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There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Addressing a wide range of issues in applied linguistics, sociolinguistics, and multilingualism, this volume focuses on language users, the ‘people.’ Making creative connections between existing scholarship in language policy and contemporary theory and research in other social sciences, authors from around the world offer new critical perspectives for analyzing language phenomena and language theories, suggesting new meeting points among language users and language policy makers, norms, and traditions in diverse cultural, geographical, and historical contexts. Identifying and expanding on previously neglected aspects of language studies, the book is inspired by the work of Elana Shohamy, whose critical view and innovative work on a broad spectrum of key topics in applied linguistics has influenced many scholars in the field to think “out of the box” and to reconsider some basic commonly held understandings, specifically with regard to the impact of language and languaging on individual language users rather than on the masses.
The book presents an interdisciplinary analysis of social, cognitive, situational and contextual aspects of language and language processing by first and second language speakers. Linguists and psychologists formulate theoretical models and empirical analyses of the influence of such factors on various levels of language processing. These relate specifically to syntactic and semantic parsing, lexical selection, and text production. The issue of ``hearer orientation'' in language use lies at the forefront of interest in this anthology and is tackled from such different fields as linguistics, text linguistics, formal semantics, social psychology, psychology of language, artificial intelligence, and second language acquisition.
The first steps toward merging the cognitive and social approaches to language processing.
Visually Situated Language Comprehension has been compiled as a state-of the-art introduction to real-time language processing in visually-situated contexts. It covers the history of this emergent field, explains key methodological developments and discusses the insights these methods have enabled into how language processing interacts with our knowledge and perception of the immediate environment. Scientists interested in how language users integrate what they know with their perception of objects and events will find the book a rewarding read. The book further covers lexical, sentence, and discourse level processes, as well as active visual context effects in both non-interactive and interactive tasks and thus present a well-balanced view of the field. It is aimed at experienced researchers and students alike in the hopes of attracting new talent to the field. Thanks to its in-depth methodological introduction and broad coverage it constitutes an excellent course book.
This collection of research in on-line communication for second language learning inlcudes use of electronic mail, real-time writing and the World Wide Web. It analyses the theories underlying computer-assisted learning.
Stepping beyond cognitive science's new theory of connectionism, Gee formulates a dynamic social theory of mind and meaning. With penetrating analyses, he illustrates how such psychological entities as memories, beliefs, values, and meanings are not formed in isolation but in a social or cultural context that is inherently ideological or political. As he moves toward his conclusion showing what socio-culturally situated linguistics would look like and points to some of the implications for human development, education, and society inherent in this view of linguistics, Gee persuasively demonstrates how people often construct self-deceptive stories that advantage themselves or their group. In the first half of the book, Gee lays the groundwork for the overall theory of language, mind, and society that is developed in the two concluding chapters. He develops a concept of meaning as being rooted in cultural models, introduces a connectionist view of the mind/brain, and argues that memory is a social phenomenon. Then Gee sketches together a theory of mind and society and the nature of socio-cultural-based psychology. He explicitly displays how language fits within social practices and exemplifies claims about the political and ideological nature of social practices. This is a thought-provoking contribution for courses dealing with discourse, narrative, social linguistics, education, social theory, cognitive science, social cognition, and linguistics in anthropology.
Historically, the social aspects of language use have been considered the domain of social psychology, while the underlying psycholinguistic mechanisms have been the purview of cognitive psychology. Recently, it has become increasingly clear that these two dimensions are highly interrelated: cognitive mechanisms underlying speech production and comprehension interact with social psychological factors, such as beliefs about one's interlocutors and politeness norms, and with the dynamics of the conversation itself, to produce shared meaning. This realization has led to an exciting body of research integrating the social and cognitive dimensions which has greatly increased our understanding of human language use. Each chapter in this volume demonstrates how the theoretical approaches and research methods of social and cognitive psychology can be successfully interwoven to provide insight into one or more fundamental questions about the process of interpersonal communication. The topics under investigation include the nature and role of speaker intentions in the communicative process, the production and comprehension of indirect speech and figurative language, perspective-taking and conversational collaboration, and the relationships between language, cognition, culture, and social interaction. The book will be of interest to all those who study interpersonal language use: social and cognitive psychologists, theoretical and applied linguists, and communication researchers.
Embodied conversational agents (ECA) and speech-based human–machine interfaces can together represent more advanced and more natural human–machine interaction. Fusion of both topics is a challenging agenda in research and production spheres. The important goal of human–machine interfaces is to provide content or functionality in the form of a dialog resembling face-to-face conversations. All natural interfaces strive to exploit and use different communication strategies that provide additional meaning to the content, whether they are human–machine interfaces for controlling an application or different ECA-based human–machine interfaces directly simulating face-to-face conversation. Coverbal Synchrony in Human-Machine Interaction presents state-of-the-art concepts of advanced environment-independent multimodal human–machine interfaces that can be used in different contexts, ranging from simple multimodal web-browsers (for example, multimodal content reader) to more complex multimodal human–machine interfaces for ambient intelligent environments (such as supportive environments for elderly and agent-guided household environments). They can also be used in different computing environments—from pervasive computing to desktop environments. Within these concepts, the contributors discuss several communication strategies, used to provide different aspects of human–machine interaction.