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Related Concept Videos

Language and Cognition01:27

Language and Cognition

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Language01:16

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Language is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
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Higher Mental Functions of the Brain: Language01:10

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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
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For solutions containing mixtures of different cations, the identity of each cation can be determined by qualitative analysis. This technique involves a series of selective precipitations with different chemical reagents, each reaction producing a characteristic precipitate for a specific group of cations. Metal ions within a group are further separated by varying the pH, heating the mixture to redissolve a precipitate, or adding other reagents to form complex ions.
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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Information Processing Approach01:30

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Related Experiment Video

Updated: Jun 5, 2025

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks
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Compiling data for investigating language use in classroom discourse: A corpus-driven method.

Chung-Hong Danny Leung1, Mei-Yung Vanliza Chow1, Haoyan Ge1

  • 1Hong Kong Metropolitan University, School of Education and Languages, Homantin, Kowloon, Hong Kong.

Methodsx
|December 9, 2024
PubMed
Summary
This summary is machine-generated.

This study details creating a longitudinal bilingual corpus of primary school math lessons in Chinese and English. This resource will help analyze bilingual interactions to improve math teaching and learning outcomes.

Keywords:
Bilingual and multilingual classroom contextsCorpus linguisticsEnhancing teaching and instructional plans through corpus linguistics methods: The compilation of a longitudinal Chinese and English primary school mathematics classroom datasetLongitudinal dataMathematics classroom discourse

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Area of Science:

  • Educational Linguistics
  • Mathematics Education
  • Corpus Linguistics

Background:

  • Language is crucial in mathematics education, influencing knowledge acquisition.
  • Classroom discourse analysis is enhanced by technology, enabling detailed study of teacher-student interactions.
  • Bilingual and multilingual classrooms are prevalent, necessitating research into their unique linguistic dynamics.

Purpose of the Study:

  • To outline methods for compiling a longitudinal bilingual corpus of primary school mathematics classroom discourse.
  • To explore the potential of this corpus for investigating bilingual interactions in math education.
  • To provide insights for enhancing instructional plans and pedagogical approaches in diverse linguistic settings.

Main Methods:

  • Recording junior mathematics lessons from Primary One to Three.
  • Developing a methodological approach for creating a longitudinal bilingual corpus (Chinese and English).
  • Utilizing corpus linguistics techniques for discourse analysis.

Main Results:

  • Successfully compiled a longitudinal bilingual corpus of primary school mathematics classroom discourse.
  • Established procedures for data collection and corpus creation.
  • Identified potential applications for analyzing bilingual teacher-student interactions.

Conclusions:

  • Longitudinal bilingual corpora are valuable resources for understanding language use in mathematics education.
  • Analyzing bilingual interactions can inform pedagogical strategies and improve student learning.
  • This corpus provides a foundation for future research on multilingualism in math classrooms.