This mixed methods study explored the pre and post use of metacognitive problem solving skills of 15 undergraduate students enrolled in a mathematics class in a Midwestern university. Participants' progress in their metacognitive self-talk and group-talk was monitored as they used Pulse® Smartpens to simultaneously capture their writing and spoken…

Cumulating evidence suggests that the establishment of high-quality phonological representations is the "cognitive precursor" that facilitates the acquisition of language (spoken, signed, and written). The authors present two studies that contrast the nature of bilingual profoundly deaf children's phonological representations derived…

The emergence of shared symbol systems is considered to be a pivotal moment in human evolution and human development. These changes are normally explained by reference to changes in people's internal cognitive processes. We present 2 experiments which provide evidence that changes in the external, collaborative processes that people use to…

Looks at the structures of childrens' oral language or "mother tongue" and the structures of adult literate prose and emphasizes the alternate conceptions of reality that those languages sustain. (MH)

Through an examination of the discourse markers "ano" and "sono" in Japanese (commonly characterized as demonstrative adjectives but which cannot be used interchangeably in a context), this paper explores how these linguistic devices function in conversation found in Japanese writings. The focus of this analysis is the mental…

To determine student readiness in any academic subject, teachers must determine individual levels of cognitive competencies children possess.

This document, one of a series on questions regarding humanistic education, contains a transcribed conversation about language between Walter J. Ong, Professor of English and Professor of Humanities in Psychiatry at Saint Louis University, and Wayne Altree of Newton South High School, Newton Center, Massachusetts. This conversation on language…

The properties of written, textual language with which children deal in school can be distinguished from those of oral language by examining the manner in which interpersonal and logical functions are stressed and by assessing the degree to which interpretation is confined by meaning explicitly stated in textual matter. The developmental process…

The oral and written language of 10 students expressing themselves on the same subject was observed to determine (1) whether an "oral style" could be identified and (2) what relationship existed between cognitive processes and methods of expression. Six girls and four boys were placed in two situations: an "oral" situation in…

THE EXTENT TO WHICH REDUNDANCY OF LANGUAGE AFFECTS THE DIFFICULTY OF LEARNING VERBAL MATERIALS FOR CHILDREN OF SEVERAL AGES WAS STUDIED. SAMPLES OF SPOKEN LANGUAGE APPROPRIATE TO CHILDREN OF FIRST, THIRD, AND FIFTH GRADES AND ADULTS (AS REPRESENTED BY JUNIOR COLLEGE STUDENTS) FROM SIMILAR SOCIOECONOMIC BACKGROUNDS WERE COLLECTED BY MEANS OF A TAPE…

From the perspective of a reading consultant, the processes of thinking and reading apply to efficient learning. Language teachers should know: (1) the difference between surface structure and deep meaning of an utterance, (2) the importance of "affect" on learning: the reader's personal involvement with the material and with its presentation,…

This study focuses on a native speaker of Chinese, in her 40's, who began to learn English in her late 20's when she emigrated to the United States. It was discovered that the subject was able to self-correct nearly every error she made in casual speech when the errors were pointed out to her after their commission. Furthermore, in nearly every…