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How Children Learn A Language: Part 2 – Knowing What to Say and How To Say It - Page 5


Writing is similar, except that an author has to get everything correct before publication. When I begin to write an article, I have a general sense but no set outline of what I hope to write. I explore the concept on my keyboard, and the article gradually begins to emerge. As in conversation, the focus may shift from the original idea. At one point, though, everything becomes clearer, and then considerable rewriting sharpens the text. This often also occurs in a conversation or meeting, when a consensus suddenly occurs, and the issue is then quickly resolved.

What’s odd is that when things are most confusing, I’ll often suddenly wake up from sleep with the mental clarity that had eluded me while writing during the day. I have no explanation for this, except that my thoughts about current tasks seem to continue at a subconscious level, whether awake or asleep. We’ve all experienced this when we can’t recall a familiar name. We go on with other thoughts, and then hours later the name suddenly pops up in our mind.

This suggests that while thought and language are perhaps two sides of a single coin, thought can occur without language—and alas, a lot of language occurs without thought.

Pinker’s 439 page book is a lot of good writing about a lot of good thinking.

He concludes his book with this thought provoking comment, “The goal of education is to make up for the shortcomings in our instinctive ways of thinking about the physical and social world. And education is likely to succeed not by trying to implant abstract statements in empty minds but by taking the mental models that are our standard equipment, applying them to new subjects in selective analogies, and assembling them into new and more sophisticated combinations.”

 

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Robert Sylwester is an Emeritus Professor of Education at the University of Oregon. He focuses on the educational implications of new developments in science and technology and has written several books and over 150 journal articles. His most recent books are The Adolescent Brain: Reaching for Autonomy (2007, Corwin Press), How to explain a brain: An educator's handbook of brain terms and cognitive processes (2004, Corwin Press),and A biological brain in a cultural classroom: Enhancing cognitive and social development through collaborative classroom management(2003, Corwin Press. second edition). The Education Press Association of America gave him three Distinguished Achievement Awards for his published syntheses of cognitive science research. He has made over 1400 conference and in-service presentations on educationally significant developments in brain/stress theory and research.



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References:

Pinker, S. (2007) The stuff of thought: Language as a window into human nature. New York: Viking.

Pinker, S. (1999) Words and rules: The ingredients of language. New York: Harper Collins.

Sylwester, R. (May 2000) "The Purpose and Nature of Language". Brain Connection. www.brainconnection.com

 


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