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81.
Douglas Morrey 《Culture, Theory & Critique》2013,54(1):61-74
This article examines the role of noise in various aspects of Jean‐Luc Godard's filmmaking practice. Beginning with an analysis of 2 ou 3 choses que je sais d'elle (1966), it suggests that the loud noise on the soundtrack functions to disrupt the search for meaning in this film that is precisely about knowledge and cognition, providing an image of thought as an unpredictable and uncontrollable process. The influence of 1970s theoretical biology and information theory is analysed in Sauve qui peut (la vie) (1979) which applies Henri Atlan's ‘order from noise’ principle to the composition of shots, the construction of scenes and the development of narrative. Finally Godard's presentation of a complex, deterritorialised capitalist economy is considered in Nouvelle Vague (1990), and it is suggested that Godard's creation of aesthetic events – both through editing and through sound design – implies a different conception of temporality to the sequential logic of financial speculation and risk management. 相似文献
82.
Andrea S. Taverna Douglas L. Medin Sandra R. Waxman 《Early education and development》2016,27(8):1109-1129
Across the world, people form folkbiological categories to capture their commonsense organization of the natural world. Structured in accordance with universal principles, folkbiological categories are also shaped by experience. Here we provide new evidence from the Wichi—an understudied indigenous community who live in the Chaco rainforest and speak their heritage language. A total of 44 Wichi (6- to 8-year-olds, 9- to 12-year-olds, adults) participated in an induction task designed to identify how broadly they attribute an invisible biological property (e.g., an internal organ) from 1 individual (either a human, nonhuman animal, or plant) to other humans, nonhuman animals, plants, natural kinds, and artifacts. Research Findings: These results (a) clarify the content of the Wichi’s categories and the words they use to describe them, (b) showcase the power of covert (unnamed) categories, and (c) fortify the view that human-centered reasoning is not a universal starting point for reasoning about nature. Practice or Policy: Implications of these findings for early science education are discussed. In particular, we discuss (a) how the Wichi’s construal of the natural world may be best integrated when they reach the (Western science–inspired) classroom and (b) how the current results bear on central issues in early science education more broadly. 相似文献
83.
Resistance to interference was examined in rats that received a complex negative patterning discrimination in which XA and
XB were followed by food reinforcement and XAB was not. Retention of the discrimination was evident after separate reinforcement
of both A and B (Experiment 3), but not after reinforcement of either AB (Experiments 1 and 3) or XAB (Experiments 2 and 3).
These data suggest that complex negative patterning discriminations are acquired configurally and that the relative similarity
of the original discrimination and subsequent interference trials dictates the final degree of retention observed. 相似文献
84.
Two mechanisms for engaging in critical reflective dialogue are discussed and compared: face-to-face meetings and asynchronous online discussion. The context is an umbrella action research project, with over 20 participants, which aimed to improve practices in online teaching and contribute to the development of graduate attributes. The article compares discussion using the two modes (face-to-face and online) of the nature of and development of problem-solving and other graduate attributes. Face-to-face discussion was wide ranging and quite loosely structured, so divergent aspects of a topic were uncovered. The asynchronous nature of online discussion, however, permitted topics to be explored more thoroughly. The two modes worked well in conjunction with one another, if aspects of face-to-face discussion topics were posted online as discussion threads. The asynchronous online discussions then allowed each thread to be explored in depth, so that collective understanding of a given topic could be enhanced. 相似文献
85.
PROSPECTS - The world is experiencing crises related to the cascading effects of anthropization. These crises result from imperialist and capitalist practices that categorize and exploit the other... 相似文献
86.
Research in Science Education - Students commonly find specialist scientific language problematic. This study investigated developments in chemical language usage by six non-traditional students... 相似文献
87.
There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐recorded lessons taught by ‘successful’ teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas. 相似文献
88.
Douglas McKnight 《Interchange》2004,35(3):281-302
This article describes Mikhail Bakhtin’s 20th century work on dialogue as it may serve one engaged in the teaching as a vocation and existential pursuit rather than as
a job or profession. Dialogue, as theorized by Bakhtin, within the pedagogical real, potentially becomes a mod of being through
which the individual engages in the project of selfhood, a task basic to the human enterprise. For Bakhtin, dialogue was in
part a structure within and through which we come to consciousness and give flesh and meaning to our existence. According
to Bakhtin, the structure of self is dialogical and unfinalizable, meaning that each individual comes to consciousness through
dialogue with some other. From a Bakhtinian perspective, the, selfhood as a dialogical formation constitutes a fundamental
relation by which we much participate without end, making dialogue an unavoidable social activity immersed in language. 相似文献
89.
Douglas L. Medin 《Learning & behavior》1974,2(4):305-308
Pigtailed monkeys were trained on discrimination problems involving objects that had been previously paired with reward, previously paired with nonreward, or objects not associated with any pretraining. In two separate studies, no differences on these various problem formats were observed, but performance improved considerably with practice. These results are contrary to the theories for learning set formation of Spence and Medin. 相似文献
90.