This book presents comprehensive, thorough and updated analyses of key cognitive individual difference factors (e.g., age, intelligence, language aptitude, working memory, metacognition, learning strategies, and anxiety) as they relate to the acquisition, processing, assessment, and pedagogy of second or foreign languages. Critical reviews and in-depth research syntheses of these pivotal cognitive learner factors are put into historical and broader contexts, drawing upon the multiple authors' extensive research experience, penetrating insights and unique perspectives spanning applied linguistics, teacher training, educational psychology, and cognitive science. The carefully crafted chapters provide essential course readings and valuable references for seasoned researchers and aspiring postgraduate students in the broad fields of instructed second language acquisition, foreign language training, teacher education, language pedagogy, educational psychology, and cognitive development.
This book introduces an approach to understanding and measuring working memory components and functions in second language learning, processing and development. It presents comprehensive, thorough and updated reviews of relevant literatures from cognitive sciences and applied linguistics. Drawing on multidisciplinary research, the book advocates a conceptual framework for integrating working memory theories with second language acquisition theories. An innovative theoretical model is also presented, which illuminates research studies investigating the distinctive roles of phonological and executive working memory as they relate to specific L2 learning domains, skills and processes. Theoretical and methodological implications of this integrative perspective are further elaborated and discussed within the specific realms of L2 task-based performance and language aptitude research.
This Element traces the emergence and historical development of the key concepts and basic tenets of translanguaging and interpreting followed by reviews of the relevant literature. It also provides the theoretical and methodological implications of this perspective.
Distributed controller design is generally a challenging task, especially for multi-agent systems with complex dynamics, due to the interconnected effect of the agent dynamics, the interaction graph among agents, and the cooperative control laws. Cooperative Control of Multi-Agent Systems: A Consensus Region Approach offers a systematic framework for designing distributed controllers for multi-agent systems with general linear agent dynamics, linear agent dynamics with uncertainties, and Lipschitz nonlinear agent dynamics. Beginning with an introduction to cooperative control and graph theory, this monograph: Explores the consensus control problem for continuous-time and discrete-time linear multi-agent systems Studies the H∞ and H2 consensus problems for linear multi-agent systems subject to external disturbances Designs distributed adaptive consensus protocols for continuous-time linear multi-agent systems Considers the distributed tracking control problem for linear multi-agent systems with a leader of nonzero control input Examines the distributed containment control problem for the case with multiple leaders Covers the robust cooperative control problem for multi-agent systems with linear nominal agent dynamics subject to heterogeneous matching uncertainties Discusses the global consensus problem for Lipschitz nonlinear multi-agent systems Cooperative Control of Multi-Agent Systems: A Consensus Region Approach provides a novel approach to designing distributed cooperative protocols for multi-agent systems with complex dynamics. The proposed consensus region decouples the design of the feedback gain matrices of the cooperative protocols from the communication graph and serves as a measure for the robustness of the protocols to variations of the communication graph. By exploiting the decoupling feature, adaptive cooperative protocols are presented that can be designed and implemented in a fully distributed fashion.
A service economy era is coming! As the basic discipline of service dominant era, service science mainly studies common rules of service activities, aiming to provide theoretical bases for creating service value in the new era. The book, which integrates knowledge of service management, operational management, logistics and supply chain management, constructs a research system for this emerging discipline. Service science research system constitutes service philosophy, resource allocation, operational management and service technology. Many cases about China’s service enterprises are incorporated in the book, in the hope of providing readers an insight into not only service science but also the development of China’s service economy.
This book introduces an approach to understanding and measuring working memory components and functions in second language learning, processing and development. It presents comprehensive, thorough and updated reviews of relevant literatures from cognitive sciences and applied linguistics. Drawing on multidisciplinary research, the book advocates a conceptual framework for integrating working memory theories with second language acquisition theories. An innovative theoretical model is also presented, which illuminates research studies investigating the distinctive roles of phonological and executive working memory as they relate to specific L2 learning domains, skills and processes. Theoretical and methodological implications of this integrative perspective are further elaborated and discussed within the specific realms of L2 task-based performance and language aptitude research.
This book presents comprehensive, thorough and updated analyses of key cognitive individual difference factors (e.g., age, intelligence, language aptitude, working memory, metacognition, learning strategies, and anxiety) as they relate to the acquisition, processing, assessment, and pedagogy of second or foreign languages. Critical reviews and in-depth research syntheses of these pivotal cognitive learner factors are put into historical and broader contexts, drawing upon the multiple authors' extensive research experience, penetrating insights and unique perspectives spanning applied linguistics, teacher training, educational psychology, and cognitive science. The carefully crafted chapters provide essential course readings and valuable references for seasoned researchers and aspiring postgraduate students in the broad fields of instructed second language acquisition, foreign language training, teacher education, language pedagogy, educational psychology, and cognitive development.
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