1. Multiple cognitive processes are utilized in both language and written production using the phonological loop, executive executive, visuospatial sketchpad, and working memory. Oral language production also exercises the tip-of-the tongue phenomenon while it also allows for ambiguity due to prosody. Not only does oral language produce discourse but it is only polite to use more positive directives rather than negative. Writing uses the multiple cognitive processes including (in addition to those above) long-term memory, semantic memory, and schemas. But, writers beware, overconfident writers must make sure that their writing matches what they mean to say!
2. This week's reading made me wonder if hesitations in speech are considered stuttering. I also found the section discussing activation (329) to be highly confusing. I even tried the example at the bottom to be helpful but I'm not sure what completely constiutes what always makes sounds more highly charged. I was also wondering, pertaining to writing, why there is limited research on writing and why they don't study emails that could provide more information and understanding into young students and language.
3. I have multiple students who have language production issues and the vocabulary and terminology from the chapters helps me to understand why my students use the language "errors" they do. It also reaffirms that the sign language (Tucker signing-phonemic sounds are related to hand signs) is research based and helps students to remember words. Since writing requires multiple cognitive processes and can be difficult for many students, it is important for us to encourage our students in writing through self-efficacy and allow them multiple opportunities to help by allowing students to outline their thoughts in writing at any time in order to not overload their attention.
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This information seems to be helpful in terms of students who make language errors. It sounds like it gave you insight into mistakes your students are making. A lot goes into creating sentences and having a conversation. It's not surprising that we make errors now and then. It is beneficial that you understand this information so your students can benefit from it.
ReplyDeleteAfter reading about all the cognitive processing that is necessary to create a piece of writing...well no wonder many of my third grade students struggle to produce an essay. The text reinforced the importance of students planning out ideas. I think it is important for teacher to model this-how it looks in a web and outline and how this transfers to sentences and paragraphs that make sense etc.
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