The Development of Attention to Objects and Scenes: From Object-Biased to Unbiased

Selective attention is the ability to focus on goal-relevant information while filtering out irrelevant information. This work examined the development of selective attention to natural scenes and objects with a rapid serial visual presentation paradigm. Children (N = 69, ages 4–6 years) and adults (N = 80) were asked to attend to either objects or scenes, while ignoring the other type of stimulus. A multinomial processing tree model was used to decompose selective attention into focusing and filtering components. The results suggest that attention is object-biased in children, due to difficulty filtering attention to goal-irrelevant objects, whereas attention in adults is relatively unbiased. The findings suggest important developmental asymmetries in selective attention to scenes and objects.     

Emerging patterns of abstraction in environmental education: A review of materials,methods and professional development perspectives

The epistemic unconscious is the history of the field. And it is clear that, to secure some chance of really knowing what one is doing, one has to unfold what is inscribed in the various relations of implication in which the thinker and his thoughts are caught up, that is, the presuppositions he engages and the inclusions and exclusions he unwittingly performs. (Bourdieu, 2000, p. 99)     

Ranking journals using social choice theory methods: A novel approach in bibliometrics

We use data on economic, management and political science journals to produce quantitative estimates of (in)consistency of the evaluations based on six popular bibliometric indicators (impact factor, 5-year impact factor, immediacy index, article influence score, SNIP and SJR). We advocate a new approach to the aggregation of journal rankings. Since the rank aggregation is a multicriteria decision problem, ranking methods from social choice theory may solve it. We apply either a direct ranking method based on the majority rule (the Copeland rule, the Markovian method) or a sorting procedure based on a tournament solution, such as the uncovered set and the minimal externally stable set. We demonstrate that the aggregate rankings reduce the number of contradictions and represent the set of the single-indicator-based rankings better than any of the six rankings themselves.     

The impact of social media on informal learning in museums

This paper posits that social networking can take a central role in learning in informal environments such as museums, libraries and galleries. It argues that social media offers young people agency previously unavailable in informal learning environments in order to explore complex responses to and participation with cultural content. The paper will consider transformations in digital literacy and the processes by which young learners can connect with knowledge in informal learning environments to become active cultural participants.

Die Wirkung sozialer Medien auf informelle Bildung in Museen

Dieses Papier postuliert, dass soziale Vernetzung eine zentrale Rolle im Lernen in informellen Umgebungen wie Museen, Bibliotheken und Galerien annehmen kann. Es behauptet, dass soziale Medien jungen Leuten als Agentur in informellen Lernumgebungen dienen können, die zuvor nicht verfügbar sind, um komplexe Antworten zu erkunden und Beteiligung mit kulturellem Inhalt zu erkennen. Die Autoren betrachten Transformationen in digitalen Fähigkeiten und den Prozessen, durch die junge Anfänger sich mit Wissen in anderen informellen Bildungsumgebungen verbinden können, um aktive kulturelle Teilnehmer zu werden.

L’impact des medias “sociaux” sur l’apprentissage informel dans les musées

Le présent article affirme que la mise en réseau humain peut jouer un rôle central pour l’apprentissage dans des environnements informels comme les musées,les bibliothèques et les galeries. Il avance que les medias “sociaux” offrent aux jeunes des moyens qui n’existaient pas auparavant dans les environnemetns d’apprentissage informels pour permettre d’explorer des réactions complexes et d’interagir avec le contexte culturel. Les auteurs examinent les mutations de la compétence numérique et les processus par lesquels les jeunes apprenants peuvent se brancher sur la connaissance dans des environnements d’apprentissage informels pour devenir des acteurs culturels dynamiques.

El impacto de los medios colectivos sobre el aprendizaje informal en los museos

Esta artículo postula que la creación de redes humanas puede desempeñar un papel central para el aprendizaje en entornos informales como los museos, las bibliotecas y las galerías. Apunta que los medios sociales ofrecen a los jovenes capacidades que antes no estaban asequibles dentro de los entornos de aprendizaje informal para explorar las respuestas complejas y interagir con el contexto cultural. Los autores consideran las transformaciones en el alfabetismo digital y los procesos a través de los cuales los jovenes alumnos pueden conectarse con los conocimientos dentro de esos entornos informales de aprendizaje para convertirse en actores culturales dinámicos.