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PostPosted: Tue 11 Mar 2014 7:53 pm 
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NiallBeag wrote:
In short: most people make the mistake of starting with a term and then giving a definition, eg "the genitive is...", and the reader's reaction is "I don't understand this word," so they read the whole explanation in a state of confusion, and with less space in working memory, as they're trying to keep this strange new word in their head. If instead you start by explaining, and end with "... and we call this 'the genitive'," the reader just hangs the label on the concept previously described, and if the description is relatively clear, there is never any confusion.

Do you have any references on this? I would be interested to read more about it.

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PostPosted: Tue 11 Mar 2014 8:18 pm 
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An Lon Dubh wrote:
NiallBeag wrote:
In short: most people make the mistake of starting with a term and then giving a definition, eg "the genitive is...", and the reader's reaction is "I don't understand this word," so they read the whole explanation in a state of confusion, and with less space in working memory, as they're trying to keep this strange new word in their head. If instead you start by explaining, and end with "... and we call this 'the genitive'," the reader just hangs the label on the concept previously described, and if the description is relatively clear, there is never any confusion.

Do you have any references on this? I would be interested to read more about it.
It sounds sensible. Certainly, this would be the recommended method to teach something new in Maths and the terminology/concept barrier exists there too.

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PostPosted: Wed 12 Mar 2014 2:57 pm 
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Saoirse wrote:
It sounds sensible. Certainly, this would be the recommended method to teach something new in Maths and the terminology/concept barrier exists there too.

Ah yes! You're right! In some forms of maths the definition and concept are so closely linked that I didn't notice it, but yes this is how one usually does it!

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PostPosted: Wed 12 Mar 2014 10:00 pm 
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Sadly the references I had were in my Open University books that are now long gone. It was all in a language context too - it looked at the distribution of old and new information in sentences, and as I recall it, all languages have a very strong tendency to put the old (known) information before the new (unknown) stuff. I'm pretty sure this tendency was examined in neuropsychological studies of some sort - whether it was just a measure of processing time or of anything more complex, I can't remember, but there seemed to be very solid evidence that the brain processes old->new more easily that new->old.

For anyone not following me, here's a concrete example:

Naturally, we would tend to say "I have a friend whose name is Paul". "I" is trivially understood, known information. "a friend" is unsurprising, and not really the "information" of the sentence. The real information is that last word: the name.
If we turn that back-to-front, we get something like: "Paul is the name of a friend of mine." The first thing that hits the ear is new information, and we don't know why it's significant. It's quite confusing, and much more difficult to understand.

One of the simplest applications of this is in the teaching of vocabulary bilingually:
In an Irish class, saying "The Irish for 'house' is 'teach'," is much easier for the student to process than "'Teach' is the Irish for 'house'," for example. And yet some teachers will fixate on the target word and say it first.

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PostPosted: Wed 12 Mar 2014 11:18 pm 
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NiallBeag wrote:
One of the simplest applications of this is in the teaching of vocabulary bilingually:
In an Irish class, saying "The Irish for 'house' is 'teach'," is much easier for the student to process than "'Teach' is the Irish for 'house'," for example. And yet some teachers will fixate on the target word and say it first.

Very interesting! I'm sure I can find some papers, I'll link any good ones here when I get them.

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