Abstract:
Just as syntax differentiates coherent sentences from scrambled word strings, the comprehension of sequential images must also use a cognitive system to distinguish coherent narrative sequences from random strings of images. We conducted experiments analogous to two classic studies of language processing to examine the contributions of narrative structure and semantic relatedness to processing sequential images. We compared four types of comic strips: (1) Normal sequences with both structure and meaning, (2) Semantic Only sequences (in which the panels were related to a common semantic theme, but had no narrative structure), (3) Structural Only sequences (narrative structure but no semantic relatedness), and (4) Scrambled sequences of randomly-ordered panels. In Experiment 1, participants monitored for target panels in sequences presented panel-by-panel. Reaction times were slowest to panels in Scrambled sequences, intermediate in both Structural Only and Semantic Only sequences, and fastest in Normal sequences. This suggests that both semantic relatedness and narrative structure offer advantages to processing. Experiment 2 measured ERPs to all panels across the whole sequence. The N300/N400 was largest to panels in both the Scrambled and Structural Only sequences, intermediate in Semantic Only sequences and smallest in the Normal sequences. This implies that a combination of narrative structure and semantic relatedness can facilitate semantic processing of upcoming panels (as reflected by the N300/N400). Also, panels in the Scrambled sequences evoked a larger left-lateralized anterior negativity than panels in the Structural Only sequences. This localized effect was distinct from the N300/N400, and appeared despite the fact that these two sequence types were matched on local semantic relatedness between individual panels. These findings suggest that sequential image comprehension uses a narrative structure that may be independent of semantic relatedness. Altogether, we argue that the comprehension of visual narrative is guided by an interaction between structure and meaning. (Contains 9 figures and 4 tables.)
CoLiDeS + Pic is a cognitive model of web-navigation that incorporates semantic information from pictures into CoLiDeS. In our earlier research, we have demonstrated that by incorporating semantic information from pictures, CoLiDeS + Pic can predict the hyperlinks on the shortest path more frequently, and also with greater information scent, compared to earlier cognitive models of web-navigation like CoLiDeS that relied only on textual information from hyperlinks. In this article, we investigate the following research questions. First, would the increase in information scent have an impact on the actual user navigation behaviour? Second, do users actually follow the navigation path predicted by CoLiDeS + Pic? In other words, would CoLiDeS + Pic predict actual user navigation behaviour more accurately than CoLiDeS? We investigate these questions by varying the relevance of pictures on a web page and studying the impact of varying relevance on the user navigation patterns. We found that under the highly relevant picture condition, users were more accurate and took less time to finish their tasks. Also, under the highly relevant picture condition, CoLiDeS + Pic predicts significantly greater number of actual user clicks. There was no significant difference in model predictions between the lowly relevant picture condition and no-picture condition. These results validate the predictions made by CoLiDeS + Pic. (Contains 5 figures and 3 tables.)
Public-private partnerships in education (ePPP) are acquiring increasing centrality in the agendas of international organizations and development agencies dealing with educational affairs. They are designed as an opportunity to correct inefficiencies in the public delivery of education and to mobilize new resources to increase the access to and cost-effectiveness of education in low-income contexts. This article explores the emergence of ePPP as a "programmatic idea" and, in particular, the semiotic strategies by means of which this idea has been located in the global education agenda and promoted internationally among practice communities by a network of policy entrepreneurs. The analysis is supported by extensive fieldwork and by a new approach to the analysis of the framing and mobilization of new policy ideas, which incorporates literature on agenda setting, policy entrepreneurs, and policy frame analysis. The approach reveals the complex way in which policy ideas, political actors, institutions, and material factors interact to strategically put forward new policy alternatives in developing contexts. (Contains 1 table, 2 figures, and 17 notes.)
The principles of Hungarian music educator Zoltan Kodaly can be particularly useful not only in teaching children how to read music notation but also in creating curiosity and enjoyment for reading music. Many of Kodaly's ideas pertaining to music literacy have been echoed by educators such as Jerome Bruner and Edwin Gordon, as well as current brain researchers. Specifically, Kodaly's emphasis on sound before sight, going from known to unknown, use of moveable do solfege, use of various learning modes, and the importance of providing adequate preparation of pitch concepts can all be useful in our approach to preparing students to read pitch on the music staff. Various vertical as well as vertical/horizontal "pre-staff" activities, including melodic contour, body signs, visual icons, and the solfa tone ladder help to build children's understanding of pitch placement and create curiosity for seeing how familiar sounds will look on the staff. (Contains 4 notes and 7 figures.)
In literature, several processes have been suggested to describe conceptual changes being undertaken. However, a few parts of studies analyse in great detail which students' learning processes are involved in physics classes during teaching, and how they are used. Following a socio-constructivist approach using tools coming from discourse analysis, we suggest studying three processes of students' learning: (1) establishing links between ideas, (2) increasing the domain of applicability of ideas, or (3) decreasing the domain of applicability of ideas. Our database consists of video data and written worksheets of two students at the upper-secondary school level (Grade 10 [15-year-old students]) during a one-month teaching sequence about gas. Based on semiotic resources contained in oral and written language, we reconstruct in great detail all the ideas about gas expressed by both students during the entire teaching sequence. Our analysis deals with (1) how learning processes are identified based on the ideas expressed by students, and (2) how the three learning processes are used by the two students during teaching. Our results show that during the teaching sequence: (1) the emergence of the networks of three ideas is supported by networks of two ideas expressed previously by students; (2) both students express more networks of two ideas than networks of three ideas; (3) the process "increasing the domain of applicability" of an idea or a network of ideas is very often involved; and (4) the process "decreasing the domain of applicability" of an idea or network of ideas is rarely used by them. (Contains 10 figures, 3 tables, and 3 notes.)
Words with well-known meaning in colloquial language often make up an educational challenge when introduced as terms with formal scientific meaning. New connections must be established between the word, already constrained by existing meaning and reference, and the intended formal scientific meaning and reference. A two-dimensional semantic/semiotic analysing schema (acronym 2-D SAS) has been developed to clarify a given word/term in a structured mode both according to non-formal senses and referents and formal scientific meaning and referents. The schema is constructed on ideas from semantics, semiotics and history and philosophy of science. The approach is supposed to be a contribution to make a fine-gained analysis of the structure and dynamics of conceptual change. The role of referents and referent change in conceptual change is highlighted by analysing the character of the recurrent mix-up of the terms heat and temperature among students at different educational levels.
False memories created by the Deese/Roediger-McDermott (DRM) procedure typically show a developmental reversal whereby levels of false recall increase with age. In contrast, false memories produced by phonological lists have been shown to decrease as age increases. In the current study we show that phonological false memories, like semantic false memories produced by the DRM procedure, show a developmental reversal when list items converge on a single critical lure. In addition, effects of list length were observed in adults and older children but not in the younger children, again mirroring effects previously observed in semantic false memories. These findings suggest that differences in list structure underlie the divergent developmental trajectories previously reported in semantic and phonological false memories. The findings are discussed in relation to theories of false memory and theories of spoken word recognition. (Contains 2 figures and 2 tables.)
The effects of word predictability and shared semantic similarity between a target word and other words that could have taken its place in a sentence on language comprehension are investigated using data from a reading time study, a sentence completion study, and linear mixed-effects regression modeling. We find that processing is facilitated if the different possible words that could occur in a given context are semantically similar to each other, meaning that processing is affected not only by the nature of the words that do occur, but also the relationships between the words that do occur and those that could have occurred. We discuss possible causes of the semantic similarity effect and point to possible limitations of using probability as a model of cognitive effort. (Contains 2 figures and 1 table.)
Background: Structural language anomalies or impairments in autistic spectrum disorder (ASD) are theoretically and practically important, although underrecognised as such. This review aims to highlight the ubiquitousness of structural language anomalies and impairments in ASD, and to stimulate investigation of their immediate causes and implications for intervention. Method: Studies of structural language in ASD are reviewed (based on a search of the literature and selected as meeting defined inclusion criteria), and explanatory hypotheses are discussed. Results: Some individuals with ASD never acquire language. Amongst those who do, language abilities range from clinically normal (ALN) to various degrees of impairment (ALI). Developmental trajectories and individual profiles are diverse, and minority subgroups have been identified. Specifically: language is commonly but not always delayed and delayed early language is always characterised by impaired comprehension and odd utterances, and sometimes by deviant articulation and grammar. -Nevertheless, by school age an "ASD-typical" language profile emerges from group studies, with articulation and syntax least affected, and comprehension, semantics and certain facets of morphology most affected. Thus, even individuals with ALN have poor comprehension relative to expressive language; also semantic-processing anomalies and idiosyncratic word usage. It is argued that impaired socio-emotional-communicative relating, atypical sensory-perceptual processing, and uneven memory/learning abilities may underlie shared language anomalies across the spectrum; and that varying combinations of low nonverbal intelligence, semantic memory impairment and comorbidities including specific language impairment (SLI), hearing impairment, and certain medical syndromes underlie ALI and variation in individual profiles. Conclusions: Structural language is universally affected in ASD, due to a complex of shared and unshared causal factors. There is an urgent need for more research especially into the characteristics and causes of clinically significant language impairments
