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Page 1 of 4

  • 17 - Working Memory in the Modular Cognition Framework

  • from Part III - Linguistic Theories and Frameworks
  • Edited by John W. Schwieter, Zhisheng (Edward) Wen
  • Book:
    The Cambridge Handbook of Working Memory and Language
    Published online:
    08 July 2022
    Print publication:
    21 July 2022, pp 368-392

  • Summary

    Working memory, as a cognitive function, needs to be understood within the context of the mind as a whole, in other words within a general framework that can connect it to related research and theory. In this chapter we present one such broad view of the mind, the Modular Cognition Framework (MCF), and apply it to the study of working memory, emphasizing its involvement in language development and use. We consider the nature of working memory as an integral part of the cognitive system, along with working memory capacity, offering a relatively fine-grained, cognitively contextualized account of what working memory is and where the capacity limits come from. This approach provides a means of understanding and further studying a range of phenomena, including the nature and use of metalinguistic knowledge, bilingual language “selection”, code-switching, switch costs and their absence, crosslinguistic influence, optionality in second language learning, and translation and interpreting.

  • The cognitive status of metalinguistic knowledge in speakers of one or more languages

  • Michael Sharwood Smith
  • Journal:
    Bilingualism: Language and Cognition / Volume 24 / Issue 1 / January 2021
    Published online by Cambridge University Press:
    29 June 2020, pp. 185-196

  • The term ‘metalinguistic’ is used to define the kind of ability whereby people for various purposes view language as an object. It is strongly associated with consciousness and touches on many aspects of literacy, multilingualism and language acquisition. Discussions in the research literature have generally been on specific aspects of metalinguistic knowledge: the time is ripe for a more fundamental reassessment focusing on how exactly metalinguistic ability is represented and processed on line, and how it fits in with other kinds of representation and processing. To this end, a particular theoretical perspective that takes into account contemporary research in cognitive science, the Modular Cognition Framework, will be applied with the aim of supporting further empirical investigations into this area of language ability and locating it within an integrated approach to cognition in general. Finally, the usefulness of metalinguistic knowledge will be briefly considered.

  • 4 - Theoretical Frameworks in L2 Acquisition

  • from Part I - Theories
  • Edited by John W. Schwieter, Alessandro Benati, American University of Sharjah, United Arab Emirates
  • Book:
    The Cambridge Handbook of Language Learning
    Published online:
    25 June 2019
    Print publication:
    27 June 2019, pp 84-108

  • Summary

    It is important to distinguish between a theory and the hypotheses that are derived from it, on the one hand, and a theoretical framework on the other. The crucial criterion for judging a theory, in addition to its explanatory value, is its ability to make useful predictions. A framework functions at a higher level of abstraction. The level can vary between a narrow, “local” framework restricted to a well-specified research domain and one that has a wider coverage, ending up with frameworks that also facilitate interdisciplinary research projects. What all frameworks have in common is that they contain some commitments that cannot be significantly altered: this is the framework’s metatheory. Then there are the areas where variation is perfectly possible, allowing researchers to carry out many alternative applications of the metatheory that defines that particular framework.

Introducing Language and Cognition
  • A Map of the Mind
  • Michael Sharwood Smith
  • Published online:
    21 January 2017
    Print publication:
    11 January 2017
  • In this accessible introduction, Mike Sharwood Smith provides a working model or 'map' of the mind, with language as its centrepiece. Drawing on cutting-edge research across linguistics, psychology and neuroscience, it allows students to quickly grasp how each separate aspect of the mind's operations can be related. This 'big picture' view includes the way the mind makes, stores and loses memories of all kinds as well how its various 'expert systems' combine and collaborate to solve, typically beyond our conscious awareness, the myriad of tasks we are faced with every minute and millisecond of our existence. The book also focuses on language, that is, the mind of monolingual, bilingual and multilingual speakers. It will be of interest to all students wishing to learn more about the complex relationship between language - one of the most important ways in which we define ourselves as human - and the mind.

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