A Cognitive Theory Of Style
Download A Cognitive Theory Of Style PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get A Cognitive Theory Of Style book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages.
Perspectives on Thinking, Learning, and Cognitive Styles
This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations. International representation is emphasized, with chapters from almost every major leader in the field of styles. Each chapter author has contributed serious theory and/or published empirical data--work that is primarily commercial or that implements the theories of others. The book's central premise is that cognitive, learning, and thinking styles are not abilities but rather preferences in the use of abilities. Traditionally, many psychologists and educators have believed that people's successes and failures are attributable mainly to individual differences in abilities. However, for the past few decades research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies. Cognitive, learning, and thinking styles are of interest to educators because they predict academic performance in ways that go beyond abilities, and because taking styles into account can help teachers to improve both instruction and assessment and to show sensitivity to cultural and individual diversity among learners. They are also of interest in business, where instruments to assess styles are valuable in selecting and placing personnel. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings.
A Cognitive Theory of Style
Author: Gábor Tolcsvai Nagy
language: en
Publisher: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften
Release Date: 2005
Style is an important component of communication: it is the how in communicating the what, demonstrating the ontological unity of the two in language variability that provides the ground for the functioning of what-how and what-for. This volume approaches style within the framework of cognitive linguistics, a usage-based functional model, which interprets language as being conceptual, whereas conceptual knowledge is interpreted as experiential. Consequently, style is considered not as a set of predetermined ornaments on texts, but as a system of context-sensitive probability schemes of formation contributing to the meaning of discourse. Style is the outcome of linguistic potential, constrained by socio-cultural factors, functioning in the on-line and consolidated stylistic structure of discourse.
A Cognitive Theory of Style
Author: Gábor Tolcsvai Nagy
language: en
Publisher: Peter Lang Pub Incorporated
Release Date: 2005-01
Style is an important component of communication: it is the how in communicating the what, demonstrating the ontological unity of the two in language variability that provides the ground for the functioning of what-how and what-for. This volume approaches style within the framework of cognitive linguistics, a usage-based functional model, which interprets language as being conceptual, whereas conceptual knowledge is interpreted as experiential. Consequently, style is considered not as a set of predetermined ornaments on texts, but as a system of context-sensitive probability schemes of formation contributing to the meaning of discourse. Style is the outcome of linguistic potential, constrained by socio-cultural factors, functioning in the on-line and consolidated stylistic structure of discourse.