Thinking in a Foreign Language Makes Decisions More Rational

Identity in question: 1.1 What is identity? - OpenLearn - Open University - DD100_2 This unit is about questions of identity. Identity itself seems to be about a question, ‘who am I?’ We are going to focus on three key questions in this section: How are identities formed?How much control do we have in shaping our own identities? First, we need to think a bit more about what we mean by identity. If identity provides us with the means of answering the question ‘who am I?’ This example also illustrates the importance of marking oneself as having the same identity as one group of people and a different one from others. How do we know which people are the same as us? In this sense, although as individuals we have to take up identities actively, those identities are necessarily the product of the society in which we live and our relationship with others. However, how I see myself and how others see me do not always fit. The subject, ‘I’ or ‘we’ in the identity equation, involves some element of choice, however limited.

Learning & Teaching Foreign Languages Tool Modelling Audio-lingual Method Mimicry-memorization Pattern practice Cognitivism Generativism Grammar Motivation Attention Language habits Transfer Chunking Information Processing Universal Grammar Nick Ellis Etienne Wenger Oral approach Adaptation Wolfgang Schneider Gabriele Kasper Susan Gass James Lantolf Army method Contrastive analysis Drill Minimal pairs Mike Long Merrill Swain Elaine Tarone Shaping David Rumelhart Richard Shiffrin Stephen Krashen Larry Selinker Roger Andersen Claire Kramsch Generalisation Jean Lave Discrimination Schema Operant conditioning Reinforcement Tabula rasa Albert Bandura Constructivism George Miller Stimulus-response Experiential education Robert Lado Jerome Seymour Bruner Structuralism Habit formation Law of effect Sign Syntagm Burrhus Frederic Skinner Classical conditioning Direct Method Behaviourism Association Reflex Arc Lev Vygotsky Mikhail Bakhtin Leonard Bloomfield Charles Carpenter Fries Frederick Bartlett John Broadus Watson Edward Lee Thorndike John Dewey Ferdinand de Saussure Ivan Petrovitch Pavlov

Language and Emotion – Insights from Psychological Science - Association for Psychological Science News We use language every day to express our emotions, but can this language actually affect what and how we feel? Two new studies from Psychological Science, a journal of the Association for Psychological Science, explore the ways in which the interaction between language and emotion influences our well-being. Putting Feelings into Words Can Help Us Cope with Scary Situations Katharina Kircanski and colleagues at the University of California, Los Angeles investigated whether verbalizing a current emotional experience, even when that experience is negative, might be an effective method for treating for people with spider phobias. In an exposure therapy study, participants were split into different experimental groups and they were instructed to approach a spider over several consecutive days. Published online August 16, 2012 in Psychological Science Lead author: Katharina Kircanski — katharina.kircanski@gmail.com Unlocking Past Emotion: The Verbs We Use Can Affect Mood and Happiness

Creating Digital Storytelling « Edulab: Making Digital Storytelling What is Creating Digital Storytelling ? It is a training, research and innovation oriented project, carried out jointly between Citilab and the University of Barcelona through its Observatory on Digital Education . The project involves teachers and students from different schools, who learn to produce their own stories in multimedia forms, using information and communication technologies provided in the workshops (digital cameras, voice recorders, audio and video editing software, Internet, etc.). The result is a short and emotive video, based on real or fictional facts from someone’s life or on issues that are part of the school curriculum. At the end, the video is published on-line so that there’s the possibility to share the personal story and creation. To develop narrative and creative skills, the appropiation of digital resources and the integration into the culture of technology. Participants The project aims to: Results

Unlocking past emotion: verb use affects mood and happiness. Videos as Learning Tools - Beyond WebCT Why use videos in the classroom? Using videos in the classroom can make the content more interesting and increase the level of engagement of your students. Jennifer Hillner points out in an article published on Edutopia that "judiciously chosen videos help students engage more deeply with the subject matter, and recall the information they've learned longer." For example, a language class covering a lesson on food can learn about traditional dishes of a specific culture through the use of a short video clip of someone preparing a dish in the target language. The National Teacher Training Institute supports the use of video as well. Regardless of the course, most individuals can benefit from incorporating video into the classroom. Students are able to practice their communication by listening and watching native speakers. For this to be achieved, the video must work as a tool within the classroom and not as a unit on its own. Consider two things: 1. A. 1. 3. B. 1. 2.

S0960-9822(09)01824-7?_returnURL= Figure 1 Box-Plot Diagram of the Values tnorm(F0max) and tnorm(Imax) Distribution of all observed melody and intensity contours in German and French newborns' crying, displayed as box plots of the 25th to 75th percentile, with the solid vertical line inside each box representing the median and the bars outside each box representing the minimum and maximum values. The dashed vertical line represents a symmetric melody arc. The data indicate a preference for either rising (French group) or falling (German group) melodies. Figure 2 Time Waveform and Narrow-Band Spectrograms of a Typical French Cry and a Typical German Cry Figure 3 Diagrammed Cry Melody as Time Function of Fundamental Frequency F0 with Time-Normalized Duration Human fetuses are able to memorize auditory stimuli from the external world by the last trimester of pregnancy, with a particular sensitivity to melody contour in both music and language [1–3] .

culturylenguaespañola: Espacio LIJ (XI) Espacio de lecturas LIJ... Una lectura mortalmente sufrida... La frustración lectora y su desmotivación... ¿ Cómo puede influir una dislexia en el aprendizaje escolar y en la vida afectiva? Hoy proponemos un cuento como lectura juvenil, seguido de un tema de interés para el docente con alumnos disléxicos. El cuento: De Eveline Hasler, en Un montón de nadas. Érase una vez un niño que tenía memoria de colador. Su profesor exigía que los alumnos aprendieran todo tipo de cosas, por ejemplo: _ ¿Cuántos pétalos tenían los girasoles? Cuando ya había conseguido, tras mucho esfuerzo, meterse todo aquello en la cabeza, volvía a casa y, con cada paso se le sacudía y mezclaba el contenido de los compartimentos en la memoria. En otras ocasiones, el profesor le preguntaba y él contestaba cosas muy raras. Un día el profesor dijo: _ Mañana recibiremos una visita importante: El presidente del gobierno nos honrará con su presencia. El niño eligió una adivinanza; Era fácil. Se la aprendió en casa.