Does the use of hand gestures slow language learning?
David Munger
This isn't really about physics, but it's about gestures and language development, which should be of interest to us. Plus, it's a neat blog.
From the article:
But what happens if a child is particularly successful at expressing her needs using gestures? Does development of spoken language suffer? One approach to this problem is to look language development in cultures that tend to use more gestures. Many studies have confirmed the "stereotype" that Italians are more physically expressive than other groups. It stands to reason that even Italian infants probably learn more gestures at an earlier age than babies in other cultures.
Showing posts with label Cognitive Daily. Show all posts
Showing posts with label Cognitive Daily. Show all posts
2008-11-05
2008-07-04
Munger and Munger - Cognitive Daily 2008
Multi-tasking, task-switching, and humans -- or why I didn't finish writing this post three hours ago
Cognitive Daily post
Greta Munger and Dave Munger
Do you multitask? I'm not talking about literally doing two things at once, like emailing while talking on the phone, or playing the trombone while washing the dishes. I'm talking about the more common phenomenon of starting one project before you're finished with another. For example, after I read the journal article I'll be discussing in this post, I caught up on some email correspondence, ordered a new phone for my office, and ate lunch. Now I'm finally getting around to actually writing the post itself. Why didn't I just read the article and then write my post while it was fresh in my mind? Wouldn't that have been more efficient?
There's actually been much more research about the first kind of multitasking -- truly doing two things at once -- than the second type, which might be better characterized as "task switching." But the second type is no less important. Why is it that people seem to switch frequently between tasks, instead of steadfastly working on one task until it is complete?
(click link for the rest of the article... which is of interest to those who worry about what students are doing during instruction, how to create appropriate small group learning activities, etc.)
Cognitive Daily post
Greta Munger and Dave Munger
Do you multitask? I'm not talking about literally doing two things at once, like emailing while talking on the phone, or playing the trombone while washing the dishes. I'm talking about the more common phenomenon of starting one project before you're finished with another. For example, after I read the journal article I'll be discussing in this post, I caught up on some email correspondence, ordered a new phone for my office, and ate lunch. Now I'm finally getting around to actually writing the post itself. Why didn't I just read the article and then write my post while it was fresh in my mind? Wouldn't that have been more efficient?
There's actually been much more research about the first kind of multitasking -- truly doing two things at once -- than the second type, which might be better characterized as "task switching." But the second type is no less important. Why is it that people seem to switch frequently between tasks, instead of steadfastly working on one task until it is complete?
(click link for the rest of the article... which is of interest to those who worry about what students are doing during instruction, how to create appropriate small group learning activities, etc.)
2007-11-06
An awesome post title about believing the possible
This blog post title is one of the best I've read in a long time:
It's possible that your stupidity will affect your ability to understand this post
I will let you read it yourself, and will only point out why I am putting this in a PER articles blog. The point is that students come to our questions with immense amounts of information about likelihoods of events, and, based on this article, their beliefs tinge how they read the questions we ask them. This is a major result, obvious in some ways, but subtle in others. What I'm getting at is shown in the insomnia/deafness graph, which I won't explain because you can go and read the article yourself.
It's possible that your stupidity will affect your ability to understand this post
I will let you read it yourself, and will only point out why I am putting this in a PER articles blog. The point is that students come to our questions with immense amounts of information about likelihoods of events, and, based on this article, their beliefs tinge how they read the questions we ask them. This is a major result, obvious in some ways, but subtle in others. What I'm getting at is shown in the insomnia/deafness graph, which I won't explain because you can go and read the article yourself.
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