Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-19T13:23:34.576Z Has data issue: false hasContentIssue false
  • English
  • Français

Where is Cognition?

Emotion and Cognition in Second Language Acquisition

Published online by Cambridge University Press:  07 November 2008

John H. Schumann
John H. Schumann
Affiliation:
University of California, Los Angeles
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper argues that the brain is the seat of cognition, that cognitive processes are neural processes, and that, in the brain, affect and cognition are distinguishable but inseparable. This perspective allows a reconceptualization of the affective filter in terms of the brain's stimulus appraisal system, which interacts with cognition to promote or inhibit second language acquisition. A research strategy is proposed for investigating these ideas.

Type
Articles
Information
Studies in Second Language Acquisition , Volume 16 , Issue 2 , June 1994 , pp. 231 - 242
Copyright
Copyright © Cambridge University Press 1994

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Bechtel, W. (1992, 09). Philosophical perspectives on theory development. Paper presented at the Workshop on Theory Construction in Second Language Acquisition, Washington, DC.Google Scholar
Brauth, S. E., Hall, W. S., & Dooling, R. J. (1991). Plasticity of development. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Brown, H. D. (1977, 02). Cognitive and affective characteristics of good language learners. Paper presented at the Los Angeles Second Language Acquisition Research Forum, University of California, Los Angeles.Google Scholar
Brown, H. D. (1980). The optimal distance model of second language acquisition. TESOL Quarterly, 14, 157–164.CrossRefGoogle Scholar
Brown, J. W. (1988). The life of the mind: Selected papers. Hillsdale, NJ: Erlbaum.Google Scholar
Cartwright, R., & Lamberg, L. (1992). Crises dreaming. New York: Harper Collins.Google Scholar
Clark, A. (1989). Microcognition: Philosophy, cognitive science, and parallel distributed processing. Cambridge, MA: MIT Press.Google Scholar
Clément, R., & Kruidenier, B. G. (1983). Orientations in second language acquisition: 1. The effects of ethnicity, milieu, and target language on their emergence. Language Learning, 33, 273–291.CrossRefGoogle Scholar
Crick, F., & Mitchison, G. (1983). The function of dream sleep. Nature, 304, 111–114.CrossRefGoogle ScholarPubMed
Dornyei, Z. (1990). Conceptualizing motivation in foreign-language learning. Language Learning, 40, 45–78.CrossRefGoogle Scholar
Ellsworth, P. C. (1991). Some implications of cognitive appraisal theories of emotion. In Strongman, K. T. (Ed.), International review of studies on emotion (pp. 142–161). New York: Wiley Press.Google Scholar
Esposito, R. U. (1984). Cognitive-affective integration: Some recent trends from a neurobiological perspective. In Weingartner, H. & Parker, E. S. (Eds.), Memory consolidation and the psychobiology of cognition (pp. 142–161). Hillsdale, NJ: Erlbaum.Google Scholar
Gardner, R., & Lambert, W. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House.Google Scholar
Guiora, A., Brannon, R., & Dull, C. (1972). Empathy and second language learning. Language Learning, 20, 111–130.CrossRefGoogle Scholar
Hobson, J. A. (1990). Sleep and dreaming. Journal of Neuroscience, 10, 371–382.CrossRefGoogle ScholarPubMed
Iverson, S. D., & Mishkin, M. (1970). Perseverative interference in monkey following selective lesion of the inferior prefrontal convexity. Experimental Brain Research, 11, 376–386.Google Scholar
Jackson, F., & Pettit, P. (1988). Functionalism and broad content. Mind, 97, 381–400.CrossRefGoogle Scholar
Jacobs, B., & Schumann, J. (1992). Language acquisition and the neurosciences: Toward a more integrative perspective. Applied Linguistics, 13, 282–301.CrossRefGoogle Scholar
Kling, A., & Brothers, L. (1992). The amygdala and social behavior. In Aggleton, J. (Ed.), The amygdala (pp. 353–377). New York: John Wiley & Sons.Google Scholar
Klüver, H., & Bucy, P. C. (1939). Preliminary analysis of functions of the temporal lobes in monkeys. Archives of Neurology and Psychiatry, 42, 979–1000.CrossRefGoogle Scholar
Krashen, S. (1981). Second language acquisition and second language learning. New York: Pergamon Press.Google Scholar
Lazarus, R. S., & Smith, C. A. (1988). Knowledge and appraisal in the cognition-emotion relationship. Cognition and Emotion, 2, 281–331.CrossRefGoogle Scholar
Leventhal, H. (1984). A perceptual-motor theory of emotion. In Berkowitz, L. (Ed.), Advances in experimental social psychology (Vol. 17, pp. 117–182). New York: Academic Press.Google Scholar
Long, M. H. (1990). The least a second language acquisition theory needs to explain. TESOL Quarterly, 24, 649–666.CrossRefGoogle Scholar
Mamelak, A. N., & Hobson, J. A. (1989). Dream bizarreness as the cognitive correlate of altered neural behavior in REM sleep. Journal of Cognitive Neuroscience, 1, 201–222.CrossRefGoogle ScholarPubMed
Mishkin, M., & Appenzeller, T. (1987). The anatomy of memory. Scientific American, 256, 80–89.CrossRefGoogle ScholarPubMed
Naimon, N., Frōhlich, M., Stern, D., & Todesco, A. (1978). The good language learner. Toronto: Ontario Institute for Studies in Education.Google Scholar
Ortony, A., Clore, L., & Collins, A. (1988). The cognitive structure of emotions. New York: Cambridge University Press.CrossRefGoogle Scholar
Rolls, E. T. (1986). Neural systems involved in emotion in primates. In Plutchik, R. & Kellerman, H. (Eds.), Biological foundations of emotion. Emotion: theory, research, and experience (Vol. 3, pp. 125–141). Orlando, FL: Academic Press.CrossRefGoogle Scholar
Scherer, K. R. (1984). Emotion as a multi-component process: A model and some cross-cultural data. In Shaver, P. (Ed.), Review of personality: Emotions, relationships, and health (Vol. 5, pp. 37–63). Beverly Hills, CA: Sage.Google Scholar
Schumann, J. H. (1978a). The acculturation model for second language acquisition. In Gingras, R. (Ed.), Second language acquisition and foreign language teaching (pp. 27–50). Arlington, VA: Center for Applied Linguistics.Google Scholar
Schumann, J. H. (1978b). The pidginization process: A model for second language acquisition. Rowley, MA: Newbury House.Google Scholar
Schumann, J. H. (1992, 07). The neuropsychology of affective/cognitive interaction in sustained deep learning. Paper presented at the Symposium on the Developing Brain: New Frontiers of Research, University of California, Los Angeles.Google Scholar
Snyder, F. (1970). The phenomenon of dreaming. In Madow, L. & Snow, L. (Eds.), The psychodynamic implications of the psychological studies on dreams (pp. 124–151). Springfield, IL: Charles C Thomas.Google Scholar
Waddington, C. H. (1975). The evolution of an evolutionist. Ithaca, NY: Cornell University Press.Google Scholar
Winson, J. (1990). The meaning of dreams. Scientific American, 263, 86–96.CrossRefGoogle ScholarPubMed
Wong-Fillmore, L. (1991). When learning a second language means losing a first. Early Childhood Research Quarterly, 6, 323–346.CrossRefGoogle Scholar