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1. Written Language Is as Natural as Spoken Language: A Biolinguistic Perspective (EJ769124)
Author(s):
Aaron, P. G.; Joshi, R. Malatesha
Source:
Reading Psychology, v27 n4 p263-311 Sep 2006
Pub Date:
2006-09-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Speech; Reading Skills; Oral Language; Literacy; Written Language; Standard Spoken Usage; Diachronic Linguistics; Environmental Influences; Syntax; Morphemes; Phonology; Evolution; Orthographic Symbols
Abstract: A commonly held belief is that language is an aspect of the biological system since the capacity to acquire language is innate and evolved along Darwinian lines. Written language, on the other hand, is thought to be an artifact and a surrogate of speech; it is, therefore, neither natural nor biological. This disparaging view of written language, even though propounded by some renowned linguists and biologists, has not gained universal acceptance. Dissenters such as linguists from the Prague circle who claim that written language is an independent system that deserves a status equivalent to that of spoken language have developed their argument along linguistic parameters. The present article also endeavors to show that written language is as natural as spoken language but does so from a biolinguistic perspective. Biolinguistics defines language as a product of biological adaptation in the Darwinian sense (Givon, 2002) and considers language to be innate and species specific (Jenkins, 2000). The present article presents evidence to show that, similar to spoken language, written language has adaptive value, evolved over time, and is relatively independent of spoken language. The Egyptian hieroglyphic writing, which has a history of about 4,000 years, is used for examining the proposition that written language evolved along Darwinian lines "as much as" spoken language did. It is concluded that written language is yet another manifestation of the natural endowment of the human mind and may not be treated as a proxy for speech. The educational implication is that, in literacy instruction, written language should be given as much importance in today's schools as elements of spoken language, such as phoneme awareness and phonological awareness. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Shape of Fish: A Marine Science Activity. (EJ427654)
Ramadas, Jayashree; And Others
Science Activities, v27 n4 p21-23 Win 1990
1990-00-00
Journal Articles; Guides - Classroom - Teacher
N/A
Descriptors: Biology; Elementary Education; Environmental Influences; Interdisciplinary Approach; Junior High Schools; Physical Sciences; Science Activities; Science Education
Abstract: A physical science activity that helps students understand biological adaptation is described. The ease with which something can move through its surroundings depends on its shape. This idea is presented using different shapes of paper and bars of soap. These shapes are then compared with the shapes of fish. (KR)
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3. The Moist Side of Life--Some Classroom Activities in Biological Adaptation. (ED294718)
Koch, Helmut
1988-00-00
Guides - Classroom - Teacher
Descriptors: Animal Behavior; Biological Sciences; Cognitive Development; Cognitive Processes; Concept Formation; Elementary School Science; Elementary Secondary Education; Epistemology; Laboratory Animals; Science Activities; Science Education; Secondary School Science; Teaching Methods; Zoology
Abstract: There is a group of terrestrial crustaceans, the isopods or sowbugs, that spend their lives in the cool, damp and dark microhabitats beneath rocks, decaying logs, and leaf litter. Although these animals are well adapted to exploit these moist niches, they are obligated to live where they do because of their need for moisture and high humidity to prevent dehydration. The activities in this guide are designed to compliment class discussions about how invertebrates and other animals have solved the problem of water and moisture control. This guide includes: (1) a background for teachers; (2) where one can get isopods; (3) the dry and moist side of an isopod's life (an activity); (4) some interesting variations; (5) summary; (6) additional comments and considerations; and (7) a glossary. The activity contains discussions of observations and interpretations of the data collected. The paper concludes with a discussion of the content and process approach to learning and provides a content map and a "V" analysis of the lesson on isopods. (CW) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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4. How Secondary Students Interpret Instances of Biological Adaptation. (EJ324431)
Clough, Elizabeth Engel; Wood-Robinson, Colin
Journal of Biological Education, v19 n2 p125-30 Sum 1985
1985-00-00
Descriptors: Biology; Concept Formation; Environmental Education; Evolution; High Schools; Science Education; Secondary School Science
Abstract: Interviews with 84 students (12- to 16-year-olds) suggest they have a poor understanding of biological education. Students' responses, question context influences, age trends, and implications for biology teachers are discussed. Among conclusions are: (1) Most students use teleological and anthropomorphic explanations; and (2) evolution should be taught earlier. (DH) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Annual Review of Anthropology, Volume 6, 1977. (ED152647)
Siegel, Bernard J., Ed.; And Others
1977-00-00
Books
Descriptors: Anthropological Linguistics; Anthropology; Archaeology; Area Studies; Behavior; Cross Cultural Studies; Culture; Essays; Ethnology; Intellectual Disciplines; Language; Language Research; Linguistics; Literature Reviews; Social Exchange Theory; Social Science Research; Social Sciences; State of the Art Reviews; Theories
Abstract: The book contains 20 essays which provide an overview of the state of the art in various areas of anthropology, including applied anthropology, archaeology, physical anthropology, ethnology, linguistics, and social anthropology. Most of the authors are professors and researchers from departments of anthropology or linguistics in United States colleges and universities. The essays are broad surveys and exercises in theory. Topics include cross-cultural cognitive studies; nutritional anthropology and biological adaptation; psychological anthropology; Chinese palaeoanthropology; current directions in midwestern archaeology; anthropological studies on women's status; social exchange; languages of the Caucasus; community studies in Europe; research on the origin of the state; history of anthropology; culture, behavior, and the nervous system; and biology, speech, and language. The book includes subject and author indexes. (Author/AV) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Psychological Limits in Athletic Training. (ED081738)
Michael, Ernest D., Jr.; Horvath, Steven M.
1965-00-00
Descriptors: Exercise (Physiology); Fatigue (Biology); Motivation; Physical Fitness; Psychological Characteristics; Psychological Patterns; Psychophysiology
Abstract: The end point of exercise occurs when the subject can no longer continue the activity due to pain, weakness, or boredom. Shortly following the exercise, however, most subjects report that they could have worked longer--indicating a memory loss or escape from pain previously encountered. This study was an attempt to examine the physiological parameters at the time of these subjective feelings of fatigue to learn if motivation to exercise would change with changing physiological measurements. An experienced athlete in good health but untrained for competition was asked to exercise in a series of tests. Results indicate that psychological motivation is influenced by physiological parameters that fall within rather narrow ranges; the question is, Which comes first? Heart rate, ventilations, oxygen uptake, and body termperature levels are controlled by factors other than a desire to end the exercise. Physical training probably takes long periods of time because of the time needed for slow biological adaptation to take place. Motivation relates to the capability of the body, acting as a feedback system, to inform the higher centers of break point levels. The desire to be a good athlete must be coupled with the biological capability to adapt to exercise. (Authors/JA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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