Memory and Logic in Language Learning
In the field of psycholinguistics during the late 1970‟s and early 1980‟s we may use the
Psychology and Language
by Herbert and Eva Clark (1977) asrepresentative. This is the textbook used in the course on psycholinguistics that took as an
undergraduate in 1983. The chapter on “Language and Thought” begins with the observation,“Language does not exist in a vacuum.
It serves and is molded by other systems in the humanmind. Because it is used for conveying ideas, its structure and function must reflect these ideas...Because it is used for communication within a complex social and cultural system, its structureand function are molded by these forces as well. Yet once people have learned how to uselanguage, it wields a power of its own. It aids them in thinking about some ideas and hinders
them in thinking about others. It molds many aspects of their daily affairs.”
The authors go on to present a balanced view of the question in which they conclude that different features of language do have significant effects upon cognitive differentiation, memory, and problemsolving.
memoryMemory is more important at the start of a language and fades as one becomes morecomfortable with it. Exposure, exposure, ENJOYABLE exposure seems to be the key toabsorption and access. I too love flashcard automated reviews: whole sentences only!They incorporate self-testing, which seems to be another primordial element in good,systematic, automatic absorption. Memorization means a deliberate attempt to remember.When I read, or listen or review flash cards I am not making any conscious effort to