ABSTRACT
Metacognition, or 'knowledge and cognition about cognitive phenomena’ is our human ability to think about the way we think and learn. By engaging in metacognition, human beings can actively manage and regulate what we do before, during and after the process or action. Although metacognitive awareness is a hidden psychological construct, it manifests itself in three ways, i.e. (i) metacognitive knowledge, (ii) metacognitive experience, and (iii) strategy use. Metacognitive knowledge includes person's knowledge, task knowledge as well as strategy knowledge. Strategy use includes language learning and language use. Metacognitive knowledge is an indicative knowledge about how one is thinking and learning can be positively or negatively influenced by internal factors such as personality traits, background strategic processes, as well as external factors such as the nature and demand of learning and communication tasks. This article focusses on how neuroscientific developments can inform teaching practice
ABSTRACT
This article learns the clinical and linguistic aspects of the process of perceiving, that includes comprehension and production. The perception is a need to re-examine the technical aspects of the programme design, develop more relevant materials, change the alphabet or find a different teacher who speaks a better reliable dialect or whose blood quantum is more politically correct. A perception, sensori- motor learning (habit, etc.), is an act of insight, a judgement that amount in one way or another, for structuring of the relations between the environment and the organism. The perceptual or intellectual elements are in all manifestations of emotion involving cognition in the same way as any other perceptual or intelligent reactions will happen. Intelligence is the equilibrium of cognitive structuring. It is the most plastic and at the same times the most durable structural equilibrium of behaviour. It is a system about living and acting operations. Intelligence is actually highly developed form of mental adaptation, i.e. the indispensable instrument for interaction between the subject and the universe, when there is scope of this interaction goes beyond immediate and momentary contacts to target and achieve far-reaching and stable relations
ABSTRACT
This article depicts the situation and mode of language in different cases. Mental Retardation is considerably subaverage general intellectual functioning existing concomitantly with deficits in adaptive behaviour and manifested during the developmental period. Schizophrenia is a multifaceted disorder whose etiology and specific characteristic for symptomology has not yet been fully established. Deafness is a receptive disorder in which the patient's auditory apparatus becomes dysfunctional and causes severe linguistic handicap.
ABSTRACT
How mind and language are interrelated? How production, comprehension and process of a language take place? Psycholinguistics is the answer.