How Sex, Native Language, and College Major Relate to the Cognitive Strategies Used during 3-D Mental Rotation

2008 ◽  
Vol 58 (2) ◽  
pp. 287-300 ◽  
Author(s):  
Yingli Li ◽  
Michael W. O’Boyle
Keyword(s):  
Mental Rotation ◽  
Native Language ◽  
Cognitive Strategies ◽  
College Major

scholarly journals Framing the figure: Mental rotation revisited in light of cognitive strategies

2016 ◽  
Vol 45 (1) ◽  
pp. 63-80 ◽  
Author(s):  
A. Reyyan Bilge ◽  
Holly A. Taylor
Keyword(s):  
Mental Rotation ◽  
Cognitive Strategies

THE COGNITIVE APPROACH TO FUTURE BORDERGUARD OFFICERS’ TRAINING TO SPEAK ENGLISH

2018 ◽  
pp. 62-65
Author(s):  
Yevgenii Spitsyn ◽  
Nataliia Nazarenko
Keyword(s):  
Native Language ◽  
Cognitive Strategies ◽  
Semantic Space ◽  
Cognitive Approach ◽  
New Words ◽  
Word Families ◽  
Approach To Teaching ◽  
Lexical Skills ◽  
General Meaning

The article deals with the issue of the role of the cognitive approach to future borderguard officers’ training to speak English. The methodology proposed has been theoretically substantiated and practically developed. The cognitive approach to teaching vocabulary has been studied. This approach predicts cognitive strategies of transforming, keeping and presenting information to be used. It helps to learn new words effectively and keep them in semantic space till activating in speaking or writing. It has been researched that borderguard terminology is divided into words which are so called “absolute terms” and words which have terminological and general meaning as well. Borderguard terminology is characterized by internationalisms, derivative constructions, abbreviations. The linguistic peculiarities of borderguard terminology have been taken as the basis of methodological typology of selected lexical units, which have been classified into four typological groups. The first group consists of terms-internationalisms characterized by differences in stress, pronunciation of stressed vowels, partial or complete accord of consonants. The second group includes terms which are in accord with the equivalents of the native language by volume but not by form. Terms, which are in accord with form and meaning of the same terms in native language but are unknown to the borderguards, also belong to the second group. The third group accounts terms which are not in consonance with form and meaning of the ones in the native language. Abbreviations belong to the fourth group. Stages of teaching target vocabulary have been determined and the system of exercises for each of the stages has been developed. At the stage of semantisation borderguards try to memorize semantic images of new lexical units due to methods of pair associations, word families, categorization, loci (words to remember are situated in certain order mentally and are used to represent them in turn), key word. Cognitive approach takes into account the process when students forget new words. In this case the stage of revising terminology has been predicted. At the stage of forming lexical skills such mnemonic methods as connection with previous experience, memorizing the words on the basis of deep memory are used. At the last stage – improving lexical skills – new words are used in speaking and second lexical skills are formed. Receptive and imitative exercises, exercises to nominate and identify lexical units are used at the stage of semantisation. Exercises to choose lexical units in the semantic space, to combine words semantically, to extend or reduce situational expressions, to make adequate changes are used at the stage of forming lexical skills. Communicative exercises to fill in sentences with new words, initiative exercises to develop speaking skills are used at the stage of improving lexical skills. They predict existing of the communicative situation. So, suggested methodology takes into account mnemonics (systems for assisting and improving the memory) relevant to the target vocabulary.

Ocular Dominance, Cognitive Strategy, and Sex Differences in Spatial Ability

1981 ◽  
Vol 52 (2) ◽  
pp. 651-654 ◽  
Author(s):  
Rita Jackaway Freedman ◽  
Lisa Rovegno
Keyword(s):  
Sex Differences ◽  
Mental Rotation ◽  
Spatial Ability ◽  
Ocular Dominance ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Mental Rotation Test ◽  
Rotation Test ◽  
Left Handed ◽  
Female Subjects

Ocular dominance, handedness, and cognitive strategy were assessed in relation to performance by 146 undergraduates on the Vandenberg Mental Rotation Test. Higher spatial scores were found for right-eyed subjects, right-handed subjects, and males. These higher scoring groups reported using similar cognitive strategies. They counted blocks less, used their hands less, and pictured in their minds more than the left-eyed, left-handed and female subjects. Results confirm previous findings.

scholarly journals Native Language Similarity during Foreign Language Learning: Effects of Cognitive Strategies and Affective States

2020 ◽  
Author(s):  
Sayuri Hayakawa ◽  
James Bartolotti ◽  
Viorica Marian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Native Language ◽  
Cognitive Strategies ◽  
Foreign Language Learning ◽  
Native English Speakers ◽  
Affective States ◽  
Department Of State ◽  
The Us

Abstract According to the US Department of State, a native English speaker can learn Spanish in about 600 h, but would take four times as long to learn Japanese. While it may be intuitive that similarity between a foreign language and a native tongue can influence the ease of acquisition, what is less obvious are the specific cognitive and emotional processes that can lead to different outcomes. Here, we explored the influence of cognitive strategies and affective states on native English speakers’ ability to learn artificial foreign words that vary in their similarity to the native language. Explicit word learning strategies were reported more often, and were more effective for learners of a more similar language, and cognitive strategies were especially helpful for learners with lower moods. We conclude that language similarity, strategy, and affect dynamically interact to ultimately determine success at learning novel languages.

scholarly journals Cognitive strategies in the mental rotation task revealed by EEG spectral power

2017 ◽  
Vol 118 ◽  
pp. 1-18 ◽  
Author(s):  
Aaron L. Gardony ◽  
Marianna D. Eddy ◽  
Tad T. Brunyé ◽  
Holly A. Taylor
Keyword(s):  
Mental Rotation ◽  
Spectral Power ◽  
Cognitive Strategies ◽  
Mental Rotation Task ◽  
Eeg Spectral Power

The Old English Genesis B poet: Bilingual or interlingual?

1993 ◽  
Vol 5 (2) ◽  
pp. 163-184
Author(s):  
Irmengard Rauch
Keyword(s):  
Second Language ◽  
Old English ◽  
Empirical Data ◽  
Native Language ◽  
Cognitive Strategies ◽  
Language Learner ◽  
Anglo Saxon ◽  
Old Saxon ◽  
Second Language Learner

ABSTRACTAlthough the celebrated 1875 conjecture of Sievers hypothesizing an Old Saxon Genesis source for the translation of the Old English Genesis B (or Later Genesis) was confirmed by the 1894 find of Zangemeister, the question of the native language of the translator of the Old Saxon Genesis remains. The Genesis B evidence is reconsidered here from the viewpoint of contemporary empirical data to ascertain whether the translator was bilingual or interlingual, the former putatively associated with a native (Old Englishman in this case), the second with a second language learner (of Old English). The Old English data contrasted with the character of Old Saxon and configurated with extrapolations from differing cognitive strategies argue for an Anglo-Saxon provenance of the Genesis B poet.

Sex Differences in Spatial Ability: A Critique

1978 ◽  
Vol 1 (3) ◽  
pp. 241-246 ◽  
Author(s):  
Sarah-Jane Clear
Keyword(s):  
Sex Differences ◽  
Individual Differences ◽  
Problem Solving ◽  
Mental Rotation ◽  
Spatial Ability ◽  
Cognitive Strategies ◽  
Recessive Gene ◽  
Current Theory ◽  
Spatial Problem ◽  
Sex Typing

This paper examines the controversy surrounding the two main problem areas of this field. The first problem is the definition and description of spatial ability, there being concern over precisely what is measured by different tests, and the lack of independence of such tests. The second area deals with the aetiology of sex differences in spatial ability. The most compelling current theory, that of a recessive gene influence, has certain anomalies which require additional factors, such as sex-typing or hormonal limitation, to be brought in to complete the explanation, although these too require further clarification. Searching for a cause of sex differences without an understanding of the cognitive strategies involved would seem to be a sterile pursuit, and it is proposed that an analysis of spatial problem solving (e.g. in mental rotation) will shed more light on individual differences, set in the context of genetic and environmental influences.

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