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The influence of cognitive processing on second language acquisition (SLA), and on the development of second language (SL) instruction, has always been a subject of major interest to both SLA researchers and those involved in SL pedagogy. Recent theoretical research into SLA and SL pedagogy has shown renewed interest in the role of cognitive variables such as attention, short, working, and long term memory, and automaticity of language processing. This volume first examines the theoretical foundations of research into the cognitive processes underlying SLA, and then describes various implications for pedagogically oriented research and for SL classroom practice. The blend of research from the cognitive sciences and applied linguistics make it an excellent introduction to applied linguists and language teachers interested in the psycholinguistic processes underlying SLA.

Canvas art print Design details: stretched canvas is created with only the highest standards. Printed with high quality inks and canvas, and then hand cut and stretch it over a 1.5 inch thick wooden frame Arrives ready to hang Made in the USA

Canvas art print Design details: stretched canvas is created with only the highest standards. Printed with high quality inks and canvas, and then hand cut and stretch it over a 1.5 inch thick wooden frame Arrives ready to hang Made in the USA

This volume goes beyond theory and gives the empirical and conceptual tools to conduct an experimental analysis of virtually every substantive topic in human language and cognition, both basic and applied. It challenges behavioral psychology to abandon many of the specific theoretical formulations of its most prominent historical leader in the domain of complex human behavior, especially in human language and cognition, and approach the field from a new direction. It will be of interest to behavior theorists, cognitive psychologists, therapists, and educators.

Language demonstrates structure while also showing considerable variation at all levels: languages differ from one another while still being shaped by the same principles; utterances within a language differ from one another while exhibiting the same structural patterns; languages change over time, but in fairly regular ways. This book focuses on the dynamic processes that create languages and give them their structure and variance. It outlines a theory of language that addresses the nature of grammar, taking into account its variance and gradience, and seeks explanation in terms of the recurrent processes that operate in language use. The evidence is based on the study of large corpora of spoken and written language, what we know about how languages change, as well as the results of experiments with language users. The result is an integrated theory of language use and language change which has implications for cognitive processing and language evolution.

New! This book is in the same immaculate condition as when it was published 1.6

In this text, the authors review the last twenty-five years of progress in research and theory on language and communication in the psychopathological context. They also identify promising avenues for future research. This text will benefit students taking courses in psycholinguistics.

Modern psychology has become a broad and fragmented collection of research areas, theoretical orientations, and professional organizations. The author, who believes integration within the discipline is critical, makes the case that its empirical and theoretical aspects can be unified under the umbrella of adaptation. The principles of learning, and the characteristics of memory and language—our adaptation to a challenging environment—are pertinent to all we do, and the sciences of learning and cognition are the subject areas most relevant to these proximate behavior-environment relationships. Because the adaptability of a behavior is often tied to its function, the author's functional perspective serves as a helpful organizational tool for studying the otherwise disparate aspects of learning and cognition—thinking, memory, conceptual behavior, and language. New to this edition is an emphasis on applied behavior analysis, a rapidly growing and credentialed profession. Updated pedagogical features include opening chapter vignettes, interim summaries and review questions, improved graphics, and a full glossary of key terms. Not-for-sale instructor's resource materials available online to college and university faculty only; contact publisher directly. Title of related interest also available from Waveland Press: Lutz, Learning and Memory, Second Edition (ISBN 9781577663614).

394 pages. 9.50x6.25x1.00 inches. In Stock.

Unread book in perfect condition.

Language demonstrates structure while also showing considerable variation at all levels: languages differ from one another while still being shaped by the same principles; utterances within a language differ from one another while exhibiting the same structural patterns; languages change over time, but in fairly regular ways. This book focuses on the dynamic processes that create languages and give them their structure and variance. It outlines a theory of language that addresses the nature of grammar, taking into account its variance and gradience, and seeks explanation in terms of the recurrent processes that operate in language use. The evidence is based on the study of large corpora of spoken and written language, what we know about how languages change, as well as the results of experiments with language users. The result is an integrated theory of language use and language change which has implications for cognitive processing and language evolution.

Assertion is a term frequently used in linguistics and philosophy but rarely defined. This in-depth study surveys and synthesizes a range of philosophical, linguistic and psychological literature on the topic, and then presents a detailed account of the cognitive processes involved in the interpretation of assertions.

350 pages. 9.25x6.25x1.00 inches. In Stock. This item is printed on demand.

Written in the best-selling format of the WALC series, these activities have: easy-to-read format simple, concise language consistent progression of complexity within and between tasks application to a wide range of acquired cognitive-language disorders Activities are organized into five skill areas: Attention and Concentration Simple, engaging activities help clients increase their attention and concentration. Tasks include beginner-level math problems, word-search puzzles, crossword puzzles, and visual scanning exercises. Memory for General Information Clients access remote memory to answer questions. Skills in concrete and abstract reasoning, comprehension of sentences and short paragraphs, and word retrieval are reinforced. Visual and Auditory Memory Learn memory strategies such as associations, chaining, and sequencing items. Thirty pages of practice materials are included. Sequential Thought Improve organization by sequencing letters to form words; words in sentences; and the steps in completing daily activities. Reasoning This section has 100 pages of activities to improve reasoning, problem-solving, and personal insight. The task content progresses from concrete to abstract in this general order: concrete and abstract categorization, logical conclusions, similarities and differences, opposites, inconsistencies in sentences, analogies, word deduction, proverbs, stating the problem, improving a situation, consequences, positive and negative viewpoints, multiple character viewpoints, and deduction puzzles. Copyright © 2002

The question addressed by this volume is how human beings have evolved as creatures who can make and use more complex tools, communicate in more complex ways, and engage in more complex forms of social life, than any other species in the animal kingdom. The topics explored include the parallels among speech, manual gesture and other models of communication; a comparison of the tool-using skills and imitative abilities of humans and nonhuman primates; the neurological links among the cognitive processes involved in language, gesture and tool use; how linguistic and technical capacities merge together in processes of cognitive development; and a discussion of what the archaeological record and the ethnography of modern human cultures can tell us about the relationship among tools, language and social life.

Written in the best-selling format of the WALC series, these activities have: easy-to-read format simple, concise language consistent progression of complexity within and between tasks application to a wide range of acquired cognitive-language disorders Activities are organized into five skill areas: Attention and Concentration Simple, engaging activities help clients increase their attention and concentration. Tasks include beginner-level math problems, word-search puzzles, crossword puzzles, and visual scanning exercises. Memory for General Information Clients access remote memory to answer questions. Skills in concrete and abstract reasoning, comprehension of sentences and short paragraphs, and word retrieval are reinforced. Visual and Auditory Memory Learn memory strategies such as associations, chaining, and sequencing items. Thirty pages of practice materials are included. Sequential Thought Improve organization by sequencing letters to form words; words in sentences; and the steps in completing daily activities. Reasoning This section has 100 pages of activities to improve reasoning, problem-solving, and personal insight. The task content progresses from concrete to abstract in this general order: concrete and abstract categorization, logical conclusions, similarities and differences, opposites, inconsistencies in sentences, analogies, word deduction, proverbs, stating the problem, improving a situation, consequences, positive and negative viewpoints, multiple character viewpoints, and deduction puzzles. Copyright © 2002

Relevance, first published in 1986, was named as one of the most important and influential books of the decade in the Times Higher Educational Supplement. This revised edition includes a new Preface outlining developments in Relevance Theory since 1986, discussing the more serious criticisms of the theory, and envisaging possible revisions or extensions. The book sets out to lay the foundation for a unified theory of cognitive science. The authors argue than human cognition has a goal: we pay attention only to information which seems to us relevant. To communicate is to claim someone's attention, and hence to imply that the information communicated is relevant. Thus, a single property - relevance is seen as the key to human communication and cognition. A second important feature of the book is its approach to the study of reasoning. It elucidates the role of background or contextual information in spontaneous inference, and shows that non-demonstrative inference processes can be fruitfully analysed as a form of suitably constrained guesswork. It directly challenges recent claims that human central thought processes are likely to remain a mystery for some time to come. Thirdly, the authors offer new insight into language and literature, radically revising current view on the nature and goals of verbal comprehension, and in particular on metaphor, irony, style, speech acts, presupposition and implicature.

Luria's last work, summing up his contributions to the study of the psychology of language. Discusses his general philosophical approach and theoretical and empirical research, providing a concise account of how he applied his ideas to the developmental, cross-cultural, and clinical issues of language and cognition. Emphasizes the author's views on language and speech, and how they lead to a set of questions and procedures in empirical research. Also examines some of the general concerns of contemporary Soviet Psychology.

Language, Cognition, and Human Nature collects together for the first time much of Steven Pinker's most influential scholarly work on language and cognition. Pinker's seminal research explores the workings of language and its connections to cognition, perception, social relationships, child development, human evolution, and theories of human nature. This eclectic collection spans Pinker's thirty-year career, exploring his favorite themes in greater depth and scientific detail. It includes thirteen of Pinker's classic articles, ranging over topics such as language development in children, mental imagery, the recognition of shapes, the computational architecture of the mind, the meaning and uses of verbs, the evolution of language and cognition, the nature-nurture debate, and the logic of innuendo and euphemism. Each outlines a major theory or takes up an argument with another prominent scholar, such as Stephen Jay Gould, Noam Chomsky, or Richard Dawkins. Featuring a new introduction by Pinker that discusses his books and scholarly work, this collection reflects essential contributions to cognitive science by one of our leading thinkers and public intellectuals.

This book considers linguistic and mental representations of time. Prominent linguists and philosophers from all over the world examine and report on recent work on the representation of temporal reference; the interaction of the temporal information from tense, aspect, modality, temporal adverbials, and context; and the representation of the temporal relations between events and states, as well as between facts, propositions, sentences, and utterances. They link this to current research on the cognitive processing of temporal reference, linguistic and philosophical semantics, psychology, and anthropology. The book is divided into three parts: Time, Tense, and Temporal Reference in Discourse; Time and Modality; and Cognition and Metaphysics of Time. It will interest scholars and advanced students of time and temporal reference in linguistics, philosophy, anthropology, psychology, and cognitive science.