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Cognitive corpus analysis.

Name of student
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Date of submission

Abstract

The write-up models the cognitive abilities of learners within the auspices of two

cognitive corpora of normal and outliers based on the cognitive definition of the American

psychological association. The study has sought to relate Linguistic prowess and the cognitive

ability of a learner. This has been done to advise on policy to improve learning outcomes. The

results show that there is a direct relationship between cognitive ability and learning outcomes.

Linguistics is a very effective technique of mapping out the cognitive ability of a sample of the

study. Further, Cognitive abilities are closely related to the ability to solve mental tests such as
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Cognitive corpus analysis.

the linguistic test. Finally, a broad-based learning policy can then be established based on the

diversity of cognitive abilities exposed by the in-depth analysis of our corpora.

Introduction

This study constructs a cognitive corpus intending to model the spectrum of mental

abilities of a sample of learners. A corpus is established as an authoritative body of text on a

particular topic or phenomenon. It also represents the attendant anatomy of philosophical ideals

within the chosen body of knowledge. An active dissection of this information is important in

comparing and contrasting any number of concepts or even terms. The domain of this analysis is

a dichotomy of the so-called normal students( fitting within the normal distribution of the

American psychological association) and the cognitively challenged students such as autistic

learners. Atkins et al (1992) posit that a simple way of establishing this dichotomy of corpora is

through the use of linguistic metrics where students are classified based on their aptitude in the

use of the language of instruction, in this case, English. A model is to be conceptualized to

understand how these corpora relate to the learning outcomes of our chosen study sample.

The article covers the following research questions:

a. How does linguistic aptitude relate to the cognitive ability of a learner?

b. What is the optimal technique to ensure learning occurs inclusively for

each learner regardless of their position on the constructed cognitive spectrum?

Consequently, a test for this hypothesis will be conducted, that is: Linguistic aptitude

is a significant determinant of the cognitive ability of a learner.

Significance of the study

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Cognitive corpus analysis.

Evinson, J (2010) in his seminal research on linguistic corpora notes that a grasp of

basic language skills is key to understanding more complex phenomena as captured in other

disciplines such as the biological anatomy of an organism. He goes further to enumerate the

merits and demerits of cognitive learning that is premised first and foremost on the linguistic

skills captured in his writing ‘The Routledge handbook of corpus linguistics. Arppe et al

(2010) conceptualized a five-step technical methodology that is used to classify individuals

based on their position on the linguistic corpora.

As captured above, the studies fail to relate the outcomes on the broad cognitive

spectrum that is represented by any group of learners. The studies are based on narrow

analysis that does not take into account the diversity of any group of learners and is,

therefore, less likely to offer any tangible solutions.

This research paper takes into account the diversity of a group of learners and will be

instrumental in crafting practicable learning techniques for any learner within the broad

Linguistic corpora.

Literature review

This section deals with the existent body of knowledge on this research topic.

Theoretical background

This represents the concordance between the theoretical knowledge on the use of

language on the cognitive corpora of the normal spectrum and the abnormal cognitive

spectrum. Evinson, J (2010) in his seminal research on linguistic corpora notes that a grasp of

basic language skills is key to understanding more complex phenomena as captured in other

disciplines such as the biological anatomy of an organism. He goes further to enumerate the
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Cognitive corpus analysis.

merits and demerits of cognitive learning that is premised first and foremost on the linguistic

skills captured in his writing 'The Routledge handbook of corpus linguistics. This body of

text has been curated by the American psychological association as part of broader writings

on the effectiveness of numerical learning and linguistic skills on other learning outcomes.

In this text, the corpora are described using distinct language for purposes of assisting

research on the particular skills and learning outcome of the research substratum. Learning

outcomes are premised on the following:

Firstly, at the normal spectrum, we have, audible and decipherable speech, numerical

prowess, analytical prowess, and memory efficiency, Evinson, (2010). On the other side for

the opposite spectrum, we obtain the use of languages such as inaudible speech, below

average numerical skills, analytical difficulty, and poor ability to recall facts. This dissonance

can be placed in three broad categories of learning outcomes i.e social, personality, and

mental capacity development

Arppe et al (2010) conceptualized a five-step technical methodology that is used to

classify individuals based on their position on the linguistic corpora. Due to the reducing

levels of linguistic prowess of American children, the researcher seeks to adapt reliable

methods of improving the aptitude of the learners in the use of language in communicating

clearly and precisely. The study relies on historical medical texts to place a subject on the

spectrum developed for the purposes of this study.

The objectives of the Analysis carried in these texts by Arppe are as follows: To

report the method and procedure of validating the findings from the five-step process that
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Cognitive corpus analysis.

uses print health texts to evaluate the prevailing literacy levels of American children,

specifically the readability index of grade Five learners.

Materials: Sets of 18 and 11 publicly disseminated patient education documents

developed by a university-affiliated medical center.

In the process, the study sought to test a learners ability in sentence construction (15

worded sentence), the ability of a learner to write and understand inactive and/or passive

voice, and the ability to use English words with a multisyllabic structure ( specifically words

with 2-5 syllables)

In constructing the five-step process we have:

Sample preparation- this part deals with collating the study subjects. Secondly is the

designing of the instruments, data collection, analysis, and finally the systematic validation

of the findings. Fry's et al (2012) opines that a linguistic test must be in concordance with the

standards of the American psychological association for purposes of uniformity and hence

underscoring the validity of the research output.

Arppe's study resulted in an interrater reliability level of 0.9 to 1.00 for study 1 and

0.97 to 1.00 for the second study. The original texts did not meet the threshold for literacy

prowess. Consistent with an increase in ability to write words per sentence, ability to write in
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Cognitive corpus analysis.

active and passive voice, and the multisyllabic readability it is observed a reduction of the

general mean grade level reduces from 10.4±1.8 to 3.8±0.6 (P<0.0001). The five-step

technique proves efficient in the creation of teachable content for students who enjoy low

literacy levels.

Psycholinguistics

This is the relationship between the psychology of an individual and their ability to

function within constrained linguistic and semantic groups, Fry’s et al (2012). A spectrum is

constructed to mirror the psychological diversity of a target sample. In corpus linguistic

variation of English, we obtain different outcomes if different learners are subjected to

different variants. For purposes of uniformity in the development of a corpora analytical

outlook, we standardize the study linguistic test. In obtaining the psychological profile of a

respondent, a survey is designed to decipher the social, personality, and mental capacity of

each one of them. A social profile is an innate ability to maintain an active conversation

using the construction of active voice sentences, (Clear et al,1992). Personality captures the

traits such as agreeableness, temperament, and concentration span. A learner with difficulty

in any of the three aspects will be classified accordingly in the two corpora developed for

purposes of the analysis in this paper.

In modeling the mental capacity of the learner, Fry's et al (2010) relies on a study

similar to Arppe's five-stage test for literary and readability prowess.

In constructing the five-step process we have:

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Cognitive corpus analysis.

Sample preparation- this part deals with collating the study subjects. Secondly is the

designing of the instruments, data collection, analysis, and finally the systematic validation

of the findings. Fry’s et al (2012) opines that a linguistic test must be in concordance with the

standards of the American psychological association for purposes of uniformity and hence

underscoring the validity of the research output.

Arppe study resulted in an interrater reliability level of 0.9 to 1.00 for study 1 and

0.97 to 1.00 for the second study. The original texts did not meet the threshold for literacy

prowess. Consistent with the increase in ability to write words per sentence, ability to write

in active and passive voice, and the multisyllabic readability it is observed a reduction of the

general mean grade level reduces from 10.4±1.8 to 3.8±0.6 (P<0.0001). These findings are

consistent with the findings of psychoanalysis.

Consequently, we obtain the following findings from analyzing the two corpora.

Corpora Normal Abnormal

Temperament Within normal limits Highly temperamental

or very calm

Agreeableness Agreeable Exhibits unpredictable

agreeableness

Sociability Within constraints of Highly unpredictable

moderation social behavior.

Mental aptitude ( Consistent with an Consistent with the

readability quotient as increase in ability to write increase in ability to write

measured by the five-stage words per sentence, ability to words per sentence, ability to

process) write in active and passive write in active and passive

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Cognitive corpus analysis.

voice, and the multisyllabic voice, and the multisyllabic

readability it is observed a readability it is observed an

reduction of the general mean increase of the general mean

grade level reduces from grade level reduces from

10.4±1.8 to 3.8±0.6 10.4±1.8 to 3.8±0.6

(P<0.0001) (P<0.0001)

Source: American

Psychological Association.

Empirical background

This is a contextualized analysis of the theoretical basis for a study into the

dichotomy of the two corpora. Gry et al (2012) in their writings in Corpus Linguistic

variation of English opines that the cognitive dissonance of a research element has a lot to do

with their literacy and linguistic prowess. Consequently, this sets the theoretical background

for this article to empirically analyze three aspects of the corpora in contrast and in

comparison.

Social abilities

Arrpes et al (2010) characterize this as the ability to operate within a populated

learning environment for purposes of his research into the social diversity that emanates from

a thorough psychoanalytical taxonomy of the study sample. A person who exhibits the first

corpus is considered in the texts to be of normal social behavior that is underscored by

moderate temperament and high levels of empathy. Clear, et al (2010) posits that empathy
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Cognitive corpus analysis.

and temperament are great yardsticks for sociability. In the second corpus which is on the

extreme end of our cognitive spectrum, we find such traits as high temperaments, empathy

deficit, and finally attention and concentration deficit. Concentration and attention are

measured in the ability to concentrate on a single task for more than 15 minutes

Personality traits

This is mainly modeled by the psychological traits exhibited by a study subject.

This is the relationship between the psychology of an individual and their ability to

function within constrained linguistic and semantic groups, Fry's et al (2012). A spectrum is

constructed to mirror the psychological diversity of a target sample. In corpus linguistic variation

of English, we obtain different outcomes if different learners are subjected to different variants.

For purposes of uniformity in the development of a corpora analytical outlook, we standardize

the study linguistic test. In obtaining the psychological profile of a respondent, a survey is

designed to decipher the social, personality, and mental capacity of each one of them. A social

profile is an innate ability to maintain an active conversation using the construction of active

voice sentences, (Clear et al,1992). Personality captures the traits such as agreeableness,

temperament, and concentration span. A learner with difficulty in any of the three aspects will be

classified accordingly in the two corpora developed for purposes of the analysis in this paper.

Mental capacity
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Cognitive corpus analysis.

In constructing the five-step process we have: Sample preparation- this part deals

with collating the study subjects. Secondly is the designing of the instruments, data

collection, analysis, and finally the systematic validation of the findings. Fry's et al (2012)

opines that a linguistic test must be in concordance with the standards of the American

psychological association for purposes of uniformity and hence underscoring the validity of

the research output.

Arppe study resulted in an interrater reliability level of 0.9 to 1.00 for study 1 and

0.97 to 1.00 for the second study. The original texts did not meet the threshold for literacy

prowess. Consistent with the increase in ability to write words per sentence, ability to write

in active and passive voice, and the multisyllabic readability it is observed a reduction of the

general mean grade level reduces from 10.4±1.8 to 3.8±0.6 (P<0.0001). These findings are

consistent with the findings of psychoanalysis. Therefore, the level of the linguistic process is

directly related to the cognitive profile of a learner based on this corpus.

In contrasting the psychoanalysis of the two corpora, we observe that different terms

are used to describe the dichotomy. In describing the findings from the first corpus we find

words such as moderate to high cognitive ability, normal temperament, and linguistic

prowess. In the second corpus, we have words such as low cognitive ability, dissonant

temperament, and low linguistic prowess.

The two corpora are similar in that they both depend on the same scientific process to

decipher them. In his book Literary and Linguistic Computing, Orstra et al (1992) opine that
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Cognitive corpus analysis.

linguistic and cognitive ability cannot be seen at work when an individual is using a

computer. This is because apart from being able to understand the information in dialogue

boxes using linguistic prowess, the research element also needs to maintain concentration

and other mental capabilities which contributes to their psychoanalytical posturing. In the

first corpus, elements are able to put their abilities to work by combining them but the second

corpus exhibits differences in augmenting Linguistic abilities into their cognitive abilities.

The resultant dissonance is what causes poor learning outcomes in the latter. This is captured

especially vividly in the last chapter of Literary and Linguistic Computing where the ability

to use a computer is related to the cognitive ability of a learner, specifically grade Five

American learners due to the development stage of their brains. They are considered an ideal

sample for purposes of this study as the crust of it is to recommend policies to improve the

learning outcomes in the groups represented by our twin corpora

Methodology

This article depends on the analysis of corpora at the American psychological

association concerning the cognitive behavior of learners in light of their usage of a chosen

language, specifically American English. The study depends on Corpus design criteria:

Literary and linguistic computing by Ordestra et al (1992), The Routledge Corpus on

linguistics by Evison, J (2010), and Corpus linguistics variation by Fry’s, S.T (2010).

Further, the article will use intuition to recommend an optimal learning technique to

help students regardless of their cognitive profile, and hence learning outcomes will be

bettered within both of our two corpora

Main analysis discussions

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Cognitive corpus analysis.

This section captures the gist of the analysis in the whole project by discussing possible

implications of the analytical outlook of the paper.

Cognitive ability

From Gry et al (2010) we obtain the corpus for cognitive resonance and dissonance. It

has been proven that the position of a learner on the cognitive spectrum is directly related to their

learning outcomes. A learner whose position is in the first corpus has been found to be able to

moderately exhibit learning capabilities consistent with a normal profile. This is not the case for

the second corpus as the learners are greatly disadvantaged in the linguistic metrics provided by

the five-stage testing process by Arppe et al (2010).

Consequently, students should be placed in a class group consistent with their cognitive

abilities. Therefore, the level of the linguistic process is directly related to the cognitive profile of

a learner based on this corpus.

Mental abilities

Fry’s et al (2012) opines that a linguistic test must be in concordance with the

standards of the American psychological association for purposes of uniformity and hence

underscoring the validity of the research output. It means that in measuring their mental

abilities, the corpora bring out the diversity of thought processes in the two groups. The

corpora show that there is no difference in mental abilities between the two groups but

cognitive dissonance brings the difference in learning outcomes. Since cognitive problems

hamper the second group, it is important to remake the learning processes to accommodate

the special needs of each. Given the results from the linguistic test encapsulated in Arpp, et al
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Cognitive corpus analysis.

2010 five-stage method we find that the level of the linguistic process is directly related to

the cognitive profile of a learner based on this corpus.

Personality profiles

Personality profiles are directly related to the cognitive ability of a respondent,

(Evison, J (2012)). From the linguistic test, it has been established that traits such as

extroversion and introversion could be linked directly to the cognitive spectrum of the

learner. The learner should therefore be given a learning regime that is consistent with the

established corpora.

Social behavior

Arrpes et al (2010) characterize this as the ability to operate within a populated learning

environment for purposes of his research into the social diversity that emanates from a thorough

psychoanalytical taxonomy of the study sample. A person who exhibits the first corpus is

considered in the texts to be of normal social behavior that is underscored by moderate

temperament and high levels of empathy. Clear, et al (2010) posits that empathy and

temperament are great yardsticks for sociability. In the second corpus which is on the extreme

end of our cognitive spectrum, we find such traits as high temperaments, empathy deficit, and

finally attention and concentration deficit. Concentration and attention are measured in the

ability to concentrate on a single task for more than 15 minutes

Learning outcomes are therefore heavily dependent on the cognitive profile of the study

element within the construct of the established corpora. A cognitive spectrum has also been

proved to incorporate all the different facets of human behavior. This means that any solution

that emanates from the corpora analysis can be applied to a very wide range of learner types.
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Cognitive corpus analysis.

Finally, the analysis of the effects of cognitive spectra on the learning outcomes exposes

the following key tenets concerning our corpora:

a. Linguistics is a very effective technique of mapping out the cognitive ability of a

sample of the study.

b. Cognitive abilities are closely related to the ability to solve mental tests such as the

linguistic test

c. Cognitive ability is directly related to the outcomes obtained by Arppe, et al ( 2010)

in their five-stage validated technique for psychoanalysis.

d. A broad-based learning policy can then be established based on the diversity of

cognitive abilities exposed by the in-depth analysis of our corpora.

Conclusions and recommendations

It has been established that linguistic aptitude is directly related to the learning

outcomes of a student. The linguistic aptitude is tested within the definition of the two

corpora that are determined by the cognitive spectrum of the respondent. It is recommended

that each learner should be given a learning regime based on their cognitive abilities

determined by their place on the cognitive spectrum. A linguistic test has also been found to

be an effective tool to examine the cognitive ability of a research subject. The corpora are

unanimous in their use of a linguistic test to obtain this information. Linguistics has been to

use the most expansive part of the brain for processing and hence providing the most

comprehensive picture of the cognitive abilities, unlike other techniques which only use a

small part of the brain for mental tasks.

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Cognitive corpus analysis.

References

Atkins, S., Clear, J., & Ostler, N. (1992). Corpus design criteria. Literary and linguistic
computing, 7(1), 1-16.
Evison, J. (2010). What are the basics of analyzing a corpus? The Routledge handbook of corpus
linguistics, 122, 135.
Arppe, A., Gilquin, G., Glynn, D., Hilpert, M., & Zeschel, A. (2010). Cognitive corpus
linguistics: Five points of debate on current theory and methodology. Corpora, 5(1), 1-27.
Gries, S. T. (2012). Corpus linguistics, theoretical linguistics, and cognitive/psycholinguistics:
towards more and more fruitful exchanges. In Corpus Linguistics and Variation in English (pp.
41-63). Brill Rodopi.
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Cognitive corpus analysis.

References
Corpora Normal Abnormal
Temperament Within normal limits Highly temperamental or very
calm
Agreeableness Agreeable Exhibits unpredictable
agreeableness
Sociability Within constraints of Highly unpredictable social
moderation behavior.
Mental aptitude ( readability Consistent with the increase Consistent with the increase
quotient as measured by the in ability to write words per in ability to write words per
five-stage process) sentence, ability to write in sentence, ability to write in
active and passive voice, and active and passive voice, and
the multisyllabic readability it the multisyllabic readability it
is observed a reduction of the is observed an increase of the
general mean grade level general mean grade level
reduces from 10.4±1.8 to reduces from 10.4±1.8 to
3.8±0.6 (P<0.0001) 3.8±0.6 (P<0.0001)
Source: American
Psychological Association.