National Library of Australia

You must be logged in to Tag Records
Aptitude from an Information Processing Perspective [microform] / Barry McLaughlin
Bib ID 5688719
Format BookBook, MicroformMicroform, OnlineOnline
Author
McLaughlin, Barry
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1994 
18 p. 
Summary

An information-processing approach to language learning is examined; language aptitude is factored into the approach, and the role of working memory is discussed. The process of learning includes two processes that make heavy use of working memory is: automatization and restructuring. At first, learners must make a conscious effort to remember and apply a new concept, but later can apply the same concept without conscious effort. The initial stages of learning involve the slow development of skills and the gradual elimination of errors as the learner attempts to automatize aspects of performance. With regard to restructuring, individual language learning aptitude differences are suspected to be the result largely of the joint function of the availability of knowledge about the target language and the speed and efficiency of working memory, which affects the extent to which the individual succeeds in generalizing and altering (restructuring) the cognitive data required at various language processing stages. It is concluded that in second language learning, working memory relates to the degree to which individuals can restructure and reconfigure linguistic representations flexibly and consistently. (Contains 56 references.) (MSE)

Notes

ERIC Note: In: Language Aptitude Invitational Symposium Program Proceedings (Arlington, VA, September 25-27, 1994); see FL 024 538.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Cognitive Restructuring.  |  Cognitive Structures.  |  Information Processing.  |  Language Aptitude.  |  Language Processing.  |  Language Skills.  |  Language Tests.  |  Learning Processes.  |  Learning Theories.  |  Measurement Techniques.  |  Memory.  |  Skill Development.  |  Testing.
Form/genre Information Analyses.  |  Reports, Evaluative.  |  Speeches/Meeting Papers.
Available From ERIC 
000 02900cam a22004332u 4500
001 5688719
005 20181018120632.0
007 he u||024||||
008 080220s1994    xxu ||| b     ||| | eng d
035 |9(ericd)ED461262
037 |aED461262|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aMcLaughlin, Barry.
245 1 0 |aAptitude from an Information Processing Perspective|h[microform] /|cBarry McLaughlin.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1994.
300 |a18 p.
500 |aERIC Note: In: Language Aptitude Invitational Symposium Program Proceedings (Arlington, VA, September 25-27, 1994); see FL 024 538.|5ericd
520 |aAn information-processing approach to language learning is examined; language aptitude is factored into the approach, and the role of working memory is discussed. The process of learning includes two processes that make heavy use of working memory is: automatization and restructuring. At first, learners must make a conscious effort to remember and apply a new concept, but later can apply the same concept without conscious effort. The initial stages of learning involve the slow development of skills and the gradual elimination of errors as the learner attempts to automatize aspects of performance. With regard to restructuring, individual language learning aptitude differences are suspected to be the result largely of the joint function of the availability of knowledge about the target language and the speed and efficiency of working memory, which affects the extent to which the individual succeeds in generalizing and altering (restructuring) the cognitive data required at various language processing stages. It is concluded that in second language learning, working memory relates to the degree to which individuals can restructure and reconfigure linguistic representations flexibly and consistently. (Contains 56 references.) (MSE)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aCognitive Restructuring.|2ericd
650 0 7 |aCognitive Structures.|2ericd
650 0 7 |aInformation Processing.|2ericd
650 1 7 |aLanguage Aptitude.|2ericd
650 1 7 |aLanguage Processing.|2ericd
650 0 7 |aLanguage Skills.|2ericd
650 0 7 |aLanguage Tests.|2ericd
650 1 7 |aLearning Processes.|2ericd
650 0 7 |aLearning Theories.|2ericd
650 0 7 |aMeasurement Techniques.|2ericd
650 1 7 |aMemory.|2ericd
650 0 7 |aSkill Development.|2ericd
650 1 7 |aTesting.|2ericd
655 7 |aInformation Analyses.|2ericd
655 7 |aReports, Evaluative.|2ericd
655 7 |aSpeeches/Meeting Papers.|2ericd
856 4 1 |uhttps://eric.ed.gov/?id=ED461262
984 |aANL|cmc 2253 ED461262|d77000000458698
close Can I borrow items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close What can I get online?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close Can I get copies of items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

Aboriginal and Torres Strait Islander Flags
Aboriginal, Torres Strait Islander and other First Nations people are advised that this catalogue contains names, recordings and images of deceased people and other content that may be culturally sensitive. Please also be aware that you may see certain words or descriptions in this catalogue which reflect the author’s attitude or that of the period in which the item was created and may now be considered offensive.