Longman Dictionary of

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in the 1960s and which is based on the belief that language learning is a
process which involves active mental processes and not simply the forming
of habits. It gives importance to the learner’s active part in the process of
using and learning language, particularly in the learning of grammatical
rules. Although it has not led to any particular method of language teaching,
the COMMUNICATIVE APPROACH makes some use of cognitive code principles.
cognitive demand of instruction n
also cognitive load
the cognitive demands of instruction in academic subject matter in formal
schooling contexts. The cognitive difficulty of different subjects in the curriculum
(e.g. math, science) will depend on various factors, such as the
extent of student’s prior knowledge, the cognitive complexity inherent in
the instructional task, student interest in the topic, the effectiveness of the
teacher and the materials, and the mode and pace of presentation.
cognitive development n
also stage theory of development
developmental changes in cognitive abilities, processes, and structures.
The best known theory of childhood cognitive development is that of
Piaget, who proposed that such development consists of four major
stages, labelled
sensorimotor stage (birth to 2 years). The child’s cognitive system is
limited to motor reflexes at birth.
preoperational stage (2 to 7 or 7 years). Children acquire representational
skills and especially language.
concrete operational stage (6/7 to 11/12). Children are able to understand
concrete problems and take multiple perspectives into account.
formal operational stage (11/12 to adult). At this stage children are
capable of logical, theoretical, and abstract cognitive operations.
cognitive domain n
see DOMAIN
cognitive linguistics
cognitive linguistics n
An approach to LINGUISTICS which stresses the interaction between language
and cognition, focusing on language as an instrument for organizing,
processing, and conveying information. Issues addressed within
cognitive linguistics include structural characteristics of language such as
prototypicality (see PROTOTYPE), METAPHOR, and IMAGERY;
functional principles of language organization such as iconicity (non-arbitrary
relationships between meanings and expressions); the interface
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