The Significance of the Poetic in Early Childhood Education: Stanley Cavell and Lucy Sprague Mitchell on Language Learning

This paper begins with a discussion of Stanley Cavell??s philosophy of language learning. Young people learn more than the meaning of words when acquiring language: they learn about (the quality of) our form of life. If we??as early childhood educators??see language teaching as something like handing some inert thing to a child, then we unduly limit the possibilities of education for that child. Cavell argues that we must become poets if we are to be the type of representatives of language that education calls for. In the final section of the paper I discuss the work of Lucy Sprague Mitchell, someone who developed an approach to language teaching that overlaps in interesting ways with Cavell??s approach in The Claim of Reason.     

Memory for temporal order in novel sequential action

ABSTRACT

Order is critical for many daily activities. Developmental research has shown that memory for order in action is the least prioritised in a processing hierarchy, and is sensitive to deviant input. The current research investigated these aspects of sequence learning are also present in adults. Participants learned a novel sequence across several exemplars with either easy- or difficult-to-categorize items, which either did or did not involve a deviant order on one exemplar, and were later asked to recall the sequence. Memory for individual sub-actions and order was stronger in the easy conditions, and the deviant order significantly deteriorated ordered recall in the difficult condition only. These findings support the theorised processing hierarchy, with the presence of a deviant order having a larger effect on memory when the load at the earlier item stage is increased. These results have implications for theories of working memory and learning in real-world contexts.