Search results for "Socio-cognitive"

Words and images of multilingualism: A case study of two North Korean refugees

2018

Abstract The article analyses the experience of multilingualism in the South Korean context, focusing on the experiences of North Korean refugees. The research participants (N=2) are originally from North Korea, but now live in South Korea, where they face challenges in their adaptation to the new society, its linguistic landscape and its practices and positions with regard to language issues in society and in education. By combining verbal and visual means of data collection, we aim to analyse the multilingual trajectory of the research participants, their experiences of different languages and language learning and, further, the emotions that are attached to these. Our approach is socio-c…

“You really brought all your feelings out” – Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative lea…

2021

Abstract The aim of this study is to explore how students experience and describe socio-cognitive and socio-emotional challenges in collaborative learning. The participants (N = 20) were teacher education students whose collaborative learning was supported with a designed regulation macro script during a six-week mathematics course. The purpose of the script was to provide structured phases during the collaborative learning tasks for the group members to plan, monitor, and evaluate their workings. The video data of groups' face-to-face work was collected and analysed by focusing on the different types of challenges the groups experienced and the types of challenges they described during the…

The Contribution of Childhood Parental Rejection and Early Androgen Exposure to Impairments in Socio-Cognitive Skills in Intimate Partner Violence Pe…

2013

Alcohol consumption, a larger history of childhood parental rejection, and high prenatal androgen exposure have been linked with facilitation and high risk of recidivism in intimate partner violence (IPV) perpetrators. Participants were distributed into two groups according to their alcohol consumption scores as high (HA) and low (LA). HA presented a higher history of childhood parental rejection, prenatal masculinization (smaller 2D:4D ratio), and violence-related scores than LA IPV perpetrators. Nonetheless, the former showed poor socio-cognitive skills performance (cognitive flexibility, emotional recognition and cognitive empathy). Particularly in HA IPV perpetrators, the history of chi…

Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study

2017

This study examines student teachers’ collaborative learning by focusing on socio-cognitive and socio-emotional monitoring processes during more and less active script discussions as well as the near transfer of monitoring activities in the subsequent task work. The participants of this study were teacher education students whose collaborative learning was supported with a designed regulation macro script during a six weeks environmental science course. The script divided the group work into three phases, namely: the orientation phase, intermediate phase, and reflection phase. The script was put in use by prompting questions that were delivered to the students on tablets. Question prompts i…

“But big is a funny word”: a multiple perspective on concept formation in a foreign-language-mediated classroom

2015

In recent years, foreign-language mediated instruction (immersion, content-based language learning and teaching) has been studied from various perspectives. In the following study, a single event from a Finnish third-grade EFL-mediated geography lesson is studied by combining insights from three research approaches: sociocultural, socio-cognitive, and discourse-pragmatic. The data analysis focuses on how during concept formation, the participants use commonplace means present in every classroom – textbook and chalkboard, spoken and written, verbal and nonverbal communicative means – to construct knowledge and its social context. The results indicate that there exist strong parallels among t…

Translation Process Research as Interaction Research: From Mental to Socio-Cognitive Processes

2014

The main methodological approaches used in cognitive translation process research have hitherto been inspired by methods originally developed in the behavioural sciences, especially psychology. This article contends that mainstream experimental research in laboratory settings needs to be complemented with other methodological approaches such as qualitative, ethnographic research in order to be able to account for the situated, embedded and extended aspects of cognition – as described in current cognitive science approaches. In addition, it presents the empirical research design and initial results of an ethnographic field study into the socio-cognitive aspects of translation. The results sh…

The Personal Repertoire and Its Materiality : Resources, Means and Modalities of Languaging

2023

The chapter is a theoretical discussion of the concept of personal repertoire and its application in the context of applied linguistics, particularly in the study of language learning and development. It questions conceptualisations that understand language learning as acquisition of abstract, decontextual and disembodied language knowledge and argues that learners’ know-how is not based on any kind of ‘mental grammar’, but on a personal repertoire of different multimodal semiotic resources. Bringing together ‘old’ and ‘new’ arguments for materialism, personal repertoires are examined focussing on how embodied agentive activity is intertwined with the socially structured environments and th…

Käytössä kehittyvä kieli : paikat ja tilat suomi toisena kielenä -oppijoiden teksteissä

2015

“You really brought all your feelings out” : Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative lea…

2021

The aim of this study is to explore how students experience and describe socio-cognitive and socio-emotional challenges in collaborative learning. The participants (N = 20) were teacher education students whose collaborative learning was supported with a designed regulation macro script during a six-week mathematics course. The purpose of the script was to provide structured phases during the collaborative learning tasks for the group members to plan, monitor, and evaluate their workings. The video data of groups' face-to-face work was collected and analysed by focusing on the different types of challenges the groups experienced and the types of challenges they described during the scripted…