Cognition and learning: A review of the literature with reference to ethnolinguistic minorities

by Patricia M. Davis

Originally published as:   Davis, Patricia M. 1991.Cognition and learning: A review of the literature with reference to ethnolinguistic minorities. Dallas, TX: Summer Institute of Linguistics. © 1991 Summer Institute of Linguistics, Inc.

Complete Table of Contents

Summary

This volume is a review of the published literature dealing with cognition and learning, especially as they relate to ethnolinguistic minorities. It traces the development of present-day thinking on the subject by focusing on developmental theories, information-processing theories, and learning styles. It also includes fairly comprehensive lists of references. This information will help you understand various learning theories and styles as you face the challenges of education in a cross-cultural setting.

This book is available from the SIL Bookstore.

Front Matter

Preface

Acknowledgments

1. Developmental theories

1.1. Genetic programming

1.2. Piagetian theory

1.3. Applications in western society

1.4. Applications in ethnolinguistic minority groups

1.5. Successive equilibration

1.6. Educational implications

1.7. Conclusion

1.8. References

2. Information processing theories

2.1. Reception learning

2.2. Schema theory

2.3. Information processing

2.4. Social learning theory

2.5. Conclusion

2.6. References

3. Learning styles and teaching methods

3.1. Field dependence versus field independence

3.2. Learning styles and educability

3.3. Additional research

3.4. Holistic instruction

3.5. Bicognitive development

3.6. Discussion

3.7. Conclusion

3.8. References

Back Matter

Appendix A. Example of an Advance Organizer: The concept of era ¹

1. Background

2. Preexisting cognitive structure

3. Behavioral objective

4. The Advance Organizer (comparative type)

5. The Advance Organizer as a concept

6. Content to be taught

7. Conclusion

Appendix B. Checklist for effective cross-cultural teacher training