Mind and language

Bracken, Harry M.

doi:10.1515/9783110850413

Cited by 71 publications

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“…First, it was hypothesized that the deaf children would perform significantly more poorly in concept attainment than the matched sample of nonhearing impaired students. Second, because Davis' findings regarding subscale patterns were inconclusive, it was hypothesized that the conceptual delay among the deaf children across the Bracken Basic Concept Scale (BBCS) (Bracken, 1984) subtests would be relatively uniform.…”

supporting

confidence: 51%

“…While it is not possible to "teach" a low IQ child to be more intelligent in any direct way, children with conceptual deficiencies can and should be taught those concepts they have not yet acquired. Since basic concepts are ubiquitous in the educational environment and curricula (Bracken, 1984(Bracken, , 1985 in press b), those children significantly delayed in concept attainment are at a serious disadvantage from the onset of their educational experience.…”

Section: Resultsmentioning

confidence: 99%

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Rate of conceptual development among deaf preschool and primary children as compared to a matched group of nonhearing impaired children

Bracken

Cato

1986

Psychol. Schs.

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Seventeen deaf children and a matched group of 17 nonhearing impaired children were assessed to compare rate of basic concept development. The results indicate that deaf children scored approximately two standard deviations below their matched nonhearing impaired peers. Additionally, the deaf children exhibited a relatively flat subtest proflle, suggesting that basic concepts that have not been specifically taught remain uniformly delayed for deaf children.The incidence of language and academic delay among hearing impaired students has long been well documented (degree of language delay being directly related to the degree of hearing impairment (Davis, 1974). Davis investigated the performance of hard-ofhearing 6-to 8-year-old children on the Boehm Test of Basic Concepts (Boehm, 1971), a measure of 50 commonly used basic conceptual terms. She found that the hard-ofhearing students performed differentially with respect to their level of hearing loss; those with pure-tone averages (PTA) for frequencies of 500, 1000, and 2000 Hz which fell in a range of 35 to 50 dB HTL (ANSI, 1969) performed significantly higher than did the students whose PTA exceeded 51 dB HTL.Davis further attempted a content analysis of the Boehm Test to determine whether content domains on the Boehm proved to be more difficult for hard-of-hearing students than for others. On the three specific domains assessed by the Boehm (Space, Quantity, and Time) and one general domain (Miscellaneous), the lowest percentage of errors occurred on Space concepts, with Miscellaneous, Quantity, and Time concepts following, respectively. Of the 10 most difficult concepts assessed by the Boehm Test, five were Quantity Concepts, three were Spatial, one Time, and one Miscellaneous concepts. Since the Boehm provides only raw scores and normative means do not exist for the subscales, it is not known whether the pattern reported by Davis is atypical performance found among hearing impaired children or is the norm for all children. In all, 75% of the 24 students in the Davis (1974) study scored below the 10th percentile on the Boehm Test.The present researchers were interested in assessing deaf children of the same approximate age as Davis' sample, using a more comprehensive measure of basic concepts, and comparing their performance to a matched group of nonhearing impaired students. Additionally, the present study sought to investigate the pattern of conceptual development among the deaf children. First, it was hypothesized that the deaf children would perform significantly more poorly in concept attainment than the matched sample of nonhearing impaired students. Second, because Davis' findings regarding subscale patterns were inconclusive, it was hypothesized that the conceptual delay among the deaf children across the Bracken Basic Concept Scale (BBCS) (Bracken, 1984) subtests would be relatively uniform. Requests for reprints should be directed to Bruce A. Bracken, Dept. of Educational Psychology, P.O. 'The authors would like to express their appreciation to Ms. Na...

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supporting

confidence: 51%

Section: Resultsmentioning

confidence: 99%

Rate of conceptual development among deaf preschool and primary children as compared to a matched group of nonhearing impaired children

Bracken

Cato

1986

Psychol. Schs.

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“…The 35 papers in volume III, 'Anthropology', deal with Chomsky's political work. The only pieces that are likely to be familiar to readers of this journal are the classic review of Lyons (1968) by Hymes, two reviews of Sampson (1979) by McCawley and by Lightfoot (the latter a real gem, in my view), Lightfoot's 'Creativity and political enlightenment', and Bracken's 'Liberty and language', reprinted from Bracken (1984). The other contributions come mostly from a variety of political journals and magazines, and Otero has performed a useful service in bringing them together here.…”

Section: Volume IIImentioning

confidence: 99%

Assessing Chomsky

Salkie¹

1996

J. Ling.

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The number of possible sentences of a language is thought to be infinite. Reading this enormous collection of articles, one begins to wonder if the same is true of the number of useful sentences that can be written about Chomsky. The editor unfortunately does not indicate why these 168 papers were chosen, a criticism to which I shall return below, and there is no map to help navigate this large territory beyond the table of contents. The latter takes up twelve pages, too many to reproduce here. I shall therefore begin by sketching the overall structure of the collection, before examining each volume in turn. I shall mark out in particular the contributions which are either completely new (eleven in total) or were previously inaccessible, unpublished, or not available in English before they appeared here. 1. STRUCTURE The collection consists of four 'volumes', as follows:

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Descartes, René (1596–1650)

Watson¹

2014

The Encyclopedia of Political Thought

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René Descartes is known as the father of modern philosophy. He is also a primary founder of modern mechanistic science, the inventor of analytic geometry that led to the calculus, and a pioneer in vivisection and the psychology of the emotions. His work constitutes a definitive break with the Aristotelian Scholasticism of passive matter and active form, and is foundational to the Enlightenment of the eighteenth century. His metaphysics consisting of two substances – immaterial mind whose essence is active thinking and material body whose essence is passive extension – has set the foundations and agenda for philosophy and science ever since, from the dualism of mind and body to the monisms of idealism (only the mental exists) and materialism (only bodies exist). The most recent manifestation of the problems set by Descartes is materialist neurophysiology, according to which the mental realm of ideas and sensations is either reduced to material activities in the brain or elevated to epiphenomena that have no causal effect in the deterministic material world.

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Mind and language

Cited by 71 publications

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Rate of conceptual development among deaf preschool and primary children as compared to a matched group of nonhearing impaired children

Rate of conceptual development among deaf preschool and primary children as compared to a matched group of nonhearing impaired children

Assessing Chomsky

Descartes, René (1596–1650)

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