Subconscious Knowledge Research Articles

Model Emotional Codes and Decision Making

This research presents a model of Emotional Codes (EC) that influence the processes of choice, decision and action in clients. The model represents a sequence of steps to follow to identify the EC. (i) Identify the problem. (ii) Recognize the emotion (how) see Table 3. (iii) Identify the reason. (because); and (iv) Identify the emotional code (What) see Table 2. In addition, results obtained from theses and articles that demonstrate the use of emotional codes are presented. It is concluded that the emotional codes applied to language and marketing allow effective communication, the CEs have become strategies that companies use to convince, persuade and retain customers, through the effective communication of the subconscious knowledge of the emotions that the human being surfaces and the emotional code that it produces in the search for being. CEs have similar results despite globalization and the interaction of other cultures, and they adapt to the circumstances in which they operate in a technological, cultural and social environment. The EC are classified according to the triune brain; From the point of view of emotions, ECs allow us to feel, to let ourselves be carried away by impulses, by emotions, by experiences that cause us joy or, on the contrary, pain, whether they drive us or not. The EC represent the human being, emotional, with inheritances and stories that frame the needs, desires, whims, fears, experiences and fantasies.

Incorporating Deductive Approach into Grammar Consciousness Raising with Translation Practice: An Educational Design Research for Non-English Major EFL

This article presents an educational design research study that explores the effectiveness of incorporating a deductive approach into consciousness raising activities in English as a Foreign Language (EFL) classrooms for non-English major students. The research aims to enhance students' grammatical awareness and accuracy through a deductive instructional strategy, using translation practices and focusing on conscious rule-based learning. Adopting an educational design research framework, the study combines theory-driven design principles with empirical research to develop and evaluate a deductive consciousness raising intervention. The research methodology involves the implementation of instructional intervention to a group of students and the collection of qualitative and quantitative data to assess its impact on students' grammatical competence and their perceptions of the learning experience. Using t-test statistical calculation, it was found that the intervention improved the students’ grammar mastery but not the response speed. The questionnaire result showed that students reacted positively to the intervention and their motivation increased. Findings from the study support the previous research which found that conscious raising is effective to improve students’ learning mastery. This also provides insights that integrating deductive approaches into consciousness raising activities work for grammar teaching if the grammar items are selected appropriately. This also shows that the result of conscious knowledge is not converted automatically into subconscious knowledge. It may need time to practice again and again to make it automatic. As this research is an educational design research, the hypothesis about the efficacy of this designed procedure is suggested to be proved in experimental research. More research to uncover the acquirability and learnability of English grammar features are also recommended to be studies further.

Alikoto: Mathematics instruction and cultural games in Ghana

Meaningful learning occurs when individuals connect their existing knowledge with their current understanding. Unfortunately, many teaching practices neglect the learners' subconscious knowledge, also known as their ”funds of knowledge.” The result is a disconnect between school and home knowledge, social injustice towards students whose parents lack formal education, and frustration among learners.In this paper, we argue that mathematical concepts found in cultural games can teach children in grades 4-6 mathematics in Ghana. By describing math-rich games from Ghanaian culture and showing where they fit into the curriculum, we aim to provide teachers with examples of incorporating cultural games into their instruction. Our project emphasizes the importance of using games to enhance teacher pedagogy by blending established teaching methods with innovative strategies incorporating artistic games.

Sonny Rollins’s Musical Thought

In interviews, jazz saxophonist Sonny Rollins has described himself as a “primitive” or intuitive musician. Manuscripts in his personal archive dating from the 1960s indicate that this is not true. During this period, he closely studied several published instrumental primers and handwrote many highly systematic practice exercises using staff notation, along with much technical and introspective prose commentary. In a holistic quest for self-knowledge, he also read a wide variety of literature, including texts on music theory and acoustics, works on human anatomy and the physiology of breathing, and esoteric theories of pitch and color. The contradiction between Rollins’s claims to rely on subconscious knowledge and his extensive private engagement with written, self-analytical modes of musical conceptualization reflects a recurrent tendency among early generations of jazz musicians, noted by pianist and educator Billy Taylor, to publicly deny the actual extent of their own conscious, technical musical knowledge.

Phonological Priming as a Lens for Phonological Organization in Children With Cochlear Implants.

To evaluate the subconscious knowledge of between-word phonological similarities in children with cochlear implants as compared with children with typical hearing. Participants included 30 children with cochlear implants between the ages of five and seven who used primarily spoken English to communicate, 30 children matched for chronological age, and 30 children matched for vocabulary size. Participants completed an animacy judgment task in either a (a) neutral condition, (b) a phonological prime condition where the consonant and vowel onset of the pictured word was presented prior to the visual target's appearance, (c) an inhibition prime condition where a consonant and vowel onset not matching the pictured word was presented prior to the target's appearance. Reaction times were recorded. Children with cochlear implants reacted differently and more slowly than children with typical hearing in both groups to the primes: children with typical hearing experienced a phonological facilitation effect in the phonological prime condition, whereas children with cochlear implants did not. Children with cochlear implants also had reaction times that, overall, were slower than children matched for chronological age but similar to children matched for vocabulary size. The different experience of children with cochlear implants with phonological facilitation and inhibition effects may indicate children with cochlear implants have phonological organization strategies that are different from those of children with typical hearing.

A Psycholinguistic Review of the Interface of Implicit and Explicit Knowledge: The Case of Bilingual Speakers Using L2 as a Foreign Language

Based on the Literature of SLA that highlights the possible transfer of explicit and conscious knowledge of L2 into implicit, spontaneous and subconscious knowledge, this article reveals, from a psycholinguistic perspective, that any difference in L1 and L2 production in bilinguals’ communication is determined by the linguistic knowledge available in the two languages. This study investigates how and when Bilinguals code switch to L1 as the language of identity and expression, and how professional interpreters employ explicitness from L1 into L2 and implicitness from L2 to L1. The findings reveal that L1 is considered more spontaneous than L2 although the latter could be produced fluently and accurately in different communications. This article considers the bilinguals who have their L1 as a mother tongue, but L2 as a foreign language, i.e. learnt later after L1 is acquired. As L2 could be less spontaneous, it means that it is not totally implicit and subconscious as the mother tongue. However, as L2 could be produced fluently and grammatically, it is said to include implicit and explicit/ thinkable knowledge and that the two types of knowledge could interact to exist in L2 production by such users. This conclusion, therefore, advocates the weak interface position of implicit/ explicit knowledge in second language acquisition, i.e. users of L2 could not develop a completely L2 implicit knowledge. Rather, explicit knowledge could exist alongside the procedural/ implicit knowledge in L2 production.

Investigating Classroom Instruction in Grammar Class using Inductive Approach

This study investigated whether the implementation of inductive approachincreases students’ achievement in teaching grammar at the seventh grade students of SMP N 16 Cirebon. Richards et al, 1985 in Chalipa 2013 often said that Inductive approach is learning in which learners are not taught rules directly, but are left to discover - or induce - rules from their experience of using the language; Ke (2008, p.1) stated that inductive approach helps students to rediscover their subconscious knowledge of English grammar and gives advantages such as makes the sentence wellformed and grammatical competence, actively involves students in their grammar learning process, and helps students to understand. This study employed quasi experimental design. The finding supported the research hypothesis that inductive approach is potential for students’ achievement in learning grammar, especially Inductive approach made classroom atmosphere actively, it seem when inductive approach was implemented in teaching and learning process, almost students have enthusiasm to answer the question

Gender on the box: Self-reflexivity as a starting point

This self-reflexive activity acts as an introduction to how we talk about and express gender identity, as well as the assumptions we may have about gender identity norms and expression. The activity illuminates student’s subconscious behaviors and understandings of gender, pushing them to sit self-reflexively with their own understandings of gender as an identity, expression, binary, and potential locus of shame/freedom.Courses: Introduction to Women and Gender Studies, Intercultural Communication, Media Studies, Gender and Communication, Performance StudiesObjectives: Designed to introduce students to their own understandings and embodiment of gender, this activity asks students to be honest about their preconceived notions regarding gender that they bring with them into the classroom. The activity utilizes predesigned components that test students’ subconscious knowledge of the gender binary. This is a one-time activity that can be conducted in one 50- or 75-minute class period.

Beautiful or intelligent? Discourse stereotypes and social meanings of phonetic variation among adolescent girls in Vilnius

Combining metalinguistic discourse analysis with statistical and qualitative speaker evaluation analysis the paper examines perceptions of phonetic variation in the speech of urban girls and discusses the impact of social stereotypes on the evaluation of their speech styles. The approach is adapted that speech variants are meaningful elements of a style cluster used by speakers for construction of certain personality types and stances and recognized by hearers as such (Agha 2007, Campbell-Kibler 2009, Blommaert 2010). Subconscious Speaker evaluation experiment was carried out in four upper-secondary schools of Vilnius. 14 female speech samples, representing three supposed speech styles indexed by either open back rounded [ɒ] (variant of standard Lithuanian /o/), or alveolar [s] (variant of dental /s/) or unmarked with regard to the mentioned features were presented for subconscious assessment to 232 students. The students were asked to rate the voices on several 7-point scales to assess the personality traits of the voices and their suitability for several professions. The idea was to investigate whether the students will recognize these speech styles of urban girls as different ways with language, whether this recognition will result in categorisation of speakers into separate social types and whether the discourse stereotypes will impact the assessments of students. The research confirmed the presuppositions. The voices that included an open rounded [ɒ] were subconsciously associated with the social stereotypes that were found in the discursive construction of the pop girls, the so called fyfas. These voices were assessed significantly more negatively on qualities related with personal maturity and trustworthiness, such as not being goal-directed, conscientious and intelligent, and most positively on the trait joyful. As well they were significantly more often associated with fashion, music and advertising branches. The highest intellectual capacities and skills as well prestigious professions such as businessman or physician were attributed to the unmarked voices, relating this speech style to the stereotype of a nerd. Whereas the voices that included alveolar [s] were perceived as belonging to an in between position – on most of the scales their ratings were lower than the unmarked voices’ and higher than the [ɒ] voices’. Such attribution confirmed the hypothesized assignment of alveolar [s] to “serious entertainment”, a style that is presented as serious in entertainment contexts. The research revealed significant association of this style with the music branch. To summarize, the studied speech styles are subject of conscious and subconscious awareness in the Lithuanian speech community. They are reacted to applying certain ideological schemes, be it stereotypes constructed and maintained by the public discourse or subconscious knowledge, formed by social and linguistic competence of the judges. There is no doubt that at least two of the studied styles – the unmarked Vilnius speech and the alveolar [s] including style are not limited to female speakers. The gender variable would be an interesting supplement to the further study of language variation in the Lithuanian capital Vilnius.

Designing fuzzy controllers with variable universes of discourse using input–output data

Using field data from sensors to construct a fuzzy controller based on variable universe of discourse (VUD) is an open question that is often encountered in real-world applications. The basic structure of a VUD fuzzy controller is given in this paper. To use subconscious knowledge, the input/output data from sensors, a novel method is proposed for designing a VUD fuzzy controller. Firstly, the central points of the input fuzzy sets are distributed equidistantly and those of the output fuzzy sets are regarded as undetermined parameters. Then, an improved recursive least square algorithm is presented to identify these unknown parameters, and a cut-off condition is applied to end the recursive computation. Finally, simulation examples show that the VUD fuzzy controller constructed by the identification algorithm can satisfactorily approximate original input/output data and that it can achieve a better effect on a rotary single inverted pendulum than a general fuzzy controller.

Design An Optimal T-s Fuzzy Pi Controller For A Non-inverting Buck-boost Converter

In this paper, first, the different operation modes of a non–inverting buck–boost converter are examined, and then an optimal T-S fuzzy PI controller is proposed to control the converter under variable reference voltages. The controller is designed based on input-output pairs of the classic PI controller to employ both conscious and subconscious knowledge. For this aim, the initial fuzzy system generated by subtractive clustering method and then the Recursive Least Mean Square (RLS) is used to adjust the coefficients of consequent part of fuzzy rules. Simulation and experimental results show the superior control performance of the fuzzy PI controller over the classic PI controller.

The Relationship between Multiple Intelligences and Iranian EFL Learners’ Level of L2 Lexical Knowledge: The Case of Gender

Human cognitive competence represents individuals’ subconscious knowledge of abilities, talents, and mental skills collectively called “multiple intelligences (MIs)”, which play a pivotal role in facilitating human learning. Thus, the main objective of the present study was to determine the magnitude of the relationship existing between multiple intelligences and Iranian EFL learners’ level of second language (L2) lexical knowledge on one hand and the partializing impact of gender on the other. For this purpose, from the population of the senior undergraduate students majoring in translation at Islamic Azad University, Khorasgan (Isfahan) Branch, Isfahan, Iran, a sample of 88 students, 24 males and 64 females, were randomly selected. First, Mckenzie’s (1999) MIs Inventory was administered to specify the size of individual types of intelligences in each learner’s MIs composite. Then, the learners were provided with Nation’s (2001) receptive level test a week later to gauge their level of L2 lexical knowledge. The findings revealed that the scores on MIs inventory correlated positively with those of L2 lexical knowledge. Alternatively, different types of intelligences served as useful predictors for estimating the quality of learners’ vocabulary knowledge. Finally, it was found out that gender did indeed have a different effect regarding the learners’ vocabulary knowledge.

Introducing Genre Analysis Using Brunei Malay Wedding Invitations

Despite a significant increase in the number of published genre analyses and a continuing refinement of genre theory, little research has been done to determine the effectiveness of genre-based pedagogy. Research that has been carried out has shown mixed results. One problem that has been identified is that a genre approach requires language learners to become genre analysts in a foreign or second language while having to learn the new language itself. One suggested solution is to prime learners for this dual approach by providing an opportunity for them to study a well-known genre in their mother tongue in order to stimulate access to their subconscious knowledge of their own language and culture. This paper aims to evaluate this solution by determining to what extent Bruneian students in a tertiary context were able to identify and explain the linguistic features of the Brunei Malay Wedding Invitation. The results show that while the students were able to accurately describe the surface linguistic features of the genre, they were less successful at explaining the use of these features in terms of the communicative purposes of the genre.

The Backpack Function of Health Education

How do people make use of health education materials? In this article, the authors distinguish between four different types of knowledge concerning health: theoretical knowledge about causes of illness, applied knowledge about how to lead a healtheir everyday life, experiential knowledge about the consequences of action, and intuitive subconscious knowledge about what one ought to do. The article suggests that knowledge has a backpack function, that is, that health education has an indirect effect on changes in lifestyle through the filling of the knowledge backpack, with which new experiences and information are then compared.

Sociolinguistic Concepts and Literary Analysis

HIS PAPER HAS TWO PRIMARY AIMS: to illustrate how sociolinguistic concepts apply to the analysis of literature and to provide pedagogical suggestions as to how to present sociolinguistic theory in the context of literary analysis in advanced-level university courses. It discusses a number of current sociolinguistic concepts that have proven fruitful in the analysis of literary texts, illustrating how the concepts SPEECH COMMUNITY and SOCIAL NETWORK might be called upon to analyze the basis of the comic element in John Kennedy Toole's novel, A Confederacy of Dunces. By integrating such terms with a general discourse analysis of the text that concentrates on the Gricean principles of conversational cooperation, we will show how an author can manipulate the characters of his work to sometimes subtle, sometimes obvious, comic effect. Our analysis will demonstrate that Toole exploits his subconscious knowledge of the restrictions that membership in a particular speech community places on linguistic behavior, in order to characterize the chief protagonist as an outsider who flouts the regular conventions of discourse and sets himself up in a speech community of one, despite the demands of the social network in which he is forced to operate. There is also a third, broader purpose of this article, however: to promote the general applicability of sociolinguistic theory to literary analysis. Hopper (1988) has recently suggested that, while linguistics was at one time considered an tool for literary analysis, it is now unable to provide any tools that are substantially different from those that a literary analyst uses, since the two fields are merging in their approaches to text. In our paper, we maintain that Hopper's remarks about the limitations of linguistics can apply only to a narrow definition of the field, one which targets sentence-level grammar and largely ignores the social characteristics of language. Hopper suggests that the work of linguists on conversational analysis (e.g., Tannen 1980, 1989) is about the only current worthwhile, relevant linguistic work. We certainly agree about the importance of conversational analysis (and Tannen's work in particular) to the analysis of literature. However, we suggest that Hopper is being still too narrow here: sociolinguistics in general, not just conversational analysis, has much to offer to literary studies in the way of theories-if by enabling we mean tools that allow us to give a solid procedural basis for our analysis of

Acquisition in the Natural Approach: The Binding/Access Framework

suggests the incorporation of two sources of knowledge of the target language into the teaching context.1 Following second language theory (henceforth theory) as formulated by Krashen, the terms acquisition and are used to refer to these two sorts of linguistic knowledge.2 Acquisition is the process which is said to lead to subconscious knowledge about language, a feel for correctness, while the product of learning is said to result from conscious attention to some part of the target language. Accordingly, in a Natural Approach (NA) class, we attempt to provide the students with opportunities for both sorts of language experiences. Emphasis in NA is given to acquisition. This decision is based on L2 theory. Krashen hypothesizes that fluency, specifically the production of utterances, depends primarily on acquired knowledge, while knowledge is useful to a speaker mainly as a monitor, a mental processor which enables the speaker to make corrections in an utterance before and as it is spoken. According to this view, most speech production is based on acquired knowledge, since speakers are not able to monitor to any great degree while engaged in normal conversation. Thus even if some rule of grammar is explained, practiced, and learned in a language class, this knowledge is not readily available to most speakers in normal conversation. Krashen maintains that takes place whenever the acquirer interacts with comprehensible input in the target language.3 According to this hypothesis it is not necessary to program specific grammar points in a lesson since, if the acquirer receives enough compre-

ACQUIRING A SECOND LANGUAGE

Perhaps the most important discovery researchers in second‐language acquisition have made in recent years is something that most people knew already: acquiring a second language is not simply a matter of ‘knowing the rules’. Real second‐language competence is subconscious knowledge, similar to knowledge of a first language. Competent second‐language users, like competent users of the native language, do not think grammatical rules when they are producing or understanding the second language, and in many cases never consciously ‘learned’ the rules they use so well. (Grammar rules do help in certain limited situations: good ‘grammar’ users can apply conscious rules when they have time to think about and use them, as in writing, but even here our research indicates that grammar use makes a very modest contribution to grammatical accuracy. For most people, using ‘grammar’ in real conversation only leads to trouble. Constantly referring to rules gives one a very hesitant style of speaking that is not pleasant to listen to, and some of us have the bad habit of constructing our sentences via grammar rules while the other person is talking, which means that we are not listening!)