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Brain?s Cognition of Language, Space, and Face, 2002.
A brief paper examining the brain's functioning.
812 words (approx. 3.2 pages), 4 sources, MLA, $ 28.95
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Abstract
This paper asks how the brain processes language, space, and faces; and how do the structures of the brain faculties that handle these processes compare and contrast.
From the Paper
"Language is handled by a very intricate and involved system that takes up a large portion of the brain?s resources. Incoming language is fed through a linear processing pathway of three parts. First, it enters the sound processor. Linguistic qualities of the sounds are identified such as voicing, velar pronunciation, and accents. The resulting output is then given to the string-maker. This function eliminates uninterpretable sounds and constructs understandable words and phrases out of the ?annotated? sounds. Lastly, the interpretation function completes the final understanding of the language spoken. This process of sequential functions achieves the final interpretation."
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Traumatic Brain Injury and Cognitive Rehabilitation, 2002.
Research to determine how effective cognitive rehabilitation is as therapy for TBI (traumatic brain injury).
10,988 words (approx. 44.0 pages), 57 sources, APA, $ 217.95
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Abstract
Traumatic brain injury (TBI) is a principal cause of death and disability in young adults with consequences ranging from physical disabilities to long-term cognitive, behavioral and social disorders. Cognitive rehabilitation is a term used to refer to that branch of rehabilitation aimed at patients who are disabled primarily as a result of impairments in memory, judgment and other cognitive functions. This paper critically explores existing literature regarding cognitive rehabilitation for treatment of TBI patients to determine what types of cognitive rehabilitation are used, what the strengths and weaknesses of these types are and whether or not there are specific cognitive impairments that are more amenable to cognitive rehabilitation.
Paper Outline:
Introduction
Statement of the Problem
Background of the Problem
Purpose of the Study
Significance of the Study
Rationale of the Study
Research Questions
Definition of Terms
Limitations of the Study
Review of Literature
Overview of TBI
Cognitive Impairments: Conditions Linked to TBI
Costs of Cognitive Rehabilitation for TBI
Cognitive Rehabilitation: Strategies and Practices
Variables Influencing Cognitive Rehabilitation Outcomes
Conclusions to the Chapter
Research Design
Data Collection
Data Analysis
Inclusion Criteria
Occupational Therapy/Physical Therapy Rehabilitation
Holistic/Home-Based Therapy Studies
Computer-Assisted/Virtual Reality Studies
Research Questions and Hypothesis
From the Paper
"Whitlock and Hamilton (1995) suggest, however, that even the most severely brain damaged patient can recover cognitive functioning to a remarkable degree if admitted to an acute rehabilitation program as early as possible after the initial injury. Age, severity of injury, pre-TBI educational and/or functional level, and type of treatment provided were among the most significant variables influencing outcome. Several other studies of a similar nature - i.e., Katz and Alexander (1994), Lubusko, Moore, and Stambrook (1994), and Carney, Chesnut, Maynard, Mann, Patterson, and Helfand (1999) - found further support for the effects of these variables on the outcome of cognitive rehabilitation."
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Language and Cognition, 1993.
Exploration of the relationship between language and cognitive development in terms of how reading, writing and discussion contribute to cognitive development.
1,350 words (approx. 5.4 pages), 8 sources, $ 47.95
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From the Paper
"Language and Cognition
Introduction
Robbins Burling (1993) noted that language is indelibly linked to human cognitive processes and that studying these processes can give us a better understanding of language emergence and language acquisition. The intent in the following pages is to explore the relationship between language and cognitive development, looking particularly at how reading, writing, and discussion . the basic language functions . contribute to cognitive development.
Origins
One of the current theories regarding the relationship of the brain and cognition to language is that expressed by Terrence ..."
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Brain and Language, 2002.
An examination of how the brain functions in order to develop and produce language.
1,260 words (approx. 5.0 pages), 9 sources, MLA, $ 42.95
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Abstract
This paper examines the functions of the three areas of the brain - the fore brain (Prosencephalon), the mid brain or the mesencephalon and the hind brain or the rhombencephalon; and explains how each region within the brain is adapted for a special task. The paper then analyzes the connection with the brain and language development and discusses some conditions such as ?Broca Aphasia?, with which people have the ability to understand language but find it difficult to express themselves.
Introduction
Brain and Language
The Broca?s and Wernicke?s Areas
The Critical Period
The Split Brain Condition
Conclusion
Bibliography
From the Paper
"Our principal way of communication with the world is through language. Language is the medium through which we express our feelings to the outer world. The neural basis of our language and communicating ability is an interesting aspect of study and researchers have unearthed vital information pertaining to the language processing ability of the brain. The whole process of thinking and speaking is a bit complex though it seems rather simple to us. In short we are actually executing all the minor details like jaw movement, construction of the semantics, and the sound generation everything in split second that we fail to recognize the complex task that the brain handles so effectively. Researchers have found out that we produce about one sound every tenth of a second and yet with only an error margin of one sound error per million sounds. [David Caplan] This astounding performance speaks of the power and the capacity of the human brain."
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Left Brain/Right Brain Differences, 1988.
Biological/psychological study of functional differences between brain's hemispheres. Discusses brain damage, perception, nervous system activity, test measurements, expression & facial emotion.
1,125 words (approx. 4.5 pages), 8 sources, $ 39.95
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From the Paper
"This biological psychology paper will discuss left brain/ right brain differences. What is meant by left brain/right brain differences are differences between the two major hemispheres of the brain, the right hemisphere and the left hemisphere. The focus
will be on how the hemispheres differ functionally to affect psychology. A number of studies will be summarized.
II. Biological Aspects
Study of patients with damage to only one brain hemisphere is used to deduce how the right brain and left brain are different-iated. Robertson and Delis (1986) note that patients with damage to the left brain have more difficulty in visuospatial part-whole processing than do patients with damage to the right brain."
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Trade Spaces in "Trading Spaces", 2002.
A representation of hegemonic masculinity in the popular television series "Trading Spaces".
3,010 words (approx. 12.0 pages), 13 sources, APA, $ 88.95
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Abstract
The textual analysis of the TV series "Trading Spaces" explores the possibility of interchanging gender roles in this home improvement showcase. A strong case is built on the unchanging male hegemony. However, the paper shows that the series does focus, in a particular way, on issues of gender and power, and especially on the supposedly changing nature of masculinity. Provides limitless examples from the show to exemplify gendered television.
From the Paper
"Since its launch in September 2000 as a late-afternoon show, Trading Spaces has regularly scored a 2 or 3 household rating in its universe in prime time, according to Neilson Media Research data, peaking one Saturday evening in April at a 3:2 for an episode featuring the Dixie Chicks. With that all-time household record for TLC, Trading Spaces also beat out all broadcast networks in delivery of adults 18-49 that night (the network regularly ranks in the top 10 of all cable networks in delivery of adults 18-49 and adults 25-54). By the conclusion of its third season, Trading Spaces will have taped 65 new episodes compared to last season?s 40, and can be seen in 70 million homes in America, and internationally in Canada, Japan, Australia, Thailand, and the Philippines (Foege)."
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Archaeology of Language Origins, 2000.
This paper gives an archaeological perspective on the origins of language. The writer employs graphs and photographs to trace the source of language in the human brain.
2,922 words (approx. 11.7 pages), 48 sources, MLA, $ 86.95
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Abstract
The paper looks to answer the following questions: Can apes or any other non-humans use symbols or language? How does our understanding of the relationship between mind and brain help us to investigate which fossil hominins first used language? What do we know of the brains of fossil hominins and the constraints on brain size increase? What is language ?as we know it??
From the Paper
"A symbol is considered to be something that ?stands for something else? (Davidson & Noble 1993). Davidson and Noble also suggest a second criterion, that is, symbols as accepted by social custom or convention. A ring worn on a finger can symbolize marriage, (although the social convention varies within groups of people) and is an example containing both criteria. The second criterion cited above stems from Wittgenstien?s ?private language argument?."
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The Study of Language, 2001.
The following paper examines the theories of bilingualism and multilingalism, language acquisition and language learning, making reference to a number of case studies.
2,790 words (approx. 11.2 pages), 8 sources, MLA, $ 83.95
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Abstract
The following paper examines the theories on language acquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreign languages. Lastly the writer comments on interference as a factor in language learning.
Table of Contents
Bilingualism and Multilingualism
Diglossia
First Language Acquisition
Using a text-mapping device to depict the important stages in first-language acquisition
Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreign languages
Interference as a factor in language learning.
From the Paper
"Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the ?Flemish? where the French-speaking Belgians are called ?Walloons?. Dutch spoken by Belgians is also referred to as ?Flemish?, which is not a literary form of the language, but a spoken ?dialect?. They are different varieties of the same language."
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Three Studies Addressing Psychology and Language, 2008.
This paper assesses three different articles on language, cognition and psychology and discusses just what the human mind really is.
3,656 words (approx. 14.6 pages), 6 sources, MLA, $ 101.95
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Abstract
This paper introduces three contrasting papers belonging to related fields of psychology. The writer looks at 'Representing Word Meaning and Order Information in a Composite Holographic Lexicon' by Michael N. Jones and Douglas J.K. Mewhort, 'Modeling the Successes and Failures of Interventions for Disabled Readers' by Harm, M.W., McCandliss, B.D. and Seidenberg, M.S. and 'An Integrated Theory of Mind' by Anderson, J.R., Bothell, D., Byrne, M.D., Douglass, S., Labiere, C and Qin Y. The writer notes that all the articles are interesting indications of how research in psychology varies strongly, according to the preparation and particular foci of researchers, how the human mind and its faculties are conceptualized, or what is considered salient. Examined, in turn, the three papers provide a glimpse of research or theoretical psychology that may not always sit well with a reader of different orientation. One sees a social scientific discipline that should continue examining and comparing its differences, avoiding too narrow approaches or realms of related study.
Outline:
Introduction
Michael N. Jones and Douglas J.K. Mewhort. (2007). Representing word meaning and order information in a composite holographic lexicon. Psychological Review, 114, 1-37.
Harm, M.W., McCandliss, B.D. and Seidenberg, M.S. (2003). Modeling the successes and failures of interventions for disabled readers. Scientific Studies in Reading, 7, 155-182.
Anderson, J.R., Bothell, D., Byrne, M.D., Douglass, S., Labiere, C and Qin Y. (2004). An Integrated Theory of Mind. Psychological Review, 111, 1036-1060.
Discussion
References
From the Paper
"Perhaps most student readers will have to take Jones & Mewhort's work at face value, unable to draw upon their level of expertise, or what the researchers' findings really mean, in terms of earlier research or what may stand to be learned of language, memory, or other brain function, or language development. It does seems that the human mind capable of language is forever at work, whether speaking or not, for example, towards eventual word order that shows the mind's ability to give its own cues or phrases or associated concepts from diverse places."
"The mind's speech patterns can be plotted for analysis, as Jones & Mewhort tell us is true, most often in relation to similar nouns or verbs or words coming to be predictable in phrases or their uses. When this article is reread, again there is the feeling of needing more information, or perhaps being helped by information on the applications of the research. For example, if memory that aids language is stored in a distributive way, then where in the brain, or according to which processes does this take place?"
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Second Language Acquisition: Noam Chomsky, 1993.
Discusses Chomsky's theory of language acquisition, in which there exists some sort of "language organ" that makes language possible for humans & impossible for animals.
675 words (approx. 2.7 pages), 9 sources, $ 23.95
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From the Paper
"Nativist Theories of Second Language Acquisition: Noam Chomsky
Introduction
According to Larsen-Freeman and Long (1991), nativist theories posit the existence of a specific, innate biological capacity or organ that makes learning possible. Some of those nativist theories are specific to language acquisition, with Noam Chomsky perhaps the earliest and foremost exponent of the theory that language acquisition follows a universal pattern based on an innate language organ, or system of hard-wiring within the brain.
Noam Chomsky and Universal Grammar
Chomsky became most visible in his struggles with the researchers who were working with chimpanzees and gorillas to ..."
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Teaching Foreign Language to Infants, 2007.
An analysis of the benefits of teaching foreign languages to young children.
2,634 words (approx. 10.5 pages), 8 sources, MLA, $ 79.95
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Abstract
This paper discusses the benefits of teaching infants a foreign language. It begins by discussing the prevalence of bi or tri-lingualism in the world. It then discusses if it is beneficial to know a foreign language. The paper goes on to discuss the advantages of specifically learning the foreign language while still young, particularly focusing on the cognitive effects on the brain.
Table of Contents:
Introduction
Knowing a Foreign Language
Advantages Knowing a Foreign Language
Learning a Foreign Language While Young
Cognitive Effects to the Brain
Conclusion
From the Paper
"Teaching an infant with a foreign language may be a hard task. This entails perseverance and strong commitment from the teacher (or the parent). This will also require full understanding, not only of the language itself, but also of the needs of the infant. But this task is beneficial and will prove to be very useful as the infant grown old.
However, it should be noted that the success of teaching an infant to learn a foreign language lies on the hand of the educators. To them lies the secret of successfully teaching the child of their second language. If they know how to treat and teach a child (of barely less that 5 years of age, or even less), then it will not be a difficult task for the child to adopt very well on the said foreign language. It somehow goes like this... an educator, or the parents for that matter, initially teaches the child with the second language... and then the child will do the rest."
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Oralism vs. American Sign Language, 2007.
This paper argues in favor of the deaf or hard of hearing using American Sign Language or their native language over oralism or other methods of communication.
1,302 words (approx. 5.2 pages), 6 sources, APA, $ 43.95
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Abstract
This paper explores the tradition of oralism vs. American Sign Language (ASL) in the West. Specifically the researcher proposes that deaf and hard of hearing students should be afforded opportunities to learn using their native language or American Sign Language. Forcing students to adopt other methods of learning including oralism or Signing Exact English (SEE) may promote frustration and inhibits learning in the classroom. This paper reviews the potential merits and demerits of each tradition, highlighting the significance of providing students with resources to use ASL in the classroom.
Table of Contents:
Introduction
Personal Philosophy
The Essential Nature of Human Beings
Basic Meaning or Purpose of Life
Determination of Morality
Constancy of Life: Unchanging or Always Changing?
Philosophy of Education
My Perception of an Educational Philosophy
Why do you need a Philosophy?
What has been the Basis or Source of your Educational Philosophy?
How has your Philosophy Changed or Evolved over Time?
My formal Ideological and Philosophical Orientation
The Purpose of Education, Teaching and Schooling
Are Students Intrinsically Motivated to Learn?
Should Schools Address Human Differences such as Multiple Intelligence, Learning Styles etc. ?
Topics
Knowledge and Content
Knowledge with Knowing
My Conceptual Framework for Improving my Practice
Theoretical Framework for Improving Practice
Skills Competencies Necessary
Educational Skills Required
Communication Skills and Content
Nonverbal Communication Skills
Verbal Communication
Influence of Interpersonal Relationships
Importance of Self-Identity
Peer Relations
Influence of Support Networks
Knowledge and Learning
Direct vs. Indirect Learning
Direct vs. Indirect Communication
Conclusion
Reference
From the Paper
"Many consider American Sign Language (ASL) the standard language beneficial for hard of hearing and deaf citizens. However, oralism shares a rich history much the same as ASL, and many often argue the potential merits and demerits of using one vs. another in an educational and communicational context. Wilcox & Peyton (1999) recognize that ASL is a fully developed language with unique grammar requirements distinguished from the English language (Coltrane, 2006). Oralism contrarily, involves lip reading to understand speech instead of using ASL to communicate with one another (Coltrane, 2006). This study will help review the merits and demerits of each, questioning whether one vs. the other is more beneficial for promoting communication and sharing among the deaf or hard of hearing community, or whether a combination of both may result in less frustrating choices among the hard of hearing and deaf community. "
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Language Planning, 2003.
Presents a theoretic view of language planning (LP).
3,538 words (approx. 14.2 pages), 4 sources, APA, $ 99.95
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Abstract
This paper explains that language policy is a big problem in developing countries, especially in the Maghreb world, which was under the French rule: Tunisia, Algeria and Morocco. The paper defines language planning (LP) as the activity of preparing a normative orthography, grammar and dictionary for the guidance of writers and speakers in a non-homogeneous speech community and relates that language planning includes language policy. The paper then discusses corpus, status and acquisition planning using examples mainly from the French Academy and the Hebrew revival movement.
Table of Contents:
A Theoretical View on Language Planning (LP)
Introduction
Definitions and Elements of LP
The Term "Language Planning"
Two Different Definitions of LP
Elements of Language Planning
Types of Language Planning
Corpus Planning
Status Planning
Acquisition Planning
Examples of Language Planning and Language Planning Policies
The "Academie Francaise" as an Example of Corpus Planning
The Promotion of Hebrew in Palestine as an Example of Status Planning
Examples of Language Planning Policies: Policy A, B, C.....
From the Paper
"Richelieu established the AF. In 1624, he became first minister in Louis XIII. Richelieu was so close to artists, writers in particular. In 1629, a group of men interested in language and literature started to meet at a rich man's house just for conversation. Richelieu wanted to transform this club into an official institution serving the country. He formed this group into an official body. He had a political purpose. He wanted them to work on his behalf by supporting his policies, which is the main reason behind his finding of the AF. "
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Teaching the English Language, 2008.
This paper discusses task based instruction in English language learning for English second language (ESL) students and presents a teaching module combining English language learning and social issues.
1,635 words (approx. 6.5 pages), 8 sources, APA, $ 53.95
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Abstract
This paper explains that a task based curriculum provides students with the opportunity to apply immediately their learning to tasks on a consistent basis. The author points out that task based instruction provides students with a true learning experience in which they are capable of demonstrating learning through actual experience. The paper indicates that, as students perform tasks they are capable of building on the knowledge and skills that they have already acquired and realizing their abilities related to the unit of instruction. The author includes a module that focuses on the combination of English language learning and social issues, which are relevant to the student's learning and growth and will lead to positive outcomes in education.
Table of Contents:
Introduction
English Language Learning and Social Issues Module
Part One
Part Two
Part Three
Part Four
Part Five
Literature
Conclusion
From the Paper
"The module will focus on the theme of social issues and the target learning stage is intermediate, at grades 9-12. At this stage of learning and development high school students are consistently focusing on social issues that impact their everyday lives. Allowing these students to focus on these issues, as well as using English as a means to that expression will motivate the students toward successful completion of the unit. Additionally, tasks that are defined for the students that will allow them to realize their goals in the unit will support the learning and ensure retention of the skills and knowledge that have been acquired."
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Communicative Competence and Language Learning, 2007.
A look at the role of communicative competence and language learning when a learner is learning a second language.
1,517 words (approx. 6.1 pages), 6 sources, MLA, $ 49.95
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Abstract
This paper examines how language learners learning a second language need to develop their communicative competence in order to be able to communicate effectively with speakers of the target language. It discusses how this is because when one uses a language, one needs to take into consideration the purpose, the context and the person that one is addressing. It shows that when one has a good command of communicative competence in the target language, one will be able to communicate in the target language without many problems.
Outline:
Grammatical Competence
Discourse Competence
Sociolinguistic Competence
Strategic Competence
From the Paper
"Most scholars agree that there is some kind of fundamental difference between being able to use the forms of the language and being able to talk about the forms of the language. The relationship between those two kinds of knowledge is a controversial topic (Alptekin, 2002)5. Chomskyan syntax would reject the sentence 'colorless green ideas sleep furiously' as although it is grammatically correct, the sentence is illogical and does not provide a clear meaning. It would also not accept sentences that have subtle semantic differences such as 'my lust for the polish people'. "
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