|
Showing 1 - 6 of
6 matches in All Departments
This distinctive cross-linguistic examination of spelling examines
the cognitive processes that underlie spelling and the process of
learning how to spell. The chapters report and summarize recent
research in English, German, Hebrew, and French. Framing the
specific research on spelling are chapters that place spelling in
braod theoretical perspectives provided by cognitive neuroscience,
psycholinguistic, and writing system-linguistic frameworks. Of
special interest is the focus on two major interrelated issues: how
spelling is acquired and the relationship between reading and
spelling. An important dimension of the book is the interweaving of
these basic questions about the nature of spelling with practical
questions about how children learn to spell in classrooms. A
motivating factor in this work was to demonstrate that spelling
research has become a central challenging topic in the study of
cognitive processes, rather than an isolated skill learned in
school. It thus brings together schooling and learning issues with
modern cognitive research in a unique way. testing, children
writing strings of letters as a teacher pronounces words ever so
clearly. In parts of the United States it can also bring an image
of specialized wizardry and school room competition, the "spelling
bee." And for countless adults who confess with self-deprecation to
being "terrible spellers," it is a reminder of a mysterious but
minor affliction that the fates have visited on them. Beneath these
popular images, spelling is a human literacy ability that reflects
language and nonlanguage cognitive processes. This collection of
papers presents a sample of contemporary research across different
languages that addresses this ability. To understand spelling as an
interesting scientific problem, there are several important
perspectives. First, spelling is the use of conventionalized
writing systems that encode languages. A second asks how children
learn to spell. Finally, from a literacy point of view, another
asks the extent to which spelling and reading are related. In
collecting some of the interesting research on spelling, the
editors have adopted each of these perspectives. Many of the papers
themselves reflect more than one perspective, and the reader will
find important observations about orthographies, the relationship
between spelling and reading, and issues of learning and teaching
throughout the collection.
Translation of cognitive representations into written language is
one of the most important processes in writing. This volume
provides a long-awaited updated overview of the field. The
contributors discuss each of the commonly used research methods for
studying translation; theorize about the nature of the cognitive
and language representations and cognitive/linguistic
transformation mechanisms involved in translation during writing;
and make the case that translation is a higher-order executive
function that is fundamental to the writing process. The book also
reviews the application of research to practice -- that is, the
translation of the research findings in education and the
work-world for individuals who interact with others using written
language to communicate ideas. This volume provides a rich resource
for student, theorists, and empirical researchers in cognitive
psychology, linguistics, and education; and teachers and clinicians
who can use the research in their work.
This distinctive cross-linguistic examination of spelling examines
the cognitive processes that underlie spelling and the process of
learning how to spell. The chapters report and summarize recent
research in English, German, Hebrew, and French. Framing the
specific research on spelling are chapters that place spelling in
braod theoretical perspectives provided by cognitive neuroscience,
psycholinguistic, and writing system-linguistic frameworks. Of
special interest is the focus on two major interrelated issues: how
spelling is acquired and the relationship between reading and
spelling. An important dimension of the book is the interweaving of
these basic questions about the nature of spelling with practical
questions about how children learn to spell in classrooms. A
motivating factor in this work was to demonstrate that spelling
research has become a central challenging topic in the study of
cognitive processes, rather than an isolated skill learned in
school. It thus brings together schooling and learning issues with
modern cognitive research in a unique way. testing, children
writing strings of letters as a teacher pronounces words ever so
clearly. In parts of the United States it can also bring an image
of specialized wizardry and school room competition, the "spelling
bee." And for countless adults who confess with self-deprecation to
being "terrible spellers," it is a reminder of a mysterious but
minor affliction that the fates have visited on them. Beneath these
popular images, spelling is a human literacy ability that reflects
language and nonlanguage cognitive processes. This collection of
papers presents a sample of contemporary research across different
languages that addresses this ability. To understand spelling as an
interesting scientific problem, there are several important
perspectives. First, spelling is the use of conventionalized
writing systems that encode languages. A second asks how children
learn to spell. Finally, from a literacy point of view, another
asks the extent to which spelling and reading are related. In
collecting some of the interesting research on spelling, the
editors have adopted each of these perspectives. Many of the papers
themselves reflect more than one perspective, and the reader will
find important observations about orthographies, the relationship
between spelling and reading, and issues of learning and teaching
throughout the collection.
During the last 10 years, more and more linguistic and
psycholinguistic research has been devoted to the study of
discourse and written texts. Much of this research deals with the
markers that underline the connections and the breaks between
clauses and sentences plus the use of these markers -- by adults
and children -- in the production and comprehension of oral and
written material. In this volume, major observations and
theoretical views from both sides of the Atlantic are brought
together to appeal to a wide range of linguists, psychologists, and
speech therapists.
The volume presents contributions from researchers interested
specifically in adult language and from others concerned with
developmental aspects of language. Some contributors deal primarily
with production, whereas others concentrate on comprehension. Some
direct their attention to oral discourse while others focus on
written texts. To preserve overall coherence, however, the
contributors were given the following recommendations:
* With regard to the level of linguistic analysis, the emphasis
should be on the clause level -- more particularly, on the
relationships between clauses.
* Special emphasis should also be placed on linguistic markers
(e.g., connectives, markers of segmentation, punctuation).
* An overview of a given field of research should be offered, and
current research should be put into perspective.
* For contributors in the developmental field, attention should be
paid to the fact that an account of the acquisition of some
language functions throughout childhood should be included only if
general principles of interclause relations that might be masked by
the exclusive examination of adult evidence could be derived from
it.
Translation of cognitive representations into written language is
one of the most important processes in writing. This volume
provides a long-awaited updated overview of the field. The
contributors discuss each of the commonly used research methods for
studying translation; theorize about the nature of the cognitive
and language representations and cognitive/linguistic
transformation mechanisms involved in translation during writing;
and make the case that translation is a higher-order executive
function that is fundamental to the writing process. The book also
reviews the application of research to practice -- that is, the
translation of the research findings in education and the
work-world for individuals who interact with others using written
language to communicate ideas. This volume provides a rich resource
for student, theorists, and empirical researchers in cognitive
psychology, linguistics, and education; and teachers and clinicians
who can use the research in their work.
During the last 10 years, more and more linguistic and
psycholinguistic research has been devoted to the study of
discourse and written texts. Much of this research deals with the
markers that underline the connections and the breaks between
clauses and sentences plus the use of these markers -- by adults
and children -- in the production and comprehension of oral and
written material. In this volume, major observations and
theoretical views from both sides of the Atlantic are brought
together to appeal to a wide range of linguists, psychologists, and
speech therapists.
The volume presents contributions from researchers interested
specifically in adult language and from others concerned with
developmental aspects of language. Some contributors deal primarily
with production, whereas others concentrate on comprehension. Some
direct their attention to oral discourse while others focus on
written texts. To preserve overall coherence, however, the
contributors were given the following recommendations:
* With regard to the level of linguistic analysis, the emphasis
should be on the clause level -- more particularly, on the
relationships between clauses.
* Special emphasis should also be placed on linguistic markers
(e.g., connectives, markers of segmentation, punctuation).
* An overview of a given field of research should be offered, and
current research should be put into perspective.
* For contributors in the developmental field, attention should be
paid to the fact that an account of the acquisition of some
language functions throughout childhood should be included only if
general principles of interclause relations that might be masked by
the exclusive examination of adult evidence could be derived from
it.
|
|