Cognição e aprendizagem de L2: o que nos diz a pesquisa nos paradigmas simbólico e conexionista

Mota, Mailce; Zimmer, Márcia Cristina

doi:10.1590/S1984-63982005000200008

Resumos

Este artigo apresenta os principais aspectos teóricos de dois paradigmas de investigação da cognição humana _ o simbólico e o conexionista _ e discute como a pesquisa em cada paradigma tem fomentado os estudos sobre aprendizagem de L2. O paradigma simbólico postula a existência de representações mentais através de regras lógicas e símbolos para explicar a aquisição e a utilização do conhecimento. O paradigma conexionista parte da premissa de que o processamento cognitivo está relacionado à maneira pela qual os neurônios se interconectam no cérebro. A partir dessas duas abordagens, o artigo examina como construtos tais como tipos de conhecimento, tipos de memória, processamento do insumo e atenção são apresentados nas duas teorias e como vêm sendo utilizados na pesquisa em L2.

This paper presents the main tenets of two paradigms of investigation of human cognition _ the symbolic and the connectionist _ and discusses how research in each paradigm has fed studies in L2 learning. The symbolic paradigm explains the acquisition and use of knowledge through the existence of mental representations, logical rules, and symbols. The connectionist paradigm claims that human cognitive processing is related to how neurons are interconnected in the brain. The paper also examines how constructs such as types of knowledge, types of memory, input processing, and attention are presented in the two theories and how these constructs relate to current L2 research.

Cognição e aprendizagem de L2: o que nos diz a pesquisa nos paradigmas simbólico e conexionista

Mailce Mota^I; Márcia Cristina Zimmer^II

^IUniversidade Federal de Santa Catarina

^IIUniRitter

RESUMO

Este artigo apresenta os principais aspectos teóricos de dois paradigmas de investigação da cognição humana _ o simbólico e o conexionista _ e discute como a pesquisa em cada paradigma tem fomentado os estudos sobre aprendizagem de L2. O paradigma simbólico postula a existência de representações mentais através de regras lógicas e símbolos para explicar a aquisição e a utilização do conhecimento. O paradigma conexionista parte da premissa de que o processamento cognitivo está relacionado à maneira pela qual os neurônios se interconectam no cérebro. A partir dessas duas abordagens, o artigo examina como construtos tais como tipos de conhecimento, tipos de memória, processamento do insumo e atenção são apresentados nas duas teorias e como vêm sendo utilizados na pesquisa em L2.

ABSTRACT

This paper presents the main tenets of two paradigms of investigation of human cognition _ the symbolic and the connectionist _ and discusses how research in each paradigm has fed studies in L2 learning. The symbolic paradigm explains the acquisition and use of knowledge through the existence of mental representations, logical rules, and symbols. The connectionist paradigm claims that human cognitive processing is related to how neurons are interconnected in the brain. The paper also examines how constructs such as types of knowledge, types of memory, input processing, and attention are presented in the two theories and how these constructs relate to current L2 research.

Texto completo do artigo disponível apenas em PDF.

Article full text available only in PDF format.

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Datas de Publicação

Publicação nesta coleção
28 Jan 2013
Data do Fascículo
2005

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[1] ALBANO, E. C. Criatividade e gradiência num léxico sem derivações. In: CABRAL, L. G.; MORAIS, J. (Ed.). Investigando a linguagem Florianópolis: Mulheres, 1999. p. 35-54.

[2] ALVES, U. K. O papel da instrução explícita na aquisição fonológica do inglês como L2: evidências fornecidas pela Teoria da Otimidade 2004. 328f. Dissertação (Mestrado em Lingüística Aplicada), UCPel, Pelotas.

[3] ALVES, Ubiratã K.; ZIMMER, Márcia C. Perceber, notar e aprender: uma visão conexionista da consciência do aprendiz na aquisição fonológica da L2. Revista Virtual de Estudos da Linguagem _ ReVEL Ano 3, n. 5, 2005. Disponível em: www.revelhp.cjb.net

[4] ANDERSON, J. R.; LEBIERE, C.; LOVETT, M.C.; REDER, L. M. ACT-R: a higher-level account of processing capacity. In: Behavioral and Brain Sciences, v. 21, p. 831-52, 1998.

[5] ASHCRAFT, M. H. Human memory and cognition New York: Harper Collins, 1994.

[6] ATKINSON, R.C.; SHIFFRIN, R. M. Human memory: a proposed system and its control processes. In: SPENCER, K. W. (Ed.). The psychology of learning and motivation: advances in research and theory New York: Academic Press, 1968. p. 89-195.

[7] BADDELEY, A. D. Short-term memory for word sequences as a function of acoustic, semantic, and formal similarity. Quarterly Journal of Experimental Psychology, v. 18, p. 362-365, 1966a.

[8] ________. The influence of acoustic and semantic similarity on long-term memory for word sequences. Quarterly Journal of Experimental Psychology, v. 18, p. 302-309, 1966b.

[9] ________. Working memory. Science, v. 255, p. 556-559, 1992.

[10] ________. Short-term and working memory. In: TULVING, E.; CRAIK, F. I. M. (Ed.). The Oxford handbook of memory Oxford: Oxford University Press, 2000. p. 77-92.

[11] BADDELEY, A. D.; HITCH, G. Working memory. In: BOWER, G. A. (Ed.). The psychology of learning and motivation: advances in research and theory New York: Academic Press, 1974. p. 47-90.

[12] BADDELEY, A. D.; WARRINGTON, E. K. Amnesia and the distinction between long and short-term storage. Journal of Verbal Learning and Verbal Behavior, v. 9, p.176-189, 1970.

[13] BATES, K.; MacWHINNEY, B. Functionalism and the competition model. In: MacWHINNEY, B.; BATES, K. (Eds.). The crosslinguistic study of language processing. Cambridge: Cambridge University Press, 1993. p. 3-73.

[14] BERQUIST, B. Individual differences in working memory span and L2 proficiency: capacity or processing efficiency? Comunicação apresentada no Congresso Anual da Associação Americana de Lingüística Aplicada, Seattle, WA, 1998.

[15] BOWER, G. H. A brief history of memory research. In: TULVING, E.; CRAIK, F. I. M. (Ed.). The Oxford handbook of memory Oxford: Oxford University Press, 2000. p. 3-32.

[16] BROEDER, P.; PLUNKETT, K. Connectionism and second language acquisition. In: ELLIS, N. (Ed.). Implicit and explicit learning London: Academic, 1994. p. 421-454.

[17] BROWN, J. Some tests of the decay theory of immediate memory. Quarterly Journal of Experimental Psychology, v. 10, p. 12-21, 1958.

[18] CANTOR, J.; ENGLE, R. Working memory capacity as long-term activation: an individual differences approach. Journal of Experimental Psychology: Learning, Memory, and Cognition, v. 19, p.1101-1114, 1993.

[19] CLARK, A. Microcognition: philosophy, cognitive science and parallel distributed processing Oxford: Blackwell, 1989.

[20] CONRAD, R.; HULL, A. J. Information, acoustic confusion and memory span. British Journal of Psychology, v. 55, p. 429-432, 1964.

[21] DAMASIO, A. The feeling of what happens: body and emotion in the making of consciousness. New York: Harcourt, 2000.

[22] ELLIS, N. Cognitive approaches to second language acquisition. Annual Review of Applied Linguistics, v. 19, p. 22-42, 1999.

[23] _______. Memory for language. In: ROBINSON, P. (Ed.). Cognition and Second Language Acquisition Cambridge: Cambridge University Press, 2001. p. 33-68.

[24] _______. The study of second language acquisition Oxford: OUP. 1994.

[25] ELLIS, N. Measuring implicit and explicit knowledge of a second language: a psychometric study. Studies in Second Language Acquisition, v. 27, p. 141-172, 2005.

[26] ELMAN, J.; BATES, E.; JOHNSON, M.; KARMILOFF-SMITH, A.; PARISI, A.; PLUNKETT, K. Rethinking innateness: a connectionist perspective on development. Cambridge: M.A.: MIT, 1996.

[27] ELMAN, J. Generalization from sparse input. Proceedings of the 38^th Annual Meeting of the Chicago Linguistics Society, 2003.

[28] ENGLE, R. W., KANE, M. J.; TUHOLSKY, S. W. Individual differences in working memory capacity and what they tell us about controlled attention, general fluid intelligence, and functions of the prefrontal cortex. In: MIYAKE, A; SHAH, P. (Eds.). Models of working memory: mechanisms of active maintenance and executive control. Cambridge: Cambridge University Press, 1999. p. 102-134.

[29] ERICSSON, K. A.; KINTSCH, W. Long-term working memory. Psychological Review, v. 102, p. 211-245, 1995.

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