Cognitive psychology concerns both language and thought and has been well known just since the 1950s. From ancient Greek times, just philosophers and metaphysicians concentrated on the study of nature of language and thought. Language is an arrangement of symbols and guidelines that is sorted out progressively, from phonemes to morphemes to expressions and sentences that communicate meaning. In this essay I will try to analyse and reflect on my thoughts about the relationship, language and cognition share. The target area where we chose to apply this association between cognition and language is our classroom. In a classroom environment, there are many variables that influence and contribute to learning, one of which is language. We thought
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This could be because language is acquired through principles of conditioning, reinforcement, modelling, and associating which in her case was her mother language and not English. That is the reason why she took a longer time in processing the words in her language and converting it to English before she gave the output in the form of an English sentence. I watched that this reduced the speed of her teaching and which in return created a kind of confusion and opacity for the students to understand what she was trying to convey. Another observation which I made that extremely fascinated me was, when the flow of her speech was interrupted or diverted, she forgot what she was actually attempting to convey on to us. This could be due to interruption of the thought process in which she was trying to recollect what she had prepared or rehearsed before coming to the class. So despite the fact that she is one of the most experienced and scholarly educators anybody would ever run over and even when she perfectly knows what she is talking, her syntactic …show more content…
These inappropriate breaks according to me may be because of lack of retrieval or tip of the tongue phenomenon. This phenomenon is the failure to retrieve a term from memory, along with partial recall and the urge that retrieval is imminent. Also because of this he keeps repeating sentences to get time to think about what is to be said next. Another observation that really caught my attention is how most of the teachers use hand gestures while talking. These gestures are so involuntary, universal and expressive and are a part of our vocal language to such an extent that researches have guaranteed that gestures and speech frame a firmly coordinated framework during language generation and comprehension. Gestures may give unique bits of knowledge into language and cognitive advancement, furthermore helps clinicians identify, understand and even treat specific disorders. I believe teachers use hand gesture to become considerably more efficient in numerous essential aspects of their work, including communication, assessment of student’s knowledge, and the capacity to ingrain a significant understanding of mental concepts in usually difficult areas. Another observation I made was that when a student kept her point of view in
This could be because language is acquired through principles of conditioning, reinforcement, modelling, and associating which in her case was her mother language and not English. That is the reason why she took a longer time in processing the words in her language and converting it to English before she gave the output in the form of an English sentence. I watched that this reduced the speed of her teaching and which in return created a kind of confusion and opacity for the students to understand what she was trying to convey. Another observation which I made that extremely fascinated me was, when the flow of her speech was interrupted or diverted, she forgot what she was actually attempting to convey on to us. This could be due to interruption of the thought process in which she was trying to recollect what she had prepared or rehearsed before coming to the class. So despite the fact that she is one of the most experienced and scholarly educators anybody would ever run over and even when she perfectly knows what she is talking, her syntactic …show more content…
These inappropriate breaks according to me may be because of lack of retrieval or tip of the tongue phenomenon. This phenomenon is the failure to retrieve a term from memory, along with partial recall and the urge that retrieval is imminent. Also because of this he keeps repeating sentences to get time to think about what is to be said next. Another observation that really caught my attention is how most of the teachers use hand gestures while talking. These gestures are so involuntary, universal and expressive and are a part of our vocal language to such an extent that researches have guaranteed that gestures and speech frame a firmly coordinated framework during language generation and comprehension. Gestures may give unique bits of knowledge into language and cognitive advancement, furthermore helps clinicians identify, understand and even treat specific disorders. I believe teachers use hand gesture to become considerably more efficient in numerous essential aspects of their work, including communication, assessment of student’s knowledge, and the capacity to ingrain a significant understanding of mental concepts in usually difficult areas. Another observation I made was that when a student kept her point of view in