dsmith

WorldImagining , 3 months ago to cogsci French

Looking for articles, or any kind of studies, passages, chapters on the evolution in the meaning of the words "cognitive" and "cognition." There is an older meaning that, to me, seems not to be used anymore, something along the lines of "cognitive content" being content that has an empirical basis..?

Much appreciated if anyone has any suggestions for pursuing this line of inquiry 🙏

@cognition @cogsci

dsmith , 3 months ago

@WorldImagining @cognition @cogsci

This won't likely prove to be much help, but I'm sure I've read that Ulric Neisser's textbook title "Cognitive Psychology" circa 1967 was the first usage of that term.

jeffgreene , 3 months ago to psychology

Should schools track students based on cognitive ability tests? Find out, here: https://bemusings.ghost.io/why-its-a-bad-idea-to-track-students-based-on-tests-given-early-in-life/
#Education #Psychology #EducationalPsychology #Learning #LearningSciences
@edutooters @psychology @academicchatter

dsmith , 3 months ago

@jeffgreene @edutooters @psychology @academicchatter

A couple suggestions that aren’t perfect workarounds but can reduce the issue you identify:

…When assessing support needs in terms of cog abilities or academic aptitudes, the use of age vs. grade norms will more likely support an appropriate decision.

…Younger vs. older Ss show greater variability on most measures, and so besides using multiple measures for Gifted ID, impose a higher cog ability cut-off score for primary-aged Ss.

jeffgreene , 4 months ago to psychology

Do students’ academic goal motivations change over time, and if so, how? Find out, here: https://bemusings.ghost.io/why-educators-should-support-students/
#Education #Psychology #EducationalPsychology #Learning #LearningSciences

@edutooters @psychology @academicchatter

dsmith , 4 months ago

@jeffgreene @edutooters @psychology @academicchatter

"...all educators would do well to create mastery-focused classroom goal structures, to push all students in a more positive direction. Perhaps the only person a student should focus upon out-performing is who the student was yesterday."

👍

jeffgreene , 4 months ago to psychology

Was recently reminded of this fun little explainer: What is #EducationalPsychology ? https://www.dropbox.com/scl/fi/8qka4ampllxfrvp29x3aq/apa-video.mov?rlkey=s49r4j99tioe5s9yk0rthd9w3&dl=0

@edutooters @academicchatter @psychology

dsmith , 4 months ago

@jeffgreene @edutooters @academicchatter @psychology

Well done. Slick!

jeffgreene , 4 months ago to psychology

There’s been a lot of hubbub lately about the role of knowledge in reading instruction. What exactly do people mean when they say “knowledge matters” - what kinds of knowledge are we talking about? Drs. McCarthy and McNamara have a great way to think about knowledge and text comprehension. Check it out: https://soundcloud.com/user-883650452/dr-kathryn-soo-mccarthy-dr-danielle-mcnamara

#Education #Psychology #EducationalPsychology #Learning #LearningSciences
@edutooters @psychology @academicchatter

dsmith , 4 months ago

@jeffgreene @edutooters @psychology @academicchatter

Superb! The framework is a true step forward, and you asked some excellent questions, Jeff.

I'm interested in how context constraints transform all else to generate meaning and a new kind of operating knowledge as soon as we begin to read.

Also see attached re accuracy, specificity, and the progressive ed question, “Must reading comp tie only to the author’s intended meaning or may the reader legitimately bring his/her own meaning?”

dsmith , 4 months ago

@jeffgreene @edutooters @psychology @academicchatter

Looking forward to this, many thanks!
/D

dsmith , 4 months ago

@jeffgreene @edutooters @psychology @academicchatter

Super interesting... Thank you for sharing.

jeffgreene , 5 months ago to psychology

How well does universal design for learning align to learning theory, and where is their work to be done? Find out in this new article by Zhang et al, including yours truly. https://doi.org/10.1007/s10648-024-09860-7

#Education #Psychology #EducationalPsychology #Learning #LearningSciences
@edutooters @psychology @academicchatter

dsmith , 5 months ago

@jeffgreene @edutooters @psychology @academicchatter

Gosh, I would love to read this work but it's behind a paywall.

WorldImagining , 6 months ago to random French

I dunno, I've been combing back through the G7 2021 photos this morning and I'm starting to think #Biden made an honest mistake...

dsmith , 6 months ago

@WorldImagining @cogsci @cognition @neuroscience

Nicely explained.

I wonder if the activated set widens/generalizes with age -- again due to the failure of inhibition which, even at this micro level, requires an energy expenditure.

But we also know these confusion errors implicate phonological as well as semantic memory processing, and we note that both "Mitterand" and "Macron" begin with the same phoneme and end with a similar syllable.

dsmith , 6 months ago

@WorldImagining @cogsci @cognition @neuroscience

Interesting!

One more connection re Biden's confusion...

Besides semantic and acoustic factors, prosody can also play a role. Like most classroom Ts, I sometimes confused the names of students when I had a lot on my mind (not a memory issue -- it's excellent). I noticed I was much more likely to confuse names with the same # of syllables. While Mitterand is one more syllable than Macron, it rolls out in fluent speech like a 2-syllable word.

ninokadic , 6 months ago to philosophy

What's your position regarding consciousness? Broad physicalism (we'll have a scientific explanation one day) or broad anti-physicalism (science can't give a complete account)? Or something else?

Please repost after voting, I'm genuinely curious! 🤔

@philosophy @philosophyofmind #consciousness #cognition #philosophy

dsmith , 6 months ago

@ninokadic @philosophy @philosophyofmind

On bigger questions like "What is consciousness?" I think it’s a safe bet that advancing neuroscience will radically re-define the knowns, the theories, the outstanding Qs.

Someone should take a qualitative look at how groundbreaking labs in the last 25 years have collaborated amongst themselves. How do they bounce ideas? How do they speculate creatively/effectively? What do they sketch on their whiteboards?

psychbot , 8 months ago to psychology

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DATE:
December 01, 2023 at 05:00AM
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TITLE:
New neuroscience research upends traditional theories of early language learning in babies
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URL:
https://www.psypost.org/2023/12/new-neuroscience-research-upends-traditional-theories-of-early-language-learning-in-babies-214800

<p>New research suggests that babies primarily learn languages through rhythmic rather than phonetic information in their initial months. This finding challenges the conventional understanding of early language acquisition and emphasizes the significance of sing-song speech, like nursery rhymes, for babies. The study was published in <em><a href="https://doi.org/10.1038/s41467-023-43490-x" target="_blank" rel="noopener">Nature Communications</a></em>.</p>
<p>Traditional theories have posited that phonetic information, the smallest sound elements of speech, forms the foundation of language learning. In language development, acquiring phonetic information means learning to produce and understand these different sounds, recognizing how they form words and convey meaning.</p>
<p>Infants were believed to learn these individual sound elements to construct words. However, recent findings from the University of Cambridge and Trinity College Dublin suggest a different approach to understanding how babies learn languages.</p>
<p>The new study was motivated by the desire to better understand how infants process speech in their first year of life, specifically focusing on the neural encoding of phonetic categories in continuous natural speech. Previous research in this field predominantly used behavioral methods and discrete stimuli, which limited insights into how infants perceive and process continuous speech. These traditional methods were often constrained to simple listening scenarios and few phonetic contrasts, which didn&#8217;t fully represent natural speech conditions.</p>
<p>To address these gaps, the researchers used neural tracking measures to assess the neural encoding of the full phonetic feature inventory of continuous speech. This method allowed them to explore how infants&#8217; brains process acoustic and phonetic information in a more naturalistic listening environment.</p>
<p>The study involved a group of 50 infants, monitored at four, seven, and eleven months of age. Each baby was full-term and without any diagnosed developmental disorders. The research team also included 22 adult participants for comparison, though data from five were later excluded.</p>
<p>In a carefully controlled environment, the infant participants were seated in a highchair, a meter away from their caregiver, inside a sound-proof chamber. The adults sat similarly in a normal chair. Each participant, whether infant or adult, was presented with eighteen nursery rhymes played via video recordings. These rhymes, sung or chanted by a native English speaker, were selected carefully to cover a range of phonetic features. The sounds were delivered at a consistent volume.</p>
<p>To capture how the infants&#8217; brains responded to these nursery rhymes, the researchers used a method called electroencephalography (EEG), which records patterns of brain activity. This technique is non-invasive and involved placing a soft cap with sensors on the infants&#8217; heads to measure their brainwaves.</p>
<p>The brainwave data was then analyzed using a sophisticated algorithm to decode the phonological information – allowing them to create a &#8220;readout&#8221; of how the infants’ brains were processing the different sounds in the nursery rhymes. This technique is significant as it moved beyond the traditional method of just comparing reactions to individual sounds or syllables, allowing a more comprehensive understanding of how continuous speech is processed.</p>
<p>Contrary to what was previously thought, the researchers found that infants do not process individual speech sounds reliably until they are about seven months old. Even at eleven months, when many babies start to say their first words, the processing of these sounds is still sparse.</p><div class="addrop-wrap" data-id="64749"><p style="text-align: center;">
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<p>Furthermore, the study discovered that phonetic encoding in babies emerged gradually over the first year. The &#8216;read out&#8217; of brain activity showed that the processing of speech sounds in infants started with simpler sounds like labial and nasal ones, and this processing became more adult-like as they grew older.</p>
<p>&#8220;Our research shows that the individual sounds of speech are not processed reliably until around seven months, even though most infants can recognize familiar words like ‘bottle’ by this point,” said study co-author Usha Goswami, a professor at the University of Cambridge. &#8220;From then individual speech sounds are still added in very slowly – too slowly to form the basis of language.&#8221;</p>
<p>The current study is part of <a href="https://www.cne.psychol.cam.ac.uk/babyrhythm-project">the BabyRhythm project</a>, which is led by Goswami.</p>
<p>First author Giovanni Di Liberto, a professor at Trinity College Dublin, added: “This is the first evidence we have of how brain activity relates to phonetic information changes over time in response to continuous speech.”</p>
<p>The researchers propose that rhythmic speech – the pattern of stress and intonation in spoken language – is crucial for language learning in infants. They found that rhythmic speech information was processed by babies as early as two months old, and this processing predicted later language outcomes.</p>
<p>The findings challenge traditional theories of language acquisition that emphasize the rapid learning of phonetic elements. Instead, the study suggests that the individual sounds of speech are not processed reliably until around seven months, and the addition of these sounds into language is a gradual process.</p>
<p>The study underscores the importance of parents talking and singing to their babies, using rhythmic speech patterns such as those found in nursery rhymes. This could significantly influence language outcomes, as rhythmic information serves as a framework for adding phonetic information.</p>
<p>“We believe that speech rhythm information is the hidden glue underpinning the development of a well-functioning language system,” said Goswami. “Infants can use rhythmic information like a scaffold or skeleton to add phonetic information on to. For example, they might learn that the rhythm pattern of English words is typically strong-weak, as in ‘daddy’ or ‘mummy,’ with the stress on the first syllable. They can use this rhythm pattern to guess where one word ends and another begins when listening to natural speech.”</p>
<p>“Parents should talk and sing to their babies as much as possible or use infant directed speech like nursery rhymes because it will make a difference to language outcome,” she added.</p>
<p>While this study offers valuable insights into infant language development, it&#8217;s important to recognize its limitations. The research focused on a specific demographic – full-term infants without developmental disorders, mainly from a monolingual English-speaking environment. Future research could look into how infants from different linguistic and cultural backgrounds, or those with developmental challenges, process speech.</p>
<p>Additionally, the study opens up new avenues for exploring how early speech processing relates to language disorders, such as dyslexia. This could be particularly significant in understanding and potentially intervening in these conditions early in life.</p>
<p>The study, &#8220;<a href="https://doi.org/10.1038/s41467-023-43490-x" target="_blank" rel="noopener">Emergence of the cortical encoding of phonetic features in the first year of life</a>&#8220;, was authored by Giovanni M. Di Liberto, AdamAttaheri, Giorgia Cantisani, Richard B. Reilly, ÁineNí Choisdealbha, SineadRocha, PerrineBrusini, and Usha Goswami.</p>
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dsmith , 8 months ago

@psychbot @PsychResearchBot @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry

Sensational article.

jeffgreene , 8 months ago to psychology

Classroom structure can help students succeed. Find out more in my latest Substack!
#Education #Psychology #EducationalPsychology
#learning #LearningSciences

@edutooters @psychology

https://open.substack.com/pub/bemusings/p/classroom-structure-is-a-good-thing?r=dvmo5&utm_campaign=post&utm_medium=web

dsmith , 8 months ago

@jeffgreene @edutooters @psychology

I recently wrote about this and only a few nights ago enjoyed a dinner-party conversation on the topic. Where active learning is concerned, I think we tend to get overly focussed on only choice/autonomy and relationships. We underestimate the foundational need for a baseline of structure to provide each student with the clarity, safety, and confidence boundaries necessary for learner autonomy to pay off within an active setting.

dsmith , 8 months ago

@jeffgreene @edutooters @psychology

Yes, that's right on, I agree.

To be clear on my own suggestion, I think the baseline of structure has to do as much with motivation-initiative, regulating challenge, and assignment navigation as with behaviour and discipline.

Also, Csikszentmihalyi's ideas on "flow" have much to say on all this. He really gets a lot of things right, e.g., his views on the need for a challenge-skills match fit well with mainstream ideas re learners as self-regulators.

jeffgreene , 8 months ago to psychology

How can providing support for people’s autonomy lead to better learning? Find out in my latest Substack!
#Education #Psychology #EducationalPsychology

@edutooters
@psychology

https://open.substack.com/pub/bemusings/p/want-to-help-people-learn-support?r=dvmo5&utm_campaign=post&utm_medium=web

dsmith , 8 months ago

@jeffgreene @edutooters @psychology

Autonomy support deserves increased attention from researchers and practitioners alike. Theory is ready to move now.