146,608 research outputs found

    Investigating the Dimensions of Spatial Language

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    Spatial prepositions in the English language can be used to denote a vast array of configurations which greatly diverge from any typical meaning and there is much discussion regarding how their semantics are shaped and understood. Though there is general agreement that non-geometric aspects play a significant role in spatial preposition usage, there is a lack of available data providing insight into how these extra semantic aspects should be modelled. This paper is aimed at facilitating the acquisition of data that supports theoretical analysis and helps understand the extent to which different kinds of features play a role in the semantics of spatial prepositions. We first consider key features of spatial prepositions given in the literature. We then introduce a framework intended to facilitate the collection of rich data; including geometric, functional and conventional features. Finally, we describe a preliminary study, concluding with some insights into the difficulties of modelling spatial prepositions and gathering meaningful data about them

    Parental Spatial Input During Parent-Child Interactions: A Two-Dimensional versus a Three-Dimensional Learning Experience

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    Children’s spatial ability is predictive of their future achievement in many academic and occupational domains, including science, technology, engineering, and mathematics (STEM; e.g., Wai at el., 2009). During the early years, experiences such as hearing spatial language (e.g., Ferrara et al., 2011) and engaging in spatial activities with three-dimensional (3D) blocks or puzzles (e.g., Casey et al., 2008) are found to facilitate children’s spatial learning. Other than 3D toys, the use of two-dimensional (2D) touchscreen media (e.g., iPadsÂź) by young children has been on the rise (e.g., Rideout, 2013). Technology has become part of children’s daily activities and a tool to promote language learning (e.g., Penuel et al., 2009). However, there is a dearth of research specifically investigating the nature of parent-child interactions and children’s spatial learning using digital mobile devices. Therefore, the present study examined the frequency and variation of parental linguistic input elicited during play using an iPadÂź (a 2D touchscreen device) and using 3D spatial toys. In addition to the types of spatial learning (3D versus 2D), factors such as parents’ spatial anxiety and attitudes towards math can also influence their spatial language production. Research suggests that one’s attitude or anxiety towards mathematics can influence the amount of numeracy talk in which individuals engage (e.g., Gunderson et al., 2013). However, no studies have examined the relationship between spatial anxiety and spatial talk. The present study examined whether the amount of parental spatial talk was influenced by their attitudes towards math, spatial anxiety. The present exploratory study has three objectives: (i) to examine the frequency and variation of parental spatial language during 3D spatial toys versus 2D iPadÂź visual-spatial applications interactions with their preschoolers, (ii) to investigate whether parental spatial input (i.e., language and activities) predicts children’s spatial knowledge, and (iii) to explore the role of parental spatial anxiety and attitude towards mathematics on their spatial language input. Thirty-four 3- to 5-year-old children and their parents participated in interaction with 3D and 2D spatial learning media at two home visit sessions. Math and spatial activities engaged by the dyads at home, parental level of spatial anxiety, and attitude towards math were assessed. Children were tested with the Woodcock Johnson III Tests (Woodcock et al., 2001) for spatial, math, language competencies, and working memory capacity. Their spatial abilities were also assessed via 3D Mega Blocks© Test of Spatial Assembly (TOSA; Verdine et al., 2014). The sessions were videotaped, transcribed, and coded for the frequency and variation of spatial talk produced by parent-child dyads. Results revealed that parents used more spatial talk with regards to spatial dimensions in 3D interaction and more orientations and transformations during 2D interaction, yet the total frequency and variation of parental spatial talk did not differ between 3D and 2D interaction. As parents engaged in a relatively infrequent spatial talk (6% in 3D talk and 5% in 2D talk), the frequency of parental spatial input was not predictive of preschoolers’ spatial language production, which led to a minimal effect on their spatial competence. Furthermore, parental levels of spatial anxiety and attitudes toward math were not related to the amount of parental spatial input produced during parent-child interactions. The present study underscores the importance of supporting parents with pointers on how to instill spatial talk and activities with their preschoolers. Implications on the use of 3D and 2D learning media are discussed

    THE LABYRINTH OF PHILOSOPHY IN ISLAM

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    This paper focuses on the methodological issues related to the obstacles and potential horizons of approaching the philosophical traditions in Islam from the standpoint of comparative studies in philosophy, while also presenting selected case-studies that may potentially illustrate some of the possibilities of renewing the impetus of a philosophical thought that is inspired by Islamic intellectual history. This line of inquiry is divided into two parts: the first deals with questions of methodology, and the second focuses on ontology and phenomenology of perception, by way of offering pathways in investigating the history of philosophical and scientific ideas in Islam from the viewpoint of contemporary debates in philosophy. A special emphasis will be placed on: (a) interpreting the ontology of the eleventh century metaphysician Ibn Sina (known in Latin as: Avicenna; d. 1037 CE) in terms of rethinking Heidegger\u27s critique of the history of metaphysics, and (b) analyzing the philosophical implications of the theory of vision of the eleventh century polymath Ibn al-Haytham (known in Latin as Alhazen; d. ca. 1041 CE) in terms of reflecting on Merleau-Ponty\u27s phenomenology of perception

    Statistical properties of solutions to the Navier-Stokes equation in the limit of vanishing viscosity

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    Presents a new approach to the Navier-Stokes turbulence. With the Gaussian soft constraint on the Navier-Stokes equation, the author derives the energy spectrum to be E(k) approximately k^-3 and k^-2 in two and three spatial dimensions respectively. The possible future developments are also pointed out

    The Role of Representations in Executive Function: Investigating a Developmental Link between Flexibility and Abstraction.

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    Young children often perseverate, engaging in previously correct, but no longer appropriate behaviors. One account posits that such perseveration results from the use of stimulus-specific representations of a situation, which are distinct from abstract, generalizable representations that support flexible behavior. Previous findings supported this account, demonstrating that only children who flexibly switch between rules could generalize their behavior to novel stimuli. However, this link between flexibility and generalization might reflect general cognitive abilities, or depend upon similarities across the measures or their temporal order. The current work examined these issues by testing the specificity and generality of this link. In two experiments with 3-year-old children, flexibility was measured in terms of switching between rules in a card-sorting task, while abstraction was measured in terms of selecting which stimulus did not belong in an odd-one-out task. The link between flexibility and abstraction was general across (1) abstraction dimensions similar to or different from those in the card-sorting task and (2) abstraction tasks that preceded or followed the switching task. Good performance on abstraction and flexibility measures did not extend to all cognitive tasks, including an IQ measure, and dissociated from children's ability to gaze at the correct stimulus in the odd-one-out task, suggesting that the link between flexibility and abstraction is specific to such measures, rather than reflecting general abilities that affect all tasks. We interpret these results in terms of the role that developing prefrontal cortical regions play in processes such as working memory, which can support both flexibility and abstraction

    Further exploring the dynamicity, situatedness, and emergence of the self: The key role of context

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    Drawing on theoretical insights from a complex dynamic systems framework, this work explores the ways that learner selves, as they relate to learning and using languages, manifest across different contexts and timescales and emerge in interaction with various factors. First, a broad overview of dynamically-oriented L2 motivation research is provided before critically considering the need for research that aligns with conceptual advances made under the dynamic turn in SLA. In particular, this critical overview highlights a crucial need for more research employing dynamic methods capable of revealing how learner perceptions of self emerge in relation to their interlocutors and in interaction with external factors, including language ideologies that may uniquely characterize sociocultural contexts where target languages other than English are learned. The chapter concludes by discussing ways to implement dynamically oriented methodology that can provide much needed insights into the inherent dynamic, emergent, and contextually and socially embedded nature of learner selves

    Abstract concepts, language and sociality. From acquisition to inner speech

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    The problem of representation of abstract concepts, such as “freedom” and “justice”, has become particularly crucial in recent years, due to the increased success of embodied and grounded views of cognition. We will present a novel view on abstract concepts and abstract words. Since abstract concepts do not have single objects as referents, children and adults might rely more on input from others in learning them; we therefore suggest that linguistic and social experience play an important role for abstract concepts. We will discuss evidence obtained in our and other labs showing that processing of abstract concepts evokes linguistic interaction and social experiences, leading to the activation of the mouth motor system. We will discuss the possible mechanisms that underlie this activation. Mouth activation can be due to re-enactment of the experience of conceptual acquisition, which occurred through the mediation of language. Alternatively, it could be due to the re-explanation of the word meaning, possibly through inner speech. Finally, it can be due to a metacognitive process revealing low confidence on the meaning of our concepts. This process induces in us the need to rely on others to ask/negotiate conceptual meaning. We conclude that with abstract concepts words work as social tools: they extend our thinking abilities and push us to rely on others to integrate our knowledge

    Structure emerges faster during cultural transmission in children than in adults

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    How does children’s limited processing capacity affect cultural transmission of complex information? We show that over the course of iterated reproduction of two-dimensional random dot patterns transmission accuracy increased to a similar extent in 5- to 8-year-old children and adults whereas algorithmic complexity decreased faster in children. Thus, children require more structure to render complex inputs learnable. In line with the Less-Is-More hypothesis, we interpret this as evidence that children’s processing limitations affecting working memory capacity and executive control constrain the ability to represent and generate complexity, which, in turn, facilitates emergence of structure. This underscores the importance of investigating the role of children in the transmission of complex cultural traits
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