Towards a Cognitive-Linguistic Turn in CLIL: Unfolding Integration

The aim of this paper is to unfold the process of integration in CLIL by describing the role of the cognitive processes involved in the construction of knowledge. While there has been extensive research of various aspects of CLIL, the actual process of integration of content and language has largely been neglected. Therefore, this paper argues that the role of language in building knowledge has to be stressed further and made transparent to CLIL practitioners, particularly in “hard” versions of CLIL. Raising teachers’ awareness of the epistemic function of language and drawing their attention to the human cognitive architecture can help them achieve a higher level of understanding of the process of integration of content and language. Using the example of a task taken from a training course for CLIL teachers, this paper describes how a focus on the cognitive architecture of learners can improve the integration of content and language in CLIL.

Biology, Evolution, and International Security

Current dominant understandings in international security, especially those drawn from notions of classical economic rationality, do not accurately map onto identified human cognitive architecture and processes. As a result, they are limited in their ability to accurately predict human behavior, including violence. After discussing core findings from work in neurobiology, the chapter argues for a greater inclusion of biological factors into the study of international relations. In so doing, there is no intention to negate the influence of larger structural factors, but rather to advocate for the value of including individual variance to achieve a more comprehensive understanding of international relations. The chapter concludes with some speculations about some of the most important questions that might be profitably explored from this perspective going forward.

Commentary on Pierce, Genesee, Delcenserie, and Morgan

Early linguistic experiences are intimately tied to later language learning outcomes (e.g., Chilosi et al., 2013; Kaushanskaya & Marian, 2009b). The underlying neural and cognitive processes mediating this relationship remain unclear. Pierce, Genesee, Delcenserie, and Morgan (2017) propose that the phonological working memory (PWM) system is the critical component responsible for linking early linguistic experiences to later language development. Their argument arises from research demonstrating that exposure to linguistic input early in life shapes the kinds of phonological representations that are formed about the sounds within one's native language (Kuhl, 2004; Majerus et al., 2005; Mody, Schwartz, Gravel, & Ruben, 1999; Nittrouer & Burton, 2005). These phonological representations, which the authors believe to be created and stored using the PWM system (Gathercole & Baddeley, 1989), are highly predictive of later language outcomes (Bernhardt, Kemp, & Werker, 2007; Kuhl, 2010; Molfese & Molfese, 1985; Tsao, Liu, & Kuhl, 2004). Explaining language development via memory processes has many benefits. For instance, drawing on a large extant literature on memory-related processes allows researchers to make novel predictions about language learning, especially in regard to its connections to other kinds of learning (e.g., Gathercole, 2006). Identifying PWM as a key driver to language development is a useful insight likely to generate much further research, but it may not go far enough in tying language acquisition to more domain-general aspects of the human cognitive architecture. We believe that a complete account of language will require consideration of additional aspects of the human cognitive architecture working alongside the PWM system.

Nudging and Boosting: Steering or Empowering Good Decisions

In recent years, policy makers worldwide have begun to acknowledge the potential value of insights from psychology and behavioral economics into how people make decisions. These insights can inform the design of nonregulatory and nonmonetary policy interventions—as well as more traditional fiscal and coercive measures. To date, much of the discussion of behaviorally informed approaches has emphasized “nudges,” that is, interventions designed to steer people in a particular direction while preserving their freedom of choice. Yet behavioral science also provides support for a distinct kind of nonfiscal and noncoercive intervention, namely, “boosts.” The objective of boosts is to foster people’s competence to make their own choices—that is, to exercise their own agency. Building on this distinction, we further elaborate on how boosts are conceptually distinct from nudges: The two kinds of interventions differ with respect to (a) their immediate intervention targets, (b) their roots in different research programs, (c) the causal pathways through which they affect behavior, (d) their assumptions about human cognitive architecture, (e) the reversibility of their effects, (f) their programmatic ambitions, and (g) their normative implications. We discuss each of these dimensions, provide an initial taxonomy of boosts, and address some possible misconceptions.

Pedagogy of Constructivism: From Idea to Technology

The paper considers how to design educational technologies, based on ideas of constructivist pedagogy. J. Piaget’s and G. Kelly’s writings show that educational outcomes emerge as structures in the form of mental representations, which learners have to construct in the course of active cognitive activities. Recommendations on how to organize educational process, developed by constructivist educators on the basis of these ideas, can be useful in designing educational technologies. The paper examines J. Piaget’s and G. Kelly’s writings and reveals limitations and inner contradictoriness inherent in mechanism of self-constructing mental representations. The author provides arguments refuting that recommendations of constructivist pedagogy result from the moderate constructivism ideas. Moreover, these recommendations are inconsistent with the logic of cognitive experience gaining which results from theories of cognitive load and human cognitive architecture. These recommendations also lack operationality, needed for the educational process to be reproduced. Thus the paper concludes, constructivist pedagogy cannot be used as a basis for designing educational technologies.

Instructional Design in Digital Environments and Availability of Mental Resources for the Aged Subpopulation

In this digital era, the gap between the elderly and younger generations in their use of computer-based technology is wide, and many researchers in behavioural and social sciences, along with educators, welfare workers, and policy makers, are concerned about this disturbing phenomenon. However, it is not clear whether this discrepancy is due to a lack of previous access to information technology or declining mental ability in the course of aging. The purpose of this chapter is to consider the aged subpopulation’s needs and their ability to use digital technology from the perspectives of human cognitive architecture and the principles of instructional design guided by cognitive load theory. The authors focus on the following critical issues: a) the evolution and formation of human cognitive architecture, b) cognitive functioning as influenced by aging, c) compatibility between elderly people’s available mental resources and the cognitive requirements of digital equipment, and d) guidelines for human-computer multimedia interactions derived from the accumulated experimental evidence on effective instructional design and delivery.