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From Talking Heads to Communicating Bodies: Cybersemiotics and Total Communication
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In: Entropy ; Volume 12 ; Issue 3 ; Pages 390-419 (2010)
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104 |
Book Notice: Larson, Richard, Viviane Deprez & Hiroko Yamakido - The Evolution of Human Language: Biolinguistic Perspectives
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112 |
The application of the less is more hypothesis in foreign language learning [electronic resource]
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Abstract:
This study tests Newports Less is More hypothesis with a language teaching experiment. Computerized French language lessons were presented to forty-two adults over two one-hour sessions. Learning trials were presented either in full sentences to resemble the adult learning environment, or in small increments that gradually increased to full sentences, resembling the steadily expanding processing capabilities of children. Trials were also presented randomly or ordered such that multiple examples of the same objects and verbs were presented consecutively. Language proficiency tests were administered after the lessons. A 2 (Presentation: incremental or full sentence) x 2 (Order of presentation: blocked or random) mixed ANOVA was used to analyze the data. The incremental conditions outperformed the sentence conditions on all proficiency measures. There was no significant effect of the blocking manipulation. This outcome suggests that a teaching method based on Newport's Less is More hypothesis can be advantageous in learning a foreign language. ; Thesis (M.A.)--Florida Atlantic University, 2009. ; Includes bibliography. ; This study tests Newports Less is More hypothesis with a language teaching experiment. Computerized French language lessons were presented to forty-two adults over two one-hour sessions. Learning trials were presented either in full sentences to resemble the adult learning environment, or in small increments that gradually increased to full sentences, resembling the steadily expanding processing capabilities of children. Trials were also presented randomly or ordered such that multiple examples of the same objects and verbs were presented consecutively. Language proficiency tests were administered after the lessons. A 2 (Presentation: incremental or full sentence) x 2 (Order of presentation: blocked or random) mixed ANOVA was used to analyze the data. The incremental conditions outperformed the sentence conditions on all proficiency measures. There was no significant effect of the blocking manipulation. This outcome suggests that a teaching method based on Newport's Less is More hypothesis can be advantageous in learning a foreign language. ; Electronic reproduction. ; esu
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Keyword:
Biolinguistics.; Cognitive grammar.; Human information processing.; Language and languages; Second language acquisition
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URL: http://digitool.fcla.edu:80/R/?func=dbin-jump-full&object_id=368254
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113 |
The Incoherence of Chomsky’s ‘Biolinguistic’ Ontology
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In: BIOLINGUISTICS; Vol. 3 No. 1 (2009); 104-123 ; 1450-3417 (2009)
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114 |
Guest Editorial: Introduction to BALE 2008
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In: BIOLINGUISTICS; Vol. 3 No. 2-3 (2009); 126-127 ; 1450-3417 (2009)
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115 |
Prolegomena to a Future Science of Biolinguistics
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In: BIOLINGUISTICS; Vol. 3 No. 4 (2009); 283-320 ; 1450-3417 (2009)
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116 |
Introducing Special Issues in BIOLINGUISTICS
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In: BIOLINGUISTICS; Vol. 3 No. 2-3 (2009); 124-125 ; 1450-3417 (2009)
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117 |
The Incoherence of Chomsky’s ‘Biolinguistic’ Ontology
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In: Biolinguistics, Vol 3, Iss 1, Pp 104-123 (2009) (2009)
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118 |
Introducing Special Issues in BIOLINGUISTICS
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In: Biolinguistics, Vol 3, Iss 2-3, Pp 124-125 (2009) (2009)
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119 |
Prolegomena to a Future Science of Biolinguistics
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In: Biolinguistics, Vol 3, Iss 4, Pp 283-320 (2009) (2009)
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120 |
Guest Editorial: Introduction to BALE 2008
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In: Biolinguistics, Vol 3, Iss 2-3, Pp 126-127 (2009) (2009)
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