Culturally specific compounds in Chinese could be more effectively studied from a cognitive approach, using the underlying idealized cognitive models defined by Lakoff. It is argued that the formation of Chinese compounds are systematically guided by idealized cognitive models and compounds are semantically compositional. (seven references) (LB)

A model for studying written language is described and illustrated in a written language sample of a 12-year-old with profound hearing impairment. Approaches are noted for analyzing semantic components, coherence, and causality. Implications for remediation are offered. (CL)

Explains how semantic webbing (a process for constructing visual displays of categories and their relationships) works with a basal reader story and presents some teaching strategies for effective semantic webbing. (HOD)

This book discusses the act of understanding in mathematics. The first chapter, "Understanding and Meaning," inquires into the various senses and uses of the word "understanding" in ordinary language and discusses the notion of meaning and relations between understanding and meaning. The second chapter, "Components and…

Surveys communications theory and discusses its application to educational organizations. Topics examined include definitions of communication, the evolution of communication models, concepts of language and semantics, interpersonal communication, and organizational communication. Finally, analytic techniques and conceptual frameworks are…

Reviews concepts proposed by researchers in linguistics, psychology, philosophy, and artificial intelligence, who have applied their knowledge and skills to the study of human information processing--i.e., memory content, storage, encoding, and retrieval. Guidelines derived from theory for use by instructional designers and subject specialists in…

This paper discusses how two contrasting models of language relate respectively to a structural and a functional view of language teaching. The implications for syllabus design are considered when the emphasis shifts from the formal aspects of language structure to a consideration of how language functions in the social context. (CFM)

Semantic categorization and concept formation models were used as the bases for intervention with adolescents with language-learning disabilities. The approach embraced such teaching procedures as collaboration, holism, student centeredness, guided questioning and scaffolding, and semantic word webbing. The use of cognitive-linguistic training…

A theoretical framework is presented for understanding difficulties in foreign language learning, based upon a linguistic coding model that hypothesizes deficits in phonological, syntactic, and semantic information processing. Incidence of linguistic coding problems in 22 college-enrolled or college-bound students who petitioned to have the…

The process of getting a thought out of the mind and onto paper can be divided into five major categories: (1) discovering the word, (2) excavating the mythic word from the subconscious, (3) perceiving the word in the conscious, (4) verbalizing the expressed word, and (5) comprehending the unsaid word. When humans experience anything, their minds…

The article presents a rationale for the application of a stage process model to provide speech clinicians with guidelines, based on complexity, for the content and sequencing of communicative behaviors to be used in planning remedial programs for children with language disorders. (Author/DLS)

Presents two cognitive models that illustrate the commonalities between reading for meaning and solving mathematical problems with meaning. Discusses the importance of number sense in the prior knowledge component of the solving with meaning model and the implications of the models in teaching mathematics. (MDH)

General semantics and science fiction are disciplines that can be incorporated in lectures for public speaking and other speech communication classes. Alfred Korzybski's theories of general semantics lend themselves to researching, preparing, delivering interpersonal communication messages, and establishing student interest in foreign languages,…

Presents a teacher-initiated model for reaching class consensus on the meaning of confusing or interchangeable concepts in social studies classrooms. Illustrates the model by delineating terrorism. Shows procedural steps that involve students in self and small group interviews where definitions are clarified until consensus is reached. Suggests…