/loi/rpos20 The three meanings of meaning in life: Distinguishing coherence, purpose, and significance Frank Martela & Michael F. Steger To cite this article: Frank Martela & Michael F. Steger (2016) The three meanings of meaning in life: Distinguishing coherence, purpose, and significance, The Journal of Positive Psychology, 11:5, 531-545, DOI: 10.1080/17439760.2015.1137623 To link to this article: http://dx.doi.org/10.1080/17439760.2015.1137623 Published online: 27 Jan 2016. Submit your article to this journal Article views: 425 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=rpos20 Download by: [Colorado State University] Date: 06 July 2016, At: 11:55 The Journal of Positive Psychology, 2016 Vol. 11, No. 5, 531–545, http://dx.doi.org/10.1080/17439760.2015.1137623 The three meanings of meaning in life: Distinguishing coherence, purpose, and significance Frank Martelaa* and Michael F. Stegerb,c aFaculty of Theology, University of Helsinki, P.O. Box 4, Helsinki 00014, Finland; bDepartment of Psychology, Colorado State University, 1876 Campus Delivery, Fort Collins, CO 80523-1876, USA; cSchool of Behavioural Sciences, North-West University, Vanderbijlpark, South Africa (Received 25 June 2015; accepted 3 December 2015) Despite growing interest in meaning in life, many have voiced their concern over the conceptual refinement of the con- struct itself. Researchers seem to have two main ways to understand what meaning in life means: coherence and pur- pose, with a third way, significance, gaining increasing attention.