Various theories of learning for the categories "count noun" and "mass noun" are compared. It is argued that children assign words to these categories on the basis of intuitions arising from perception that are relevant to Macnamara's (1986) definitions of the categories. (39 references) (GLR)

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)

Forty postsecondary students who were deaf were required to recall lists of eight words. Students with higher levels of English language proficiency recalled significantly more than those with lower levels. Semantic pairing aided the low-level group more than the high-level group, whereas syntactic organization aided the high-level group more.…

This response to EC 604 058 argues that Marc Fey's emphasis on language organization at the morpheme and word level is not efficacious with preschool children who show phonological delay and delayed semantic-syntactic development. A model of verbal communication which unites phonetic, phonological, and higher organizational levels and related…

Quantitative and qualitative analysis of lexical choice errors made by native Arabic-speaking learners of English in written compositions indicated that first-language interference is a major variable in lexical choice. Results lend support to the development of problematic word lists to help learners adopt practical strategies for improving…

Notes that in linguistic theory, phenomena previously handled by a separate grammatical component have been moved into the lexicon and that in some theories, the contrast between grammar and the lexicon has vanished. Concludes that the case for a modular distinction between grammar and the lexicon has been overstated and that the evidence to date…

Introduces a model of cognitive speed and considers its relevance to research and practice. Topics include information processing; semantic cognitive flow; compressed speech; speed-reading; cognitive speed and interaction; and implications for distance education, video multimedia, computer-assisted instruction, hypermedia, interactive multimedia,…

Prepositions have different but related senses. In cognitive semantics, figurative senses are extended from spatial senses through conceptual metaphors. Pedagogically, it is useful to draw learners' attention to those aspects of a preposition's spatial sense that are especially relevant for its metaphorization. Ways in which cognitive semantic…

Explores the relationship between the strategies second language learners use to interpret unfamiliar words in a target language. English-speaking learners of Japanese completed a beliefs questionnaire and multiple choice Kanji compounds test. Examined how learner beliefs are related to the ability to combine information from word parts and…

The Resource Description Framework (RDF) is an infrastructure that enables the encoding, exchange and reuse of structured metadata. RDF additionally provides a means for publishing both human-readable and machine-readable vocabularies designed to encourage the reuse and extension of metadata semantics among disparate information communities.…

The syntagmatic paradigmatic model is a distributed, memory-based account of verbal processing. Built on a Bayesian interpretation of string edit theory, it characterizes the control of verbal cognition as the retrieval of sets of syntagmatic and paradigmatic constraints from sequential and relational long-term memory and the resolution of these…

Statism is a political economy that prevails in many East Asian countries. This paper explores its negative role in South Korea's education reform since the restoration of civilian democracy in 1993. It takes note of South Koreans' aberrant use of the terms "public education" and "private education" and the frame of reference…

According to "noun-cue" models, arbitrary linguistic categories, like those associated with case and gender systems, are difficult to learn unless members of the target category (i.e., nouns) are marked with phonological or semantic cues that reliably co-occur with grammatical morphemes (e.g., determiners) that exemplify the categories. "Syntactic…

Native language affects the perception of segmental phonetic structure, of stress, and of semantic and pragmatic effects of intonation. Similarly, native language might influence the perception of similarities and differences among intonation contours. To test this hypothesis, a cross-language experiment was conducted. An English utterance was…

Grammatical priming of picture naming was investigated in Kiswahili, which has a complex grammatical noun class system (a system like grammatical gender), with up to 15 noun classes that have obligatory agreements on adjectives, verbs, pronouns and other parts of speech. Participants heard a grammatically agreeing (concordant), nonagreeing…