Psyc317 Lec 19 Notes

Psyc317 Lec 19 Notes - Psyc317 Lec 19 Notes Language and...

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Psyc317 Lec 19 Notes: Language and thought 1  (note: look @ Lec18 last few slides, take notes)  14/11/2007 13:06:00 US Japan Parental involvement Cognitive at first, then  school responsibility Social at first, then  cognitive. Constant. Teaching technique Individual-activities,  teacher-centered, abstract  rule memorization, result- oriented Group-activities, children- centered, applied-problems,  process-oriented
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Beliefs Innate differences, tracking,  ability is stable, grades are  private Differences in effort, no  tracking, change is  possible, grades are  publicized
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Differences in techniques manifest different beliefs Innate differences (dumb vs. smart kids) gives rise to tracking programs from  very early long Ability is “stable” as in, if you were smart in kindergarten, you’ll be smart as a  high schooler Independence vs. interdependence? Tension vs. symbiotic harmony? Analytic vs. holistic? Focus on objects vs. relationships? Idea of interpretation: how much of what we saw actually can be interpreted and could  give rise to all different kinds of beliefs? “where exactly is interdependence coming form?” where do we see  analytic vs. holistic in the actual experiences of these  children? ~*~*~ Orwell’s Newspeak ( 1984) Provide a medium of expression for world-view and mental habits proper to  the devotees of IngSoc, but to make al other modes of thought impossible Language have the kind of power that determines the kinds of thoughts and  ideas that people would have examples of the power of language Political correctness  o Ex: gender neutral language o Every time you mention an agent, you use a gender neutral agent  instead of a male one Stereotype availability
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Psyc317 Lec 19 Notes - Psyc317 Lec 19 Notes Language and...

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