Did you ever want to teach your kids the basics of Polish ? Learning Polish can be fun with this picture book. In this book you will find the following features: Polish Alphabets. Polish Words. English Translations.
With colorful, eye-catching illustrations to stimulate imagination and curiosity, this Polish picture dictionary is specially designed for children ages 5 to 12. It contains more than 1,000 everyday words (from colors, animals, household items, foods and more)--each illustrated and translated into Polish with accompanying phonetic pronunciation. The illustrations are arranged alphabetically by English word so even young readers can easily search for words. Each one is labeled with clear, bold type and the commonsense pronunciation makes it easy to begin speaking Polish right away! Recent studies suggest that children should begin learning a foreign language before age 10 for best results. This dictionary is a fun, engaging way for parents or grandparents to introduce Polish to their young children and grandchildren. Teachers will also find the dictionary useful for students who are learning Polish from KG and up.
Did you ever want to teach your kids the basics of Swedish ? Learning Swedish can be fun with this picture book. In this book you will find the following features: Swedish Alphabets. Swedish Words. English Translations.
Despite the strictures of the extreme Behaviourists, psychologists have been taking an increasing interest in the development of theories concerning the 'mechanisms' internal to humans and animals which permit perceptual, memory, and problem solving behaviour. One consideration which has enormously stimulated an interest in theories of internal cognitive represen tation has been progress in the theory and the technology of computing machines, which has opened the promising prospect of computer simulation of human and animal psychological functions. What has developed is the possibility of constructing models of human psychology, realizing them in computer hardware, and testing the resultant machine performance against that of the human subject. A second consideration which helps motivate the construction of models of internal representation is the considerable advances in experimental and theoretical knowledge of the human brain understood from the neuro-anatomical view. The likely profit of adopting a narrowly Behaviourist methodology shrinks in the face of our growing, fine-grained knowledge of cerebral 'wetware'. The purpose of this volume is selectively to exhibit some of the proposals concerning theories of internal representation which have been put forward in recent years. The area of central concern is the resurgence of interest in the role of imagery in cognition which has taken place in the last fifteen years.
Metaphor allows us to think and talk about one thing in terms of another, ratcheting up our cognitive and expressive capacity. It gives us concrete terms for abstract phenomena, for example, ideas become things we can grasp or let go of. Perceptual experience—characterised as physical and relatively concrete—should be an ideal source domain in metaphor, and a less likely target. But is this the case across diverse languages? And are some sensory modalities perhaps more concrete than others? This volume presents critical new data on perception metaphors from over 40 languages, including many which are under-studied. Aside from the wealth of data from diverse languages—modern and historical; spoken and signed—a variety of methods (e.g., natural language corpora, experimental) and theoretical approaches are brought together. This collection highlights how perception metaphor can offer both a bedrock of common experience and a source of continuing innovation in human communication.
Norms of Word Association contains a heterogeneous collection of word association norms. This book brings together nine sets of association norms that were collected independently at different times during a 15-year period. Each chapter is a self-contained unit. The order in which the norms are presented is arbitrary, although an attempt is made to group together norms that seem to belong together. The 1952 Minnesota norms are presented first, due to "age" and in recognition of the fact that a number of the norms that follow are direct outgrowths of this work. The next three norms in this collection are responses to the Russell-Jenkins stimuli obtained from subjects representing different linguistic communities. A summary of association norms collected from British and Australian subjects are reported along with association norms from German and French college students and French workmen. Four sets of norms that are not directly related to the 1952 Minnesota collection are included. The text will be of interest to historians and researchers in the field of verbal learning and verbal behavior.