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Modeling the Effects of Oral Language upon Reading Language
In studying cognitive processes psychologists and reading specialists are primarily interested in sign behavior which, though it operates at a low level of energy exchange, controls other more powerful energies within the system. Sign behavior, although difficult to analyze because of its covert nat...
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Published in: | Reading research quarterly 1972-01, Vol.7 (4), p.613-627 |
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description | In studying cognitive processes psychologists and reading specialists are primarily interested in sign behavior which, though it operates at a low level of energy exchange, controls other more powerful energies within the system. Sign behavior, although difficult to analyze because of its covert nature, should help us to understand the reading process. Oral and written psychological signs are contrasted and the implications of oral to written language is discussed. It is suggested that sign behavior can be made less ephemeral if it is conceptualized as information processing. Contrasts between the reading of children and adults are shown. Finally an eclectic model of reading based upon 14 propositions is presented./// [French] Lorsqu'ils etudient les processus de cognition, les psychologues et spécialistes en lecture s'intéressent surtout à l'activité par signes; celle-ci, malgré son niveau inférieur d'échange d'énergie, contrôle d'autres énergies plus puissantes à l'intérieur du système. L'activité par signes, bien que difficile à analyser, étant donné sa nature secrète, devrait nous aider à comprendre le processus de lecture. Les signes psychologiques, oraux et écrits, sont contrastés, et les implications de la langue orale sur la langue écrite sont examinées. Suggère que l'activité par signes peut être rendue moins éphémère si on la conceptualise comme assimilation de l'information. Contraste la lecture chez l'enfant avec celle de l'adulte. Présente enfin un modèle éclectique de lecture basé sur 14 propositions./// [Spanish] En sus estudios de los procesos cognitivos, los psicólogos y los especialistas en la lectura se interesan principalmente en la conducta basada en señales que, aunque opere a un bajo nivel de cambio de energía, controla unas energías más poderasas dentro del sistema. La conducta basada en señales, aunque difícil de analizar a causa de su naturaleza encubierta, nos ayudará a comprender el proceso de la lectura. Se contrastan las señales psicológicas, orales y escritas, y se discuten las implicaciones de los efectos que tiene el lenguaje oral sobre el escrito. Se sugiere que la conducta basada en señales se puede hacer menos efímero si se conceptualiza como un proceso de información. Se presentan contrastes entre la lectura de niños y la de adultos. Por último, se presenta un patrón ecléctico de la lectura basado sobre 14 proposiciones. |
doi_str_mv | 10.2307/747107 |
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Sign behavior, although difficult to analyze because of its covert nature, should help us to understand the reading process. Oral and written psychological signs are contrasted and the implications of oral to written language is discussed. It is suggested that sign behavior can be made less ephemeral if it is conceptualized as information processing. Contrasts between the reading of children and adults are shown. Finally an eclectic model of reading based upon 14 propositions is presented./// [French] Lorsqu'ils etudient les processus de cognition, les psychologues et spécialistes en lecture s'intéressent surtout à l'activité par signes; celle-ci, malgré son niveau inférieur d'échange d'énergie, contrôle d'autres énergies plus puissantes à l'intérieur du système. L'activité par signes, bien que difficile à analyser, étant donné sa nature secrète, devrait nous aider à comprendre le processus de lecture. Les signes psychologiques, oraux et écrits, sont contrastés, et les implications de la langue orale sur la langue écrite sont examinées. Suggère que l'activité par signes peut être rendue moins éphémère si on la conceptualise comme assimilation de l'information. Contraste la lecture chez l'enfant avec celle de l'adulte. Présente enfin un modèle éclectique de lecture basé sur 14 propositions./// [Spanish] En sus estudios de los procesos cognitivos, los psicólogos y los especialistas en la lectura se interesan principalmente en la conducta basada en señales que, aunque opere a un bajo nivel de cambio de energía, controla unas energías más poderasas dentro del sistema. La conducta basada en señales, aunque difícil de analizar a causa de su naturaleza encubierta, nos ayudará a comprender el proceso de la lectura. Se contrastan las señales psicológicas, orales y escritas, y se discuten las implicaciones de los efectos que tiene el lenguaje oral sobre el escrito. Se sugiere que la conducta basada en señales se puede hacer menos efímero si se conceptualiza como un proceso de información. Se presentan contrastes entre la lectura de niños y la de adultos. Por último, se presenta un patrón ecléctico de la lectura basado sobre 14 proposiciones.</description><identifier>ISSN: 0034-0553</identifier><identifier>DOI: 10.2307/747107</identifier><identifier>CODEN: RRQUA6</identifier><language>eng</language><publisher>Newark, Del: International Reading Association</publisher><subject>Children ; Cognitive psychology ; Language ; Learning ; Linguistics ; Nonnative languages ; Orthographies ; Reading ; Reading research ; Second language learning</subject><ispartof>Reading research quarterly, 1972-01, Vol.7 (4), p.613-627</ispartof><rights>Copyright 1972 International Reading Association, Inc.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/747107$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/747107$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,27924,27925,31270,58238,58471</link.rule.ids></links><search><creatorcontrib>Weaver, Wendell W.</creatorcontrib><creatorcontrib>Kingston, Albert J.</creatorcontrib><title>Modeling the Effects of Oral Language upon Reading Language</title><title>Reading research quarterly</title><description>In studying cognitive processes psychologists and reading specialists are primarily interested in sign behavior which, though it operates at a low level of energy exchange, controls other more powerful energies within the system. Sign behavior, although difficult to analyze because of its covert nature, should help us to understand the reading process. Oral and written psychological signs are contrasted and the implications of oral to written language is discussed. It is suggested that sign behavior can be made less ephemeral if it is conceptualized as information processing. Contrasts between the reading of children and adults are shown. Finally an eclectic model of reading based upon 14 propositions is presented./// [French] Lorsqu'ils etudient les processus de cognition, les psychologues et spécialistes en lecture s'intéressent surtout à l'activité par signes; celle-ci, malgré son niveau inférieur d'échange d'énergie, contrôle d'autres énergies plus puissantes à l'intérieur du système. L'activité par signes, bien que difficile à analyser, étant donné sa nature secrète, devrait nous aider à comprendre le processus de lecture. Les signes psychologiques, oraux et écrits, sont contrastés, et les implications de la langue orale sur la langue écrite sont examinées. Suggère que l'activité par signes peut être rendue moins éphémère si on la conceptualise comme assimilation de l'information. Contraste la lecture chez l'enfant avec celle de l'adulte. Présente enfin un modèle éclectique de lecture basé sur 14 propositions./// [Spanish] En sus estudios de los procesos cognitivos, los psicólogos y los especialistas en la lectura se interesan principalmente en la conducta basada en señales que, aunque opere a un bajo nivel de cambio de energía, controla unas energías más poderasas dentro del sistema. La conducta basada en señales, aunque difícil de analizar a causa de su naturaleza encubierta, nos ayudará a comprender el proceso de la lectura. Se contrastan las señales psicológicas, orales y escritas, y se discuten las implicaciones de los efectos que tiene el lenguaje oral sobre el escrito. Se sugiere que la conducta basada en señales se puede hacer menos efímero si se conceptualiza como un proceso de información. Se presentan contrastes entre la lectura de niños y la de adultos. Por último, se presenta un patrón ecléctico de la lectura basado sobre 14 proposiciones.</description><subject>Children</subject><subject>Cognitive psychology</subject><subject>Language</subject><subject>Learning</subject><subject>Linguistics</subject><subject>Nonnative languages</subject><subject>Orthographies</subject><subject>Reading</subject><subject>Reading research</subject><subject>Second language learning</subject><issn>0034-0553</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1972</creationdate><recordtype>article</recordtype><sourceid>7T9</sourceid><recordid>eNqFkE1LAzEQhnNQsFb9DQHB22q-JtnFk5T6AZWC6Dmk2Uxt2W5qsnvw37ulSkEQ5zIwPDzM-xJywdm1kMzcGGU4M0dkxJhUBQOQJ-Q05zUbBoQckdvnWIdm1S5p9x7oFDH4LtOIdJ5cQ2euXfZuGWi_jS19Ca7ekT_XM3KMrsnh_HuPydv99HXyWMzmD0-Tu1nhhVRdAWDQM1ALVqHS3vAaEEotjHAKEbRmTinNHWo9_Ad-wYRXrgyIopTSKTkmV3vvNsWPPuTOblbZh6ZxbYh9tiVIXukh4X8gmLKqlBQDePkLXMc-tUMIy0VlZAVciYPOp5hzCmi3abVx6dNyZnf12n29B906dzH9RX0Bfdt11Q</recordid><startdate>19720101</startdate><enddate>19720101</enddate><creator>Weaver, Wendell W.</creator><creator>Kingston, Albert J.</creator><general>International Reading Association</general><scope>AAYXX</scope><scope>CITATION</scope><scope>FUVTR</scope><scope>IOIBA</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7T9</scope><scope>8BM</scope></search><sort><creationdate>19720101</creationdate><title>Modeling the Effects of Oral Language upon Reading Language</title><author>Weaver, Wendell W. ; Kingston, Albert J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c234t-557fc054b09f46c71d5f586272a4ff5660a4461af665535cb02c4a8eff2833a43</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1972</creationdate><topic>Children</topic><topic>Cognitive psychology</topic><topic>Language</topic><topic>Learning</topic><topic>Linguistics</topic><topic>Nonnative languages</topic><topic>Orthographies</topic><topic>Reading</topic><topic>Reading research</topic><topic>Second language learning</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Weaver, Wendell W.</creatorcontrib><creatorcontrib>Kingston, Albert J.</creatorcontrib><collection>CrossRef</collection><collection>Periodicals Index Online Segment 06</collection><collection>Periodicals Index Online Segment 29</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ComDisDome</collection><jtitle>Reading research quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Weaver, Wendell W.</au><au>Kingston, Albert J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Modeling the Effects of Oral Language upon Reading Language</atitle><jtitle>Reading research quarterly</jtitle><date>1972-01-01</date><risdate>1972</risdate><volume>7</volume><issue>4</issue><spage>613</spage><epage>627</epage><pages>613-627</pages><issn>0034-0553</issn><coden>RRQUA6</coden><abstract>In studying cognitive processes psychologists and reading specialists are primarily interested in sign behavior which, though it operates at a low level of energy exchange, controls other more powerful energies within the system. Sign behavior, although difficult to analyze because of its covert nature, should help us to understand the reading process. Oral and written psychological signs are contrasted and the implications of oral to written language is discussed. It is suggested that sign behavior can be made less ephemeral if it is conceptualized as information processing. Contrasts between the reading of children and adults are shown. Finally an eclectic model of reading based upon 14 propositions is presented./// [French] Lorsqu'ils etudient les processus de cognition, les psychologues et spécialistes en lecture s'intéressent surtout à l'activité par signes; celle-ci, malgré son niveau inférieur d'échange d'énergie, contrôle d'autres énergies plus puissantes à l'intérieur du système. L'activité par signes, bien que difficile à analyser, étant donné sa nature secrète, devrait nous aider à comprendre le processus de lecture. Les signes psychologiques, oraux et écrits, sont contrastés, et les implications de la langue orale sur la langue écrite sont examinées. Suggère que l'activité par signes peut être rendue moins éphémère si on la conceptualise comme assimilation de l'information. Contraste la lecture chez l'enfant avec celle de l'adulte. Présente enfin un modèle éclectique de lecture basé sur 14 propositions./// [Spanish] En sus estudios de los procesos cognitivos, los psicólogos y los especialistas en la lectura se interesan principalmente en la conducta basada en señales que, aunque opere a un bajo nivel de cambio de energía, controla unas energías más poderasas dentro del sistema. La conducta basada en señales, aunque difícil de analizar a causa de su naturaleza encubierta, nos ayudará a comprender el proceso de la lectura. Se contrastan las señales psicológicas, orales y escritas, y se discuten las implicaciones de los efectos que tiene el lenguaje oral sobre el escrito. Se sugiere que la conducta basada en señales se puede hacer menos efímero si se conceptualiza como un proceso de información. Se presentan contrastes entre la lectura de niños y la de adultos. Por último, se presenta un patrón ecléctico de la lectura basado sobre 14 proposiciones.</abstract><cop>Newark, Del</cop><pub>International Reading Association</pub><doi>10.2307/747107</doi><tpages>15</tpages></addata></record> |
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subjects | Children Cognitive psychology Language Learning Linguistics Nonnative languages Orthographies Reading Reading research Second language learning |
title | Modeling the Effects of Oral Language upon Reading Language |
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