Evaluating an animated and static time series map of District Six: A visual and cognitive approach

Visualization of spatial information is an important aspect in the representation of map displays. Maps today are visually adapted to a variety of mediums in displaying spatial information temporally and as time series phenomena. GIS technology has incorporated tools for analysing these spatio-temporal trends. However map users are overwhelmed by the amount of information in these map displays and therefore experience cognitive overload. In this study we find that static and animated maps have their respective advantages in the visualization of the map reader by placing participants through a structured set of questions. All these facets exist in the visual and cognitive realm of the map reader. District Six is a unique area that has experienced significant spatial change in the last century, mainly attributed to its political history. This has been depicted in a conventional static and animated time series map representation which has been designed to facilitate the understanding of the spatial change that occurred during this unique period of history. In this paper a  methodology has been investigated and implemented in the design of the map, by enhancing the map reader’s experience in visualising time series spatial data. We conclude further that visual intention and attention are cognitive facets that collectively strengthen the map reader’s ability in learning spatial information

Reconnaissance of ‘Difference’ in Cognitive Maps: Authenticating Happily Ever After in Julia Quinn’s To Sir Philip with Love

This study explores differences in individual cognitive mapping of the protagonists in Julia Quinn’s novel, To Sir Philip with Love. A qualitative analysis of the maps, cartographed on physiological and psychological planes, finds them to be diverse in nature. A “difference” is developed, step by step, in the mental cognitive mapping of the female protagonist of Eloise and in the physical cognitive maps of the character the male protagonist, Philip. Nonetheless, the thesis lies in the inherent creativity caused by the collision of two varied cognitions. Analysis of these cognitions involves the creation of these characters according to the basic cognitive structure of the romance readers as well. After an investigation of the ‘mindscaping’ model, developed primarily around the main characters in To Sir Philip with Love, it is concluded that the positivity in the conflicting maps is established because of the genre of the novel, in which there is a need to channel the individual cognition towards the creation of a larger cognitive map for the readers, with authentication of Happily Ever After as its goal. Furthermore, this paper also locates the status of these findings within the romance narrative; authentication of HEA, works as a major building force in molding and constructing the authorial, fictional and reader cognition.

Teaching Cartography with Comics: Some Examples from BeccoGiallo\u2019s Graphic Novel Series

This article suggests the use of comics, particularly of graphic novels, as valuable instructional tools for teaching cartography. Of particular interest is the idea that comics can be used to develop students\u2019 geographical competencies, their ability to think actively about cartographical issues, and their capacity to interact with \u201cmaps as mappings\u201d (Dodge, Kitchin and Perkins, 2009). The theoretical references used to conduct the deep interdisciplinary proposal and analysis include: the growing field of literary cartography, recent post-representational theories in cartography, and the emerging field of \u201ccomic book geography\u201d (Dittmer, 2014). The article reads comics as maps and analyzes their map-like features to demonstrate that both maps and comics ask the reader-user to be actively engaged to decipher, orient, and practice them. Proposing to read \u201cmaps as comics\u201d, \u201cmaps of comics\u201d, \u201cmaps and mappings in comics\u201d, and \u201ccomics as maps and mappings\u201d, the article suggests the possible practical employment of comics in cartography classes. Furthermore, this study uses examples from BeccoGiallo\u2019s comic series to demonstrate that graphic novels may help students become more aware map readers and users, by being involved in an active spatial practice. Finally, this article focuses on the unexplored educational potential of graphic novels by exploring the improvement of students\u2019 understanding of post-representational cartographical approaches through comic use

Maksimalistinen aivokartta. Metafyysinen salapoliisikertomus Jaakko Yli-Juonikkaan Neuromaanin tiedollisena työkaluna

A Maximalist Map of the Brain. The Metaphysical Detective Story as a Cognitive Tool for Jaakko Yli­Juonikas’ Neuromaani. The contemporary encyclopedic novel is a maximalist narrative form that is based on the excess of information. In this article I hold Jaakko Yli­Juonikas’ Neuromaani (2012) as its ambassador. This as a starting point, the article focuses on arguing that the genre of the metaphysical detective story is a key cognitive tool for the reading of Yli­Juonikas’ encyclopedic novel. The encyclopedic novel describes not only a storage of information but also a process of coming to know, whereupon the reader either follows a surrogate reader (that is, the detective), or has to arrange the data inde­ pendently. As regards Neuromaani, the first of these options is problematic, since the protagonist has a multiple personality disorder, and the reader follows his hallucinations inside the brain. Simultaneously, the reader is encouraged to investigate the crime that has taken place outside the protagonist’s mind. Along with the structure of the brain, Neuromaani is arranged in the forms of a dissertation and a gamebook. It is an ergodic novel that reserves an active role for the reader. But as I argue, the metaphysical detective story plays a leading role: Neuromaani exploits conventions such as a laby­ rinthine space of investigation, an unsolvable crime, and an excessive number of clues. Moreover, the reader begins the reading as a detective, but becomes a criminal

LOGICAL AND PSYCHOLOGICAL PARTITIONING OF MIND: DEPICTING THE SAME MAP?

The aim of this paper is to demonstrate that empirically delimited structures of mind are also differentiable by means of systematic logical analysis. In the sake of this aim, the paper first summarizes Demetriou's theory of cognitive organization and growth. This theory assumes that the mind is a multistructural entity that develops across three fronts: the processing system that constrains processing potentials, a set of specialized structural systems (SSSs) that guide processing within different reality and knowledge domains, and a hypecognitive system that monitors and controls the functioning of all other systems. In the second part the paper focuses on the SSSs, which are the target of our logical analysis, and it summarizes a series of empirical studies demonstrating their autonomous operation. The third part develops the logical proof showing that each SSS involves a kernel element that cannot be reduced to standard logic or to any other SSS. The implications of this analysis for the general theory of knowledge and cognitive development are discussed in the concluding part of the paper

Concept mapping and other formalisms as mindtools for representing knowledge

We seek to provide an alternative theoretical perspective on concept mapping (a formalism for representing structural knowledge) to that provided by Ray McAleese in this issue of ALT-J (auto-monitoring). We begin with an overview of concept maps as a means of describing a learner's knowledge constructs, and then discuss a broader class of tools, Mindtools, of which concept maps are a member. We proceed by defining Mindtools as formalisms for representing knowledge, and further elaborate on concept maps as a formalism for representing a particular kind of knowledge: structural knowledge. We then address McAleese's use of the term auto-monitoring and some of the steps in his model of concept maps. Finally, we describe some limitations of concept mapping as a formalism and as a cognitive learning strategy

Where does brain neural activation in aesthetic responses to visual art occur? Meta-analytic evidence from neuroimaging studies

Here we aimed at finding the neural correlates of the general aspect of visual aesthetic experience (VAE) and those more strictly correlated with the content of the artworks. We applied a general activation likelihood estimation (ALE) meta-analysis to 47 fMRI experiments described in 14 published studies. We also performed four separate ALE analyses in order to identify the neural substrates of reactions to specific categories of artworks, namely portraits, representation of real-world-visual-scenes, abstract paintings, and body sculptures. The general ALE revealed that VAE relies on a bilateral network of areas, and the individual ALE analyses revealed different maximal activation for the artworks' categories as function of their content. Specifically, different content-dependent areas of the ventral visual stream are involved in VAE, but a few additional brain areas are involved as well. Thus, aesthetic-related neural responses to art recruit widely distributed networks in both hemispheres including content-dependent brain areas of the ventral visual stream. Together, the results suggest that aesthetic responses are not independent of sensory, perceptual, and cognitive processe

Teaching and Learning by Analogy: Psychological Perspectives on the Parables of Jesus

Christian teachers are often encouraged to use Jesus’ teaching strategies as models for their own pedagogy. Jesus frequently utilized analogical comparisons, or parables, to help his learners understand elements of his Gospel message. Although teachers can use analogical models to facilitate comprehension, such models also can sow the seeds of confusion and misconception. Recent advances in cognitive psychology have provided new theoretical frameworks to help us understand how instructional analogies function in the teaching-learning process. The goal of this paper is to analyze Jesus’ analogical teaching from these psychological perspectives, with implications for all teachers who utilize instructional analogies. In addition to reviewing basic analogical learning processes, I explore a six-variable model to account systematically for potential analogical misconceptions

Mathematical Foundations for a Compositional Distributional Model of Meaning

We propose a mathematical framework for a unification of the distributional theory of meaning in terms of vector space models, and a compositional theory for grammatical types, for which we rely on the algebra of Pregroups, introduced by Lambek. This mathematical framework enables us to compute the meaning of a well-typed sentence from the meanings of its constituents. Concretely, the type reductions of Pregroups are `lifted' to morphisms in a category, a procedure that transforms meanings of constituents into a meaning of the (well-typed) whole. Importantly, meanings of whole sentences live in a single space, independent of the grammatical structure of the sentence. Hence the inner-product can be used to compare meanings of arbitrary sentences, as it is for comparing the meanings of words in the distributional model. The mathematical structure we employ admits a purely diagrammatic calculus which exposes how the information flows between the words in a sentence in order to make up the meaning of the whole sentence. A variation of our `categorical model' which involves constraining the scalars of the vector spaces to the semiring of Booleans results in a Montague-style Boolean-valued semantics.Comment: to appea