Language Acquisition and Cognition

LANGUAGE
ACQUISITION AND
COGNITION
COGNITION
• The cognitive language acquisition theory uses the

idea that children are born with very little cognitive
abilities, meaning that they are not able to recognize
and process very much information. At birth, infants
are limited to a very small scope of mental processes
that must be developed over time.
INFORMATION PROCESSING
• Information Processing Theory is a cognitive

theory that focuses on how information is
encoded into our memory. The theory
describes how our brains filter information,
from what we’re paying attention to in the
present moment, to what gets stored in our
short-term or working memory and ultimately
into our long-term memory.
THE STAGES OF INFORMATION PROCESSING
• Driscoll (2014) describes three stages of

information processing when introducing the
computational information processing theory.
It begins with sensory memory, goes on to
working memory, and the last stage is long-
term memory.
SENSORY MEMORY
• is the first stage of Information Processing Theory.

It refers to what we are experiencing through our
senses at any given moment. This includes what we
can see, hear, touch, taste and smell. Sight and
hearing are generally thought to be the two most
important ones.
WORKING MEMORY
• Which is also known as short-term memory

• Working memory is a cognitive system with a limited capacity
that can hold information temporarily.
• For example, in math class, working memory
lets kids “see” in their head the numbers the
teacher is saying. They might not remember
any of these numbers by the next class or even
10 minutes later.
• Working memory has done its short-term job by

helping them tackle the task at hand.
LONG-TERM MEMORY
• It represents a “permanent” storehouse of
information. Anything that is to be
remembered for a long time must be
transferred from short-term storage to long-
term storage.
• Driscoll states that once information has ben

processed into long-term memory, it is never
truly lost.
SKILL ACQUISITION THEORY
• Skill Acquisition Theory accounts for how

people progress in learning a variety of skills,
from initial learning to advanced proficiency.
Skills studied include both cognitive and
psychomotor skills, in domains that range
from classroom learning to applications in
sports and industry.
3 STAGE MODEL OF SKILL ACQUISITION
• Fitts (1964; Fitts & Posner,

1967) suggests that motor skill
acquisition follows three stages: the
cognitive stage, the associative
stage, and the autonomous stage.
COGNITIVE STAGE
• For the new learner, the problem to be solved in the cognitive
stage is understanding what to do (Schmidt & Lee, 2005).
• It would be extremely difficult for someone to learn a skill
without receiving any prior knowledge about the skill, whether
that knowledge is visual or verbal.
• The cognitive stage of skill acquisition is the early
identification and understanding of the skill to be learned.
Individuals focus on what to do. To begin with they make
many errors and have few successes.
ASSOCIATIVE STAGE
• The associative stage of skill acquisition is where practice and
learning how to do it. At the associative stage the learner has begun
to grasp the nature of the skill.
• Errors become less frequent and the skill performance is more

refined.
• It is still important for the coach to communicate with the learner

and give regular feedback on how to refine the skill as this will
reduce the chance of an individual learning incorrect movement
patterns.
• Another name for this level is the practice stage because
practice has now become integral to progressing to the next
level – the autonomous stage.
• For some more complex skills, learners stay in this stage for a
long period of time, even years, without progressing to the
next stage. Other learners may move more quickly through
this stage.
AUTONOMOUS STAGE
• The autonomous stage is the most advanced level of
skill acquisition. It is characterised by consistent
achievement of desired results.
Performers in the autonomous stage are able to attend to
higher-order cognitive activities, such as game
strategies while giving little thought to how to perform
the skill, that is, when a player needs to pass a ball, they
are focused on who to pass to, which type of pass is
best to make, and what the defenders are doing.
• Learners in the autonomous stage often practice in
situations that simulate game-like and pressure
situations.
• It may take individuals a long time to achieve
autonomy in all skills with many never reaching it. In
the autonomous stage, improvements come slowly
and training needs to well organised and must provide
a high level of motivation.

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LANGUAGE

• The cognitive language acquisition theory uses the

• Information Processing Theory is a cognitive

• Driscoll (2014) describes three stages of

• is the first stage of Information Processing Theory.

• Which is also known as short-term memory

• Working memory has done its short-term job by

• Driscoll states that once information has ben

• Skill Acquisition Theory accounts for how

• Fitts (1964; Fitts & Posner,

• Errors become less frequent and the skill performance is more

• It is still important for the coach to communicate with the learner

You might also like

Language Acquisition and Cognition

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Language Acquisition and Cognition

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Did you find this document useful?

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Language Acquisition and Cognition

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LANGUAGE

• The cognitive language acquisition theory uses the

• Information Processing Theory is a cognitive

• Driscoll (2014) describes three stages of

• is the first stage of Information Processing Theory.

• Which is also known as short-term memory

• Working memory has done its short-term job by

• Driscoll states that once information has ben

• Skill Acquisition Theory accounts for how

• Fitts (1964; Fitts &amp; Posner,

• Errors become less frequent and the skill performance is more

• It is still important for the coach to communicate with the learner

You might also like

• Fitts (1964; Fitts & Posner,