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Language has most consistently been chosen as the key to understanding the human mind and to providing the building blocks necessary for achieving other specificities in human cognition: abstract/propositional thought, recursivity, decoupling of current situation, creativity, and conscious control. It is not so clear how language influences human cognition. This book discusses research regarding verbal ability and cognition.
Ten years ago, the hegemonic idea was that language was a kind of independent module within the mind, a sort of "print-out" of whatever cognitive activity was taking place, but without any influence whatsoever in that activity. While this view is still held, evidence amassed in the last 10 years suggests another view of their inter-relationships, even though exactly which one is not clear yet, in part because of the lack of a unified view, and in part because of the inertia of the previous position, in part because all this evidence must be considered together. An increasing number of researchers are paying attention to the issues involved as the human language specificity may provide a clue to understand what makes humans "smart," to account for the singularities of human cognition. This book provides a comprehensive review of the multiple developments that have taken place in the last 10 years on the question of the relationships between language and thought and integrates them into a coherent framework. It will be relevant for anyone working in the sciences of languages. Synthesizes recent research Provides an integrated view of cognitive architecture Explains the relationships between language and thought
This book assesses current assumptions about how language is acquired, remembered and retained as impulses in the brain, from the perspective of neurolinguistics, which is based on neuroanatomy and neurophysiology. Fred C. C. Peng argues that language is behaviour, which has evolved in human genetics through time. Like all behaviours, language utilises many body parts which are controlled by the cortical and subcortical structures of the brain. Language in the brain is memory-governed, meaning-centred, and multifaceted. This view is a challenge to conventional neuroscience, which sees language and speech as separate entities; such a convention is not consistent with how the brain functions. Dr Peng's study of language in the brain has wide-reaching implications for the study of language disorders, neurolinguistics, and psycholinguistics in dealing with dementia, aphasia, and schizophrenia. This cutting-edge research monograph presents challenging new insights in the field of neuroscience to a linguistic audience and will also benefit neuroscientists. It will be essential reading for academics researching any aspect of language and the brain.
Brain research has provided a tremendous opportunity to develop instructional techniques that facilitate the brain's innate learning capacity. As educators, we can take this knowledge and apply it to the strategies we use in our classrooms. This essential resource, based on David A. Sousa's best-seller How the Brain Learns, Third Edition, provides ready-to-use, brain-compatible activities that feature some of the following strategies: • Graphic organizers • Mnemonic devices • Cooperative learning • Movement to enhance retention • Music to stimulate brain activity and creativity These activities, correlated with national standards, cover all the content areas in grades 6–8 and include topics such as vocabulary, characterization, percentages, word problems, family history, historical research, mitosis, chemical equations, and much more! The more we understand how the brain learns, the more instructional options we have. This unique resource helps you make the most of the brain's learning potential and transform your teaching practices to engage every student in your classroom.
From world-renowned autism spokesperson, scientist, and inventor Temple Grandin -- a book of personal stories, inventions, and facts that will blow young inventors' minds and make them soar. Have you ever wondered what makes a kite fly or a boat float? Have you ever thought about why snowflakes are symmetrical, or why golf balls have dimples? Have you ever tried to make a kaleidoscope or build a pair of stilts? In Calling All Minds, Temple Grandin explores the ideas behind all of those questions and more. She delves into the science behind inventions, the steps various people took to create and improve upon ideas as they evolved, and the ways in which young inventors can continue to think about and understand what it means to tinker, to fiddle, and to innovate. And laced throughout it all, Temple gives us glimpses into her own childhood tinkering, building, and inventing. More than a blueprint for how to build things, in Calling All Minds Temple Grandin creates a blueprint for different ways to look at the world. And more than a call to action, she gives a call to imagination, and shows readers that there is truly no single way to approach any given problem--but that an open and inquisitive mind is always key. Praise for Calling All Minds: "An impassioned call to look at the world in unique ways with plenty of practical advice on how to cultivate a curious, inquiring, imaginative mind." —Kirkus Reviews "Both practical and inspirational, this useful book describes an overall approach to viewing the world creatively, as exemplified by the numerous projects and supporting material provided here." —VOYA "Grandin offers a nuanced perspective on the qualities of a successful inventor—notably, a sense of wonder and curiosity, careful observation, and the willingness to learn from mistakes." —Publishers Weekly
In this unprecedented book, a gifted animal scientist who is also autistic, delivers a report on autism, written from her unique perspective. What emerges is the document of an extraordinary human being, one who bridges the gulf between her condition and our own, shedding light on the riddle of our common identity.