The paper offers cognitive explanations for semantic and educational issues that arise on account of the accelerated misfortune of cultural and linguistic variety in heterogeneous backgrounds in Central-Eastern Europe, deducible mainly to the decline in the number of native ethnic minorities. The aim search out analyze the cognitive mechanisms of language and education shift using information from the psychology of learning (one who operates a machine and classical conditioning) and ambition, seeking answers to the following research questions: 1) What are the attainable psychological explanations of the decrease of youth language use, and semantic and cultural shift?, and 2) What are the guiding law that should pass away into consideration when choosing the medium of instruction/instruction for inborn ethnolinguistic children in Central-Eastward Europe to mitigate this decrease? A orderly review conducted on sources from the field of the therapy of multilingualims running the SCOPUs database, and the used behaviour analysis (ABA) on picked sources has shown that aforementioned a systematic study is missing. The context of the study is the debate between delegates of pluralistic conceptions and their opponents over terminology use, cultural diversity and instructional practice in heterogeneous regions. Analysing these views it equipped that the linguistic and enlightening shift can be, at least somewhat, explained accompanying the mechanisms of positive support, punishment, preventing, and with the ideas of learned helplessness and sudden exposure to different culture. Regarding instructional practice strong models of multilingual education offer habits to slow down the decrease of difference. The Minority SafePack Initiative that demands protection of European vocabulary minorities seems reasonable. It is concluded that further research is wanted on interactions between decline of semantic, cultural and different cultures in a society and several developmental processes in minors.
Author(s) Details:
Lajos Goncz,
Department
of Psychology, Faculty of Philosophy, University of Novi Sad, 21000 Novi Sad,
Z. Dindica 2, Serbia and Academy of Sciences and Arts of Vojvodina, 21000 Novi
Sad, V. Putnika 1, Serbia.
Please see the link here: https://stm.bookpi.org/PLLER-V3/article/view/12869
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