Where Cognitive Psychology Applies
| Autor: | Julie Foertsch |
|---|---|
| Rok vydání: | 1995 |
| Předmět: |
050101 languages & linguistics
Literature and Literary Theory Higher education business.industry Communication 05 social sciences Perspective (graphical) 050301 education Social environment Cognition 06 humanities and the arts Bridge (interpersonal) Variety (cybernetics) Pedagogy 0501 psychology and cognitive sciences General knowledge Psychology business 0503 education Composition (language) |
| Zdroj: | Written Communication. 12:360-383 |
| ISSN: | 1552-8472 0741-0883 |
| DOI: | 10.1177/0741088395012003006 |
| Popis: | What sort of approach should we use to teach writing skills in today's classrooms? Many socially oriented scholars think we should teach context-specific writing skills that address the text's social milieu, whereas cognitively inclined scholars think we should teach more general models that can be adapted to a wide variety of writing contexts. As a number of composition theorists (e.g., Carter, 1990; Flower, 1994; Nystrand, 1989) have argued, a genuine synthesis between the cognitive theorists' general knowledge perspective and the social theorists' local knowledge perspective is necessary if we wish to teach students of diverse backgrounds how to write successfully in a variety of present and future contexts. This article attempts to bridge the misleading dichotomy between local knowledge and general knowledge by applying what cognitive psychologists have discovered about memory, expertise, and the transfer-of-learning to the question of appropriate composition pedagogy. |
| Databáze: | OpenAIRE |
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