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Rather than offering variations in "world view" as evidence for
linguistic relativity, this book views language related differences
in terms of the facility with which information is processed.
Distinctive perceptual, memory, and neurolinguistic aspects of the
Chinese language are discussed, as is the cognitive style of the
Chinese people. Chinese orthography and other features of
morphology and syntax are examined in relation to both bottom-up
and top-down cognitive processes. While providing an extensive
review of the experimental literature published in English on the
Chinese language, this volume also offers a significant sample of
the literature originally published in Chinese.
Rather than offering variations in "world view" as evidence for
linguistic relativity, this book views language related differences
in terms of the facility with which information is processed.
Distinctive perceptual, memory, and neurolinguistic aspects of the
Chinese language are discussed, as is the cognitive style of the
Chinese people. Chinese orthography and other features of
morphology and syntax are examined in relation to both bottom-up
and top-down cognitive processes. While providing an extensive
review of the experimental literature published in English on the
Chinese language, this volume also offers a significant sample of
the literature originally published in Chinese.
This monograph reviews cognitive and neuroscience studies of the
relations between timing of both neural and behavioral events and
human experience. The historical roots of these discussions are
traced to the beginning of modern psychology. In the beginning of
experimental psychology in Leibzig, Wundt worked on how elements of
sensation relate to consciousness. In later development of
psychology, the timing of conscious and unconscious processing of
information, the timing of events in learning including language
learning, mental speed and intelligence, and the speed of cognition
vis-a-vis emotion are all crucial questions. Systematic
consideration of neural times is complementary to conventional
neuroscience research, such as the Blue Brain Project focusing on
neural structure. The discussion of neural times in the literature
tends to be fragmented, incidental to whatever is the subject
matter. This book attempts to treat neural times in the whole range
of basic psychological processes more systematically, and shows how
they are germane to the understanding of many cognitive and
behavioral phenomena. Neural times are related to the evolutionary
development of the brain and the human experience. A crucial
dynamic in the interaction of evolutionarily older and newer
regions of the brain depends on timing. The interaction of the
generally faster unconscious processes, including emotions, and
more deliberate processes results in greater variation of
experiences and behaviors which is central to free will and
adaptive for humankind as a whole. This monograph is intended for
senior undergraduates, graduate students, and professionals
interested in an in-depth look at the role of timing of neural and
behavioral processes in affecting human experience. It is not a
textbook as such. It is a complementary resource for students of
cognitive psychology, learning, and evolutionary psychology.
This monograph reviews cognitive and neuroscience studies of the
relations between timing of both neural and behavioral events and
human experience. The historical roots of these discussions are
traced to the beginning of modern psychology. In the beginning of
experimental psychology in Leibzig, Wundt worked on how elements of
sensation relate to consciousness. In later development of
psychology, the timing of conscious and unconscious processing of
information, the timing of events in learning including language
learning, mental speed and intelligence, and the speed of cognition
vis-a-vis emotion are all crucial questions. Systematic
consideration of neural times is complementary to conventional
neuroscience research, such as the Blue Brain Project focusing on
neural structure. The discussion of neural times in the literature
tends to be fragmented, incidental to whatever is the subject
matter. This book attempts to treat neural times in the whole range
of basic psychological processes more systematically, and shows how
they are germane to the understanding of many cognitive and
behavioral phenomena. Neural times are related to the evolutionary
development of the brain and the human experience. A crucial
dynamic in the interaction of evolutionarily older and newer
regions of the brain depends on timing. The interaction of the
generally faster unconscious processes, including emotions, and
more deliberate processes results in greater variation of
experiences and behaviors which is central to free will and
adaptive for humankind as a whole. This monograph is intended for
senior undergraduates, graduate students, and professionals
interested in an in-depth look at the role of timing of neural and
behavioral processes in affecting human experience. It is not a
textbook as such. It is a complementary resource for students of
cognitive psychology, learning, and evolutionary psychology.
This volume deals with social, emotional and educational issues of
Muslim children growing up in a Western country. It aims at
shedding light on factors that contribute to the successful
adjustment of these immigrant children and ways of helping them to
adjust to the new life in their new country. CONTENTS Preface. PART
I: INTRODUCTION. Growing up Between Two Cultures: Issues and
Problems of Muslim Children, Farideh Salili and Rumjahn Hoosain.
PART II: DEMOGRAPHIC CHARACTERISTICS AND ACCULTURATION ISSUES.
Raising Children and Teens of Middle Eastern Born Parents in United
States: Transformative Perspective of Intercultural Competency,
Kathleen P. King, Heba Abuzayyad-Huseibeh, and Hasan Nuseibeh.
Extent of Acculturation Experiences Among High School Muslim
Students in the United States, Shifa Podikunju-Hussain.
Understanding the Cultural Capital of Learners of Muslim Descent,
Myra Daniel. PART III: ISSUES RELATED TO THE IDENTITY FORMATION OF
THE MUSLIM CHILDREN. American Muslim Identity: Negotiating the
Ummah and the American Public School System, Lesliee Antonette and
Lara Taboun. The Personal Aspirations and Cherished Ideals of
Muslim Adolescents Living in Norway and Singapore, Deborah A.
Stiles and Osman Ozturgut. Trying to Fit In: Ismaili Youth Identity
in Post-9/11 Canada, Hafiz Printer. PART IV: THE ROLE OF GENDER IN
ACCULTURATION AND IDENTITY FORMATION. Discourse on Equity and
Social Justice in a Muslim High School in Israel: A Case Study,
Khalid Arar. Gender, Islam, and Refugee Status: Possibilities for
Negotiating Hybrid Identities and Contesting Boundaries in Digital
Spaces, Delila Omerbasic. Stepping in and out of Worlds: Bosnian
Muslim Girls' Narratives About Cultural, and Religious Identity
Construction, Lisa Hoffman. PART V: EXPERIENCES OF MUSLIM YOUTHS
GROWING UP IN A NON-MUSLIM COUNTRY. The Strengths and Skills of
Children: Self-Discriptions of Somali and Local Australian
Children, Agnes E. Dodds, Nadia Albert, and Jeanette A. Lawrence.
Religiosity and Happiness of American-Muslim Youths: An Empirical
Study of Faith Maturity and Subjective Well-Being, Chang-Ho Ji.
"That's Not What I Want for My Children": Islamic Schools as a
Parental Response to Childhood Experiences of Mainstream British
Schooling, Farah Ahmed. Author Index. Subject Index. About the
Authors.
This volume deals with social, emotional and educational issues of
Muslim children growing up in a Western country. It aims at
shedding light on factors that contribute to the successful
adjustment of these immigrant children and ways of helping them to
adjust to the new life in their new country. CONTENTS Preface. PART
I: INTRODUCTION. Growing up Between Two Cultures: Issues and
Problems of Muslim Children, Farideh Salili and Rumjahn Hoosain.
PART II: DEMOGRAPHIC CHARACTERISTICS AND ACCULTURATION ISSUES.
Raising Children and Teens of Middle Eastern Born Parents in United
States: Transformative Perspective of Intercultural Competency,
Kathleen P. King, Heba Abuzayyad-Huseibeh, and Hasan Nuseibeh.
Extent of Acculturation Experiences Among High School Muslim
Students in the United States, Shifa Podikunju-Hussain.
Understanding the Cultural Capital of Learners of Muslim Descent,
Myra Daniel. PART III: ISSUES RELATED TO THE IDENTITY FORMATION OF
THE MUSLIM CHILDREN. American Muslim Identity: Negotiating the
Ummah and the American Public School System, Lesliee Antonette and
Lara Taboun. The Personal Aspirations and Cherished Ideals of
Muslim Adolescents Living in Norway and Singapore, Deborah A.
Stiles and Osman Ozturgut. Trying to Fit In: Ismaili Youth Identity
in Post-9/11 Canada, Hafiz Printer. PART IV: THE ROLE OF GENDER IN
ACCULTURATION AND IDENTITY FORMATION. Discourse on Equity and
Social Justice in a Muslim High School in Israel: A Case Study,
Khalid Arar. Gender, Islam, and Refugee Status: Possibilities for
Negotiating Hybrid Identities and Contesting Boundaries in Digital
Spaces, Delila Omerbasic. Stepping in and out of Worlds: Bosnian
Muslim Girls' Narratives About Cultural, and Religious Identity
Construction, Lisa Hoffman. PART V: EXPERIENCES OF MUSLIM YOUTHS
GROWING UP IN A NON-MUSLIM COUNTRY. The Strengths and Skills of
Children: Self-Discriptions of Somali and Local Australian
Children, Agnes E. Dodds, Nadia Albert, and Jeanette A. Lawrence.
Religiosity and Happiness of American-Muslim Youths: An Empirical
Study of Faith Maturity and Subjective Well-Being, Chang-Ho Ji.
"That's Not What I Want for My Children": Islamic Schools as a
Parental Response to Childhood Experiences of Mainstream British
Schooling, Farah Ahmed. Author Index. Subject Index. About the
Authors.
A volume in Research in Multicultural Education and International
Perspectives Series Editors Farideh Salili and Rumjahn Hoosain, The
University of Hong Kong Education, East and West, is today mostly
Western in orientation. Asian perspectives remain relatively
unrepresented in curricula, pedagogy and administrative structures.
This volume has brought together authors researching in Asia who
redress this imbalance and describe what the West can learn from
the East. Topics covered include conceptions of and approaches to
effective learning and teaching, self-regulated learning, perceived
causes of success and failure, valuing of education, peer
influences and classroom behavior, creativity, teacher commitment,
class size, motivation, future goals, and other influences on
effective learning. Shared insights from the research and
theorizing presented should provide a fascinating perspectives for
educators and administrators charged with providing cutting-edge,
research-based educational best practices in diverse cultural and
social environments internationally.
A volume in Research in Multicultural Education and International
Perspectives Series Editors Farideh Salili and Rumjahn Hoosain, The
University of Hong Kong Education, East and West, is today mostly
Western in orientation. Asian perspectives remain relatively
unrepresented in curricula, pedagogy and administrative structures.
This volume has brought together authors researching in Asia who
redress this imbalance and describe what the West can learn from
the East. Topics covered include conceptions of and approaches to
effective learning and teaching, self-regulated learning, perceived
causes of success and failure, valuing of education, peer
influences and classroom behavior, creativity, teacher commitment,
class size, motivation, future goals, and other influences on
effective learning. Shared insights from the research and
theorizing presented should provide a fascinating perspectives for
educators and administrators charged with providing cutting-edge,
research-based educational best practices in diverse cultural and
social environments internationally.
The influence of culture on learning and motivation has been the
topic of much research in recent years. Educational and
psychological researchers are now aware that the findings of their
studies may not apply to other cultures, and that in this age of
globalization and multiculturalism it is very important to examine
the applicability of psychoeducational constructs to other
cultures. Understanding learning and motivational characteristics
of students of diverse backgrounds will enable educators to develop
appropriate curriculum and teaching strategies to motivate these
students. The aim of this book is to present research findings and
views of scholars and researchers in the field of motivation and
learning, from a multicultural and international perspective.
Educators and scholars from different parts of the world have
examined recent learning and motivation theories in different
cultural contexts in order to explore the dynamics of sociocultural
processes affecting student motivation. Others have focused on
teaching and learning strategies that are known to be effective
with culturally diverse students.
The influence of culture on learning and motivation has been the
topic of much research in recent years. Educational and
psychological researchers are now aware that the findings of their
studies may not apply to other cultures, and that in this age of
globalization and multiculturalism it is very important to examine
the applicability of psychoeducational constructs to other
cultures. Understanding learning and motivational characteristics
of students of diverse backgrounds will enable educators to develop
appropriate curriculum and teaching strategies to motivate these
students. The aim of this book is to present research findings and
views of scholars and researchers in the field of motivation and
learning, from a multicultural and international perspective.
Educators and scholars from different parts of the world have
examined recent learning and motivation theories in different
cultural contexts in order to explore the dynamics of sociocultural
processes affecting student motivation. Others have focused on
teaching and learning strategies that are known to be effective
with culturally diverse students.
The National Association for Multicultural Education in Washington,
D.C., listed a number of issues that the school curriculum should
address with reference to multicultural education, including
racism, sexism, classism, linguicism, ablism, ageism, heterosexism,
and religious intolerance. It is noteworthy that of all these
issues, religion is about the only one that throughout history
people are willing to die for, although whether what is at issue is
really religion or other things such as territory is another
matter. It is also interesting that all the others have isms in
their names but religious issues are characterized by intolerance.
Perhaps we should try to understand this intolerance and look at
what steps might help to alleviate it. However, while intolerance
might seem a simple thing, understanding what is behind it and how
it plays such a crucial role in religion requires what we refer to
in the Introduction chapter as a multifaceted approach at multiple
levels. It is not enough just to try to dispel stereotypes of
followers of other religions, or to point out commonalities in
world religions. We should, for example, try to understand and
appreciate how adherents of other religions try to answer questions
regarding their adaptation to the contemporary environment. It is
through understanding how different religions coexist side by side
at various levels that we truly come to learn about religion in
multicultural education.
The National Association for Multicultural Education in Washington,
D.C., listed a number of issues that the school curriculum should
address with reference to multicultural education, including
racism, sexism, classism, linguicism, ablism, ageism, heterosexism,
and religious intolerance. It is noteworthy that of all these
issues, religion is about the only one that throughout history
people are willing to die for, although whether what is at issue is
really religion or other things such as territory is another
matter. It is also interesting that all the others have isms in
their names but religious issues are characterized by intolerance.
Perhaps we should try to understand this intolerance and look at
what steps might help to alleviate it. However, while intolerance
might seem a simple thing, understanding what is behind it and how
it plays such a crucial role in religion requires what we refer to
in the Introduction chapter as a multifaceted approach at multiple
levels. It is not enough just to try to dispel stereotypes of
followers of other religions, or to point out commonalities in
world religions. We should, for example, try to understand and
appreciate how adherents of other religions try to answer questions
regarding their adaptation to the contemporary environment. It is
through understanding how different religions coexist side by side
at various levels that we truly come to learn about religion in
multicultural education.
Twenty-nine international academics contribute 19 chapters
examining the role that language plays in the development of
multicultural education in a number of countries, including the
U.S., Canada, Japan, South Africa, Hong Kong, Bulgaria, Belarus,
and Australia.
Twenty-nine international academics contribute 19 chapters
examining the role that language plays in the development of
multicultural education in a number of countries, including the
U.S., Canada, Japan, South Africa, Hong Kong, Bulgaria, Belarus,
and Australia.
A study of teaching, learning and motivation in a multicultural
context. It is divided into sections on: theoretical and
methodological perspectives - issues and applications;
multicultural perspectives on teaching and teacher education; and
success and failure in multicultural settings.
A study of teaching, learning and motivation in a multicultural
context. It is divided into sections on: theoretical and
methodological perspectives - issues and applications;
multicultural perspectives on teaching and teacher education; and
success and failure in multicultural settings.
These essays look at topics concerning multicultural education and
international perspectives, including the impact of disadvantage on
academic achievement, immigration policy and multicultural
education in Australia, and how motivation and learning affects
students of diverse backgrounds.
Examing multiple competencies and self-regulated learning in
multicultural education, this volume covers topics including
intelligence tests, knowledge assessment, mathematics in problem
solving, and motivation and self-regulation.
Examing multiple competencies and self-regulated learning in
multicultural education, this volume covers topics including
intelligence tests, knowledge assessment, mathematics in problem
solving, and motivation and self-regulation.
These essays look at topics concerning multicultural education and
international perspectives, including the impact of disadvantage on
academic achievement, immigration policy and multicultural
education in Australia, and how motivation and learning affects
students of diverse backgrounds.
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