The purpose of this workbook is to provide students with practice in analyzing second language data. For the student of second language learning, "hands-on" experience with actual data is essential in understanding the processes involved in learning a second language. Working through exemplars of the kinds of interlanguages that learners do and do not create brings about a clearer understanding of the principles underlying these interlanguages, as well as the universal principles of language learning (those that are independent of particular languages and interlanguages).
The goal in this workbook is to present data organized in such a way that by working through pedagogically presented data-sets, students are led to a discovery and understanding of theoretical and/or methodological issues. In addition, they acquire the ability to interpret data and to begin to draw conclusions from them. The authors intend that students should go from the data to a conclusion that includes a 3-part statement:
*what else you should want to know about these data;
*why this, specifically, and not something else; and
*how one can empirically research what you want to find out.
This sequence of questions forces students to constantly keep in mind the important question of falsification: What kind of data would it take to falsify the particular conclusions the students come to?
As with the earlier edition of this workbook (Sorace, Gass, & Selinker), two audiocassettes provide language samples for use in the exercises. These cassettes and the teacher's manual are offered free of charge on adoption of the workbook for classroom use; a three-part set (workbook/manual/tapes) is also available.

This volume presents in-depth investigations of the processes of meaning-making during reading at both local (discourse) and global (general knowledge) levels. It considerably extends our knowledge of how mental representations are constructed and updated during reading. The book also provides insight into the process of representation construction by using online measures and relating this process with final memory representations; provides detailed models of these processes; pays attention to the coordination of multiple representations constructed; focuses on the monitoring and updating of mental representations; and applies all this knowledge to richer and more complicated texts than are often used in laboratories.

In this book the authors relate and discuss the idea that perceptual processes can be considered at many levels. A phenomenon that appears at one level may not be the same as a superficially similar phenomenon that appears at a different level. For example "induced motion" can be analyzed in terms of eye movements or at the retinal level or at a much higher cognitive level: how do these analyses fit together? The concept of levels also makes us think of the flow of information between levels, which leads to a consideration of the roles of top-down and bottom-up (or feed-forward, feed-back) flow. There are sections devoted to vestibular processing, eye movement processing and processing during brightness perception. The final section covers levels of processing in spatial vision. All scientists and graduate students working in vision will be interested in this book as well as people involved in using visual processes in computer animations, display design or the sensory systems of machines.

"Validation in Language Assessment" contributes to the variety of validation approaches and analytical and interpretive techniques only recently adopted by language assessment researchers. Featuring selected papers from the 17th Language Testing Research Colloquium, the volume presents diverse approaches with an international perspective on validation in language assessment.

Women in the Hebrew Bible presents the first broad overview covering the place of women in the writings in the Old Testament.

This collection of 33 papers represents the most current thinking and research on the study of cognitive processing in bilingual individuals. The contributors include well-known figures in the field and promising new scholars, representing four continents and work in dozens of languages. Instead of the social, political, or educational implications of bilingualism, the focus is on how bilingual people (mostly adults) think and process language.

In this volume, distinguished neurologist Jason W. Brown extends the microgenetic theory of the mind by offering a new approach to the problem of time and free will. Brown bases his work on a unitary process model of brain and behavior. He examines the problem of subjective time and free will, the experiential present, the nature of intentionality, and the creative properties of physical growth and mental process.

This 5th volume of the Appalachian Conference discusses how the brain processes information, the role of memory and value, and models of creativity. It pursues aspects of cognitive neuroscience and behavioral neurodynamics, such as the topic of values and quantum-distributed processing in the brain.

This special issue on the psychology of knowing about knowing bridges the parallels between social and cognitive psychology. It further illustrates the benefits of pursuing in depth these connections and the phenomena and implications associated with them.

Continuous generation and implementation of ideas is critical to creating an environment that helps foster the development of improvement techniques. The Basics of Idea Generation provides a cost-effective method that can help inspire employees to consistently identify and implement new ideas, using a proven five-step process. The process starts by creating an opportunity statement. From there the method then has one collect raw materials, before holding an idea workout, and then evaluating the idea. Implementation is the final step. The author also explains the 20 tools that help complete each step, along with solutions to overcoming the barriers to creativity.

This book achieves a goal that was set 25 years ago when the HAM theory of human memory was published. This theory reflected one of a number of then-current efforts to create a theory of human cognition that met the twin goals of precision and complexity. Up until then the standard for precision had been the mathematical theories of the 1950s and 1960s. These theories took the form of precise models of specific experiments along with some informal, verbally-stated understanding of how they could be extended to new experiments. They seemed to fall far short of capturing the breadth and power of human cognition that was being demonstrated by the new experimental work in human cognition. The next 10 years saw two major efforts to address the problems of scope. In 1976, the ACT theory was first described and included a production rule system of procedural memory to complement HAM's declarative memory. This provided a computationally adequate system which was indeed capable of accounting for all sorts of cognition. In 1993, a new version of ACT--ACT-R--was published. This was an effort to summarize the theoretical progress made on skill acquisition in the intervening 10 years and to tune the subsymbolic level of ACT-R with the insights of the rational analysis of cognition.
Although the appearance of generally-available, full-function code set off a series of events which was hardly planned, it resulted in this book. The catalyst for this was the emergence of a user community. Lebiere insisted that assembling a critical mass of users was essential to the ultimate success of the theory and that a physical gathering was the only way to achieve that goal. This resulted in the First Annual ACT-R Summer School and Workshop, held in 1994. In writing the book, the authors became seized by an aspiration that went beyond just describing the theory correctly. They decided to try to display what the theory could do by collecting together and describing some of its in-house applications. This book reflects decades of work in ACT-R accumulated by many researchers. The chapters are authored by the people that did that particular work. No doubt the reader will be impressed by the scope of the research and the quality of the individual work. Less apparent, but no less important, was the effort that everyone put into achieving the overall consistency and technical integrity of the book. This is the first work in cognitive science to precisely model such a wide range of phenomena with a single theory.

Containing contributions from well-respected international researchers into decision making, the book examines the nature of the psychological processes underlying decision making, and addresses a range of topics including the role of emotions, coping with uncertainty, time pressure, and confidence in decisions. "Decision Making" first places the process approach to decision research in a historical and theoretical context, providing a critical evaluation of its principal research methods. The contributors then consider various influences upon decision making, risk and uncertainty; a final section examines time pressure, the effects of past decisions, and post-decision processes. Decision making is regarded as an interaction between the decision maker, problem and context, and is thus placed in a social environment.

This book is about human abilities and the ways in which people acquire and extend them. It contains many useful facts about people's learning and the mental processes that make it possible. Chapter one looks at the kinds of events that create learning, and identifies some important general principles of human learning. Chapter two examines the capabilities that children gain in their early years. They acquire a number of basic capacities that they can draw upon throughout life. These include language, reading, and numerical abilities. The acceleration of early abilities is also considered. Chapter three raises a number of intriguing questions about abilities. What exactly are they? What are their most important charactersitics? How can different capabilities and items of knowledge become joined to one another? The answers are surprisingly different from what common sense predicts.; Chapter four Considers The Important Contributions Of Motivation. A Person Has To Have good reasons for engaging in learning activities. Motivation supplies incentives for doing whatever is necessary in order to make learning happen. Chapter five investigates more advanced attainments. It looks at the effects of practising and other ways in which individuals extend their expertise. The use of memory aids and learning techniques is examined. Other topics include the influence of intelligence, creativity, the possible roles of innate gifts and talents, and child prodigies and geniuses. The best way to apply discoveries concerning learning and the acquisition of abilities is to use them for our own daily activities. Chapter six addresses the question of how to learn and study more effectively. It introduces ways of reading more effectively, and gives advice on improving writing skills and studying for exams. The aim here is to help the reader to succeed better at gaining needed capabilities.

In this book a new theory on instruction is presented - a reflective theory of school didactics - uniquely incorporating continental German and Nordic research traditions in the theory of didactics (Didaktik), together with Anglo-American research on teaching (instructional research) and cognitivist theory. School didactics is defined as a field of research within general education. This field is limited to research and theory aiming at understanding the pedagogical practice which takes place in institutionalized educational settings guided by a curriculum collectively agreed upon. As the theory is designed to be valid for institutionalized education framed by a politically accepted curriculum, it is a culturally seen regional theory of education, not a universal one. According to this school theory the fundamental features of an institutionalized pedagogical process consist in the intentional, interactional, teaching-studying-learning process that is culturally and historically developed and situated. However, the present model does not explicitly formulate goals nor the means of educational practice. Rather, the model emphasizes the teacher and student as reflective and intentional subjects where the teacher is acting as the representative of the collective but also as the learners' advocate. Because of this the theory presented is not a normative or prescriptive theory, instead it is a reflective theory.

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Until recently, much research in language comprehension operated under the assumption that comprehenders initially identified the syntactic structure of sentences they were hearing or reading without regard to the meanings of the words in the sentences. A significant amount of recent work has challenged that position, however, and there is now abundant evidence that lexical information plays a central role in sentence processing. The papers in this special issue reflect the increased status on lexical representations in sentence processing research. The authors approach the question of the precise role of lexical information in sentence comprehension from a variety of theoretical perspectives. They supplement experimental psycholinguistic research with work in neighboring fields, including concepts and categorization, theoretical linguistics, and computational modeling. The volume should be of interest to psycholinguistics, cognitive scientists, linguistics and computer scientists.

Planning is defined as formulating an organized method for action in advance. Although people do not plan all the time and planning does not occur in every situation, planning skill is central to all human behavior. There are developmental differences in planning skill and in the motivation to plan. Even among adults, variations in the engagement in the planning process are affected by individual attitudes, beliefs, and goals. Planning also has a different meaning at various junctures in one's life. Yet despite the amount of research on planning, many of the studies have focused only on the cognitive processes that enable mature individuals to plan.
A continued exploration of the developmental course of planning, this text attempts to situate cognitive aspects of planning in the context of the social and cultural environment and other psychological processes. Bringing together the contributions of developmental, organizational, and social psychologists, it explains how, when, and why we plan. Finally, it addresses various issues that pertain to the different aspects of planning, from formal problem solving to handling the demands of everyday life.

This book is the first to summarize the voluminous literature on the development of cognitive, codification, language, and expressive/affective (CCCE) skills "from a clinical standpoint." Emphasizing the need to ground services in research and theory, the author constructs three basic clinical models--a conceptual model for understanding, a descriptive model for formal assessment, and a facilitative model for intervention. These models have major implications for the work of all those who deal with CCCE problems in a professional capacity.

This collection of essays, intended as a text for students, examines the different facets of research into attention. The book is divided into two sections: one deals with psychological research into such areas as visual search, dual-task interference and attentional bottleneck; the other deals with approaches to neural-network modelling and the effects of brain damage on attention.

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SEE SHORT BLURB FOR ALTERNATE COPY... A complex, intriguing, and important verbal entity, the proverb has been the subject of a vast number of opinions, studies, and analyses. To accommodate the assorted possible audiences, this volume outlines seven views of the proverb -- personal, formal, religious, literary, practical, cultural, and cognitive. Because the author's goal is to provide a scientific understanding of proverb comprehension and production, he draws largely on scholarship stemming from the formal, cultural, and cognitive views.
The only book about proverbs that is written from the standpoint of cognitive science, cognitive psychology, and experimentalism, this text provides a larger, more interdisciplinary perspective on the proverb. It also gives a theoretically more integrated approach to proverb cognition. The conceptual base theory of proverb comprehension is extended via the "cognitive ideals hypothesis" so that the theory now addresses issues regarding the creation, production, and pragmatics of proverbs. This hypothesis also has strong implications for a taxonomy of proverbs, proverb comprehension, universal vs. culture-specific aspects of proverbs, and some structural aspects of proverbs.
In general, the book extends the challenge of proverb cognition by using much of what cognitive science has to offer. In so doing, the proverb is compared to other forms of figurative language, which is then discussed within the larger rubric of intelligence and the inclination for using indirect modes of communication. Child developmental and brain substrates are also discussed.

Computing isn't only (or even mostly) about hardware and software; it's also about the ideas behind the technology. In Computing for Ordinary Mortals, computer scientist Robert St. Amant explains this "really interesting part" of computing, introducing basic computing concepts and strategies in a way that readers without a technical background can understand and appreciate. Each of the chapters illustrates ideas from a different area of computing, and together they provide important insights into what drives the field as a whole. St. Amant starts off with an overview of basic concepts as well as a brief history of the earliest computers, and then he traces two different threads through the fabric of computing. One thread is practical, illuminating the architecture of a computer and showing how this architecture makes computation efficient. St. Amant shows us how to write down instructions so that a computer can accomplish specific tasks (programming), how the computer manages those tasks as it runs (in its operating system), and how computers can communicate with each other (over a network). The other thread is theoretical, describing how computers are, in the abstract, machines for solving problems. Some of these ideas are embedded in much of what we do as humans, and thus this discussion can also give us insight into our own daily activities, how we interact with other people, and in some cases even what's going on in our heads. St. Amant concludes with artificial intelligence, exploring the possibility that computers might eventually be capable of human-level intelligence, and human-computer interaction, showing how computers can enrich our lives-and how they fall short.

Motivation and Culture brings together an international list of writers with a variety of academic backgrounds and cultural experiences to explore the ways culture influences motivation. Traditionally, culture has long been neglected by those interested in motivation theories; instead, the focus has been on the individual in relation to biological and cognitive models. While the biological component of motivation is not neglected in this volume, most of the essays emphasize the ways culture needs to be taken into consideration both in formulating theories of motivation and applying them to the modern multicultural world.

This is the second of two edited volumes from an international group of researchers and specialists, which together comprise the edited proceedings of the First International Conference on Engineering Psychology and Cognitive Ergonomics, organized by Cranfield College of Aeronautics at Stratford-upon-Avon, England in October 1996. The applications areas include aerospace and other transportation, human-computer interaction, process control and training technology. Topics addressed include: the design of control and display systems; human perception, error, reliability, information processing, and human perception, error, reliability, information processing, and awareness, skill acquisition and retention; techniques for evaluating human-machine systems and the physiological correlates of performance. While Volume one is more clearly focused on the domain of aviation and ground transportation, Volume two is concerned with human factors in job and product design, the basics of decision making and training, with relevance to all industrial domains. Part one opens with a keynote chapter by Ken Eason. It is followed by Part two dealing with learning and training, while Part three reflects the rapidly growing area of medical ergonomics. Part four entitled 'Applied Cognitive Psychology' is biased towards human capabilities, an understanding of which is central to sound human engineering decisions. Part five firmly emphasizes equipment rather than its human operators.

This text brings together an overview of recent research on concepts and knowledge that abstracts across a variety of specific fields of cognitive psychology.

This book explores the work of Cervantes in relation to the ideas about the mind that circulated in early modern Europe and were propelled by thinkers such as Juan Luis Vives, Juan Huarte de San Juan, Oliva Sabuco, Andres Laguna, Andres Velasquez, Marsilio Ficino, and Gomez Pereira. The editors bring together humanists and scientists: literary scholars and doctors whose interdisciplinary research integrates diverse types of sources (philosophical and medical treatises, natural histories, rhetoric manuals, pharmacopoeias, etc.) alongside Cervantes's works to examine themes and areas including emotion, human development, animal vs. human consciousness, pathologies of the mind, and mind-altering substances. Their chapters trace the cognitive themes and points of inquiry that Cervantes shares with other early modern thinkers, showing how he both echoes and contributes to early modern views of the mind.