Download
1 / 38
380 likes | 391 Views
Cognition Language Phonemes Morphemes Concept Prototype Set (or mental set) Functional Fixedness Divergent Thinking Sapir-Whorf Hypothesis. Convergent thinking Confirmation Bias Linguistic Relativity Hypothesis Figurative Language Image Symbol Metacognition Creativity Semantics
E N D
Cognition Language Phonemes Morphemes Concept Prototype Set (or mental set) Functional Fixedness Divergent Thinking Sapir-Whorf Hypothesis Convergent thinking Confirmation Bias Linguistic Relativity Hypothesis Figurative Language Image Symbol Metacognition Creativity Semantics Syntax Grammar Vocabulary-7
A girl who was just learning to drive went down a one-way street in the wrong direction, but didn't break the law. How come? She was walking!
How can you throw a ball as hard as you can and have it come back to you, even if it doesn't hit anything, there is nothing attached to it, and no one else catches or throws it? Throw the ball straight up in the air.
Thinking and Language Unit 6
Going Beyond Memory… How do we think? How do we solve problems? How do we create ideas?
If storage and retrieval were the only processes we used to handle information, then human beings would be little more than glorified:
Yet we are capable of doing things with information that make the most complex computers seem simple.
Thinking • Changing and reorganizing the information stored in memory to create new information. • It may sound simple, but it is a complex process…
List-Group-Label • Take the next 3 minutes to write down as many words or phrases you can think of about the following word: LANGUAGE
List-Group-Label • Take 2 minutes to group your responses • Group your responses how you want to group them, just have justification for your grouping.
List-Group-Label • Take 1 minute to label each of the groupings you created in the previous step of the activity. • Share your responses, groups, and labels with the class.
Units of Thought Symbol Image Concept Prototype Rule
Image • The most primitive unit of thought. • Primitive: early stage of evolution of thought • A visual, mental representation of an event or object. • It is specific. • Describe a ball.
Symbol • An abstract unit of thought that represents an object or quality. • The most common in thinking – words. • A symbol may have many meanings (different cultural meanings, too). • Think of some different symbols around us.
Concept • A label for a class of objects or events that have at least one attribute in common. • Examples: Animals, music, liquid, beautiful people. • Concepts enable us to chunk large amounts of information. • Think about the concept of animals.
Prototype • A representative example of a concept. • What comes to your mind when you hear the word truck?
Rule • A statement of relation between concepts. • Examples: • A person cannot be in two places at the same time. • Mass remains constant despite changes in appearance.
Units of Thought Symbol Image Concept Prototype Rule
Kinds of Thinking • Convergent (Directed) • A systematic and logical attempt to reach a specific goal or answer. • It is deliberate and purposeful. • Example: a math problem. • Divergent (Non-directed) • Consist of free flow thoughts • Depends more on images. • Example: daydreaming or just thinking. • Metacognition • Being aware of your own thought process. • Thinking about one’s strategy.
One of the main functions of directed thinking is to solve problems---
Tools of Problem Solving • Algorithms • A fixed set of procedures or rule. • Heuristics • Rule-of-thumb problem solving strategies. • Can sometimes result in bad decisions. • Mental sets* • When a problem solving strategy becomes habit. • Functional fixedness • The inability to imagine new functions for familiar objects.
Creativity • The capacity to use information and/or abilities in a new and original way. • Flexibility • The ability to overcome rigidity. • How many ways can you think of to use this object? • Recombination • Rearranging the elements of a problem to arrive at an original solution • Insight • The apparent sudden realization of the solution to a problem. • The “aha” experience.
Two students are sitting on opposite sides of the same desk. There is nothing in between them but the desk. Why can't they see each other? They were sitting with their backs to each other.
COMPLEX • Of all the things that we do, nothing seems as complex and as important as understanding and speaking a language.
The same in many languages. • Ik houd van deze klasse. (Dutch) • J'aime cette classe. (French) • Ich mag diese Kategorie. (German) • Συμπαθώ αυτήν την κατηγορία. (Greek) • Gradisco questo codice categoria. (Italian) • Я люблю этот тип. (Russian)
What is Language? • The expression of ideas through symbols and sounds that are arranged according to rules. • Flexible system of communication that uses sounds, rules, gestures, or symbols to convey information.
Elements of Language • Phonemes • The smallest units of sound • Basic sounds that make up ANY language • A single letter (e) or a combination of letters (sh) • The English language has about 43 sounds. • Morphemes • The smallest unit of meaning. • Simple words, prefixes, and suffixes • Can be a word (book), a letter (s), a prefix (un), a suffix (ly) • Syntax • Rules for combining words into meaningful phrases or sentences to express thoughts that can be understood by others. • Example: “Boy small bike large rode.” • In English we follow grammatical rules, such as placing adjectives in front of nouns. • “The small boy rode a large bike.”
Semantics • The study of meaning in language. • The same word can have different meanings. • “A mind is a terrible thing to waste.” • “Do you mind if I sit here?” • How did you know what the word mind meant? • Using language, how do we understand the meanings of words? • Deep Structure • Underlying meaning of a sentence (implied meaning)
Theories of Language Development • B.F. Skinner • Operant conditioning • When children utter sounds that are like those of adults they are rewarded with smiles and extra attention. (Learn by trial and error) • Others say that children understand language even before they speak. • Even others say children learn language through observation, exploration, and imitation. (Social Development of Language) • Noam Chomsky • Infants possess an innate capacity for language; children inherit a mental program that enables them to learn grammar. • Language is “hard-wired” into our brains
How Language Develops • Around 2 months – coos • Long sounds • Around 4 months – babbling • Learn to control their vocal cords and to make, change, repeat and imitate the sounds of their parents. • Around 9 months – Refined babbling • Increases the sounds that are a part of their native language. • Around 12 months – Single words • Use words to describe familiar objects. (doggie, da-da, ba-ba) • Around 24 months – Two words • Expresses ideas • “Milk gone” “Me play” • Beginning to learn the rules of grammar • At age 2-3 – Sentences of several words • Telegraphic speech – leaves out articles such as the, with, parts of verbs. • “I go to partk” “Me ride horse” • By age 5 • Language development is largely complete.
What about deaf children? • They babble too! But as their parents begin to teach them sign language, they babbble with their hands.
Bilingual • Do you think bilingual students should be placed in English only classrooms? • How would you justify your answer? • What were some of the connections, comments, and questions you had about the article?
Linguistic Relativity • How cultures value the same word with different meanings. • What does the word snow mean to you?
bill of goods, con, conning, flattery, flimflam, hosing, ripoff, scam, smoke and mirrors, soft sell, soft soap, song and dance, the businessbetray, bluff, burn*, cheat, chisel, con, deceive, delude, diddle, double-cross, dupe, entice, exploit, finesse, flimflam*, gyp*, have, hoodwink*, impose on, jockey, juggle, lure, manipulate, mislead, play, rook*, rope in*, scam, screw, seduce, shave*, snow*, stick*, string along, suck in*, take, take in, trick
