Vocabulary-7

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Vocabulary-7

• Convergent thinking
• Confirmation Bias
• Linguistic Relativity Hypothesis
• Figurative Language
• Image
• Symbol
• Metacognition
• Creativity
• Semantics
• Syntax
• Grammar

• Cognition
• Language
• Phonemes
• Morphemes
• Concept
• Prototype
• Set (or mental set)
• Functional Fixedness
• Divergent Thinking
• Sapir-Whorf Hypothesis

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• A girl who was just learning to drive went down a
  one-way street in the wrong direction, but didn't
  break the law. How come?

She was walking!
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• How can you throw a ball as hard as you can and
  have it come back to you, even if it doesn't hit
  anything, there is nothing attached to it, and no
  one else catches or throws it?

Throw the ball straight up in the air.
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Thinking and Language

• Unit 6

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Going Beyond Memory

• How do we think?
• How do we solve problems?
• How do we create ideas?

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• If storage and retrieval were the only processes
  we used to handle information, then human beings
  would be little more than glorified

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• Yet we are capable of doing things with
  information that make the most complex computers
  seem simple.

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Thinking

• Changing and reorganizing the information stored
  in memory to create new information.
• It may sound simple, but it is a complex process

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List-Group-Label

• Take the next 3 minutes to write down as many
  words or phrases you can think of about the
  following word
• LANGUAGE

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List-Group-Label

• Take 2 minutes to group your responses
• Group your responses how you want to group them,
  just have justification for your grouping.

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List-Group-Label

• Take 1 minute to label each of the groupings you
  created in the previous step of the activity.
• Share your responses, groups, and labels with the
  class.

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Units of Thought
Symbol
Image
Concept
Prototype
Rule
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Image

• The most primitive unit of thought.
• Primitive early stage of evolution of thought
• A visual, mental representation of an event or
  object.
• It is specific.
• Describe a ball.

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Symbol

• An abstract unit of thought that represents an
  object or quality.
• The most common in thinking words.
• A symbol may have many meanings (different
  cultural meanings, too).
• Think of some different symbols around us.

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Concept

• A label for a class of objects or events that
  have at least one attribute in common.
• Examples Animals, music, liquid, beautiful
  people.
• Concepts enable us to chunk large amounts of
  information.
• Think about the concept of animals.

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Prototype

• A representative example of a concept.
• What comes to your mind when you hear the word
  truck?

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Rule

• A statement of relation between concepts.
• Examples
• A person cannot be in two places at the same
  time.
• Mass remains constant despite changes in
  appearance.

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Units of Thought
Symbol
Image
Concept
Prototype
Rule
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Kinds of Thinking

• Convergent (Directed)
• A systematic and logical attempt to reach a
  specific goal or answer.
• It is deliberate and purposeful.
• Example a math problem.
• Divergent (Non-directed)
• Consist of free flow thoughts
• Depends more on images.
• Example daydreaming or just thinking.
• Metacognition
• Being aware of your own thought process.
• Thinking about ones strategy.

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One of the main functions of directed thinking is
to solve problems---
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Tools of Problem Solving

• Algorithms
• A fixed set of procedures or rule.
• Heuristics
• Rule-of-thumb problem solving strategies.
• Can sometimes result in bad decisions.
• Mental sets
• When a problem solving strategy becomes habit.
• Functional fixedness
• The inability to imagine new functions for
  familiar objects.

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• Creativity
• The capacity to use information and/or abilities
  in a new and original way.
• Flexibility
• The ability to overcome rigidity.
• How many ways can you think of to
  use this object?
• Recombination
• Rearranging the elements of a problem to arrive
  at an original solution
• Insight
• The apparent sudden realization of the solution
  to a problem.
• The aha experience.

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• Two students are sitting on opposite sides of the
  same desk. There is nothing in between them but
  the desk. Why can't they see each other?

They were sitting with their backs to each other.
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Language
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Phonics Quick Lesson
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COMPLEX

• Of all the things that we do, nothing seems as
  complex and as important as understanding and
  speaking a language.

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The same in many languages.

• Ik houd van deze klasse. (Dutch)
• J'aime cette classe. (French)
• Ich mag diese Kategorie. (German)
• S?µpa?? a?t?? t?? ?at?????a. (Greek)
• Gradisco questo codice categoria. (Italian)
• ? ????? ???? ???. (Russian)

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What is Language?

• The expression of ideas through symbols and
  sounds that are arranged according to rules.
• Flexible system of communication that uses
  sounds, rules, gestures, or symbols to convey
  information.

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Elements of Language

• Phonemes
• The smallest units of sound
• Basic sounds that make up ANY language
• A single letter (e) or a combination of letters
  (sh)
• The English language has about 43 sounds.
• Morphemes
• The smallest unit of meaning.
• Simple words, prefixes, and suffixes
• Can be a word (book), a letter (s), a prefix
  (un), a suffix (ly)
• Syntax
• Rules for combining words into meaningful phrases
  or sentences to express thoughts that can be
  understood by others.
• Example Boy small bike large rode.
• In English we follow grammatical rules, such as
  placing adjectives in front of nouns.
• The small boy rode a large bike.

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Semantics

• The study of meaning in language.
• The same word can have different meanings.
• A mind is a terrible thing to waste.
• Do you mind if I sit here?
• How did you know what the word mind meant?
• Using language, how do we understand the meanings
  of words?
• Deep Structure
• Underlying meaning of a sentence (implied meaning)

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Structure of Language
v
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Theories of Language Development

• B.F. Skinner
• Operant conditioning
• When children utter sounds that are like those of
  adults they are rewarded with smiles and extra
  attention. (Learn by trial and error)
• Others say that children understand language even
  before they speak.
• Even others say children learn language through
  observation, exploration, and imitation. (Social
  Development of Language)
• Noam Chomsky
• Infants possess an innate capacity for language
  children inherit a mental program that enables
  them to learn grammar.
• Language is hard-wired into our brains

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How Language Develops

• Around 2 months coos
• Long sounds
• Around 4 months babbling
• Learn to control their vocal cords and to make,
  change, repeat and imitate the sounds of their
  parents.
• Around 9 months Refined babbling
• Increases the sounds that are a part of their
  native language.
• Around 12 months Single words
• Use words to describe familiar objects. (doggie,
  da-da, ba-ba)
• Around 24 months Two words
• Expresses ideas
• Milk gone Me play
• Beginning to learn the rules of grammar
• At age 2-3 Sentences of several words
• Telegraphic speech leaves out articles such as
  the, with, parts of verbs.
• I go to partk Me ride horse
• By age 5
• Language development is largely complete.

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What about deaf children?

• They babble too! But as their parents begin to
  teach them sign language, they babbble with their
  hands.

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Bilingual

• Do you think bilingual students should be placed
  in English only classrooms?
• How would you justify your answer?
• What were some of the connections, comments, and
  questions you had about the article?

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Linguistic Relativity

• How cultures value the same word with different
  meanings.
• What does the word snow mean to you?

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• bill of goods, con, conning, flattery, flimflam,
  hosing, ripoff, scam, smoke and mirrors, soft
  sell, soft soap, song and dance, the business
  betray, bluff, burn, cheat, chisel, con,
  deceive, delude, diddle, double-cross, dupe,
  entice, exploit, finesse, flimflam, gyp, have,
  hoodwink, impose on, jockey, juggle, lure,
  manipulate, mislead, play, rook, rope in, scam,
  screw, seduce, shave, snow, stick, string
  along, suck in, take, take in, trick

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