Digital Entertainment to Support Toddlers' Language and Cognitive Development

This current research aimed at seeing how English nursery rhymes and kids' songs as learning media support toddlers who are not living in an English speaking country (Indonesia) but exposed to the English language media during their normal baby-sitting times to learning English. To observe how two Indonesian toddlers learned English language in their early critical period of language acquisition through co-watching activity, Early Development Instrument which focuses on language and cognitive development domain with reading awareness and reciting memory subdomain was applied to observe two subjects after 15 month treatments (from age 10-24 months). The results show that the media and the co-watching activity are able to support the toddlers' understanding of the English words spoken and their ability to produce the intelligent pronunciation of those words. The interesting fact reveals that English which is normatively learned merely as a foreign language to most Indonesian people is no longer something far-off to the toddlers who are exposed to it through English nursery rhymes and kids' songs online since they are at the very young age. They naturally tend to be bilingual since at the same time they learn their mother tongue

Modeling the perceptual component of conceptual learning—A coordination perspective

Although a picture may be worth a thousand words, modeling diagrams as propositions and modeling visual processing as search through a database of verbal descriptions obscures what is problematic for the learner. Cognitive modeling of language learning and geometry has obscured the learner's problem of knowing where to look—what spaces, markings, and orientations constitute the objects of interest? Today we are launching into widespread use of multimedia instructional technology, without an adequate theory to relate perceptual processes to conceptual learning. Does this matter? In this article, I review the symbolic approach to modeling perceptual processing and show its limitations for explaining difficulties children encounter in interpreting a graphic display. I present an alternative analysis by which perceptual categorization is coupled to behavior sequences, where gesturing and emotional changes are essential for resolving impasses and breaking out of loops. I conclude by asking what kind of cognitive theory we need to exploit communication technology. Have we been correct to assume that pedagogy must be grounded in an accurate psychological model of knowledge, memory, and learning

The city as a construction site — a visual record of a multisensory experience

In this article, I consider the reception of images that are present in a city space. I focus on the juxtaposition of computer‑generated images covering fences surrounding construction sites and the real spaces which they screen from view. I postulate that a visual experience is dependent on input from the other human senses. While looking at objects, we are not only standing in front of them but are being influenced by them. Seeing does not leave a physical trace on the object; instead the interference is more subtle — it influences the way in which we perceive space. Following in the footsteps of Sarah Pink, Michael Taussig and William J. T. Mitchell, I show that seeing (to paraphrase the title of an article by the last of the above mentioned scholars) is a cultural practice. The last part of the article presents a visual essay as a method that can contribute to cultural urban studies. I give as an example of such a method a photo‑essay about chosen construction sites in Poznań, which I photographed between December 2014 and June 2015

Trajectories of learning across museums and classrooms

This paper explores the use of social and mobile technologies on school field trips as means of enhancing the visitor experience. It employs the notion of a ‘trajectory’ (Ludvigsen et al. 2010; Pierroux et al., 2010; Littleton & Kerawalla, 2012) as appropriate means of connecting learners temporal experiences with informal and formal learning contexts. The focus of the analysis is on a group’s trajectory with an aim to examine the meanings made and represented in multimodal ‘ensembles’ and further, to explore whether artefacts and tools encountered or used inform students’ ensembles and assist them in making connections across the settings. This paper aims to contribute to contemporary discourse on technology-enhanced museum learning by exploring aspects of the visitor experience, such as meaning making across and between contexts

Phantasms in music

Tese de mestrado, Teoria da Literatura, Universidade de Lisboa, Faculdade de Letras, 2009Esta tese é sobre a forma como a música pode ser descrita mimeticamente. Começando por discutir o tratamento contemporâneo deste tópico, comparo vários argumentos sobre música (em particular música e representação') e descrevo a razão porque estes são relevantes para a questão original da mimêsis. No segundo e terceiro capítulos, discuto ideias ou soluções (para o problema da música mimética' de Aristóteles) para os problemas colocados no primeiro capítulo, e relaciono estes com conceitos usados por Aristóteles nos seus escritos sobre música. O terceiro capítulo trata especificamente do tópico da phantasia e dou ênfase à importância da phantasia no argumento de Aristóteles sobre mimêsis e imitações em relação à música.This thesis attempts to describe how music can be called mimetic. Beginning with a discussion of current work on this topic, I compare various arguments on music (mainly music and representation') and why I find them to be relevant to this original question of mimêsis. In the second and third chapters, I build on ideas or solutions (for the mimetic music' problem originally taken from Aristotle) for problems posed in the first chapter and relate them to concepts Aristotle uses when writing about music. The third chapter specifically treats the topic of phantasia and I propose the importance of phantasia in Aristotle's argument of mimesis and imitations as related to music

Parameter analysis of copper-nickel-tungsten prepared via powder metallurgy process for electrical discharge machining of polycrystalline diamond

Polycrystalline Diamond (PCD) tools have an outstanding wear resistance. The electric conductivity of PCD caused by the conductive binding material (Cobalt) makes it possible to machine PCD tools with EDM. Electrode used in EDM of PCD must have better porosity, electrical and thermal conductivity. Therefore, this research presents the works in production of Cu-Ni-W electrode by powder metallurgy route. Production of powder metallurgy parts involve mixing of the powder with additives or lubricants, compacting the mixture and heating the green compacts in an Argon gas furnace so the particle bond to each other. Two levels of full factorial with six centre points and two replication technique was used to study the influence of main and interaction effects of the powder metallurgy parameter. There were four factors involved in this experiment. Factor A which is Type of Cu-Ni; Type A and Type B was defined as categorical factor. Factor B in which Composition of W; 5 Wt.%, 15 Wt. % and 25 Wt.%, was defined as numerical factor. Factor C which is the Compaction load; 7, 8 and 9 tonne and Factor D which is Sintering temperature; 635 ℃, 685 ℃ and 735 ℃ were also defined as numerical factor. Optical Microscope, Scanning Electron Microscopy (SEM) and Energy Dispersive X-ray (EDX) was used to analysed the microstructure and surface morphology of Cu-Ni-W electrode. The best parameter combination to produced better porosity, electrical and thermal conductivity for both Type A and Type B was 5 Wt.% of W, compaction load at 9 tonne and sintering temperature at 735℃. The best response for Type A is 12.65% of porosity, 14.40 IACS% of electrical conductivity and 413.26 W/m.℃ of thermal conductivity. While that, the best response for Type B were 9.36% of porosity, 16.66 IACS% of electrical conductivity and 345.21W/m.℃ of thermal conductivity. From the calculation of Maxwell’s Equation, Type A and Type B had the highest electrical conductivity of 58.48 IACS% and 77.35 IACS% respectively at W content of 5Wt.%. Type A and Type B also had the highest thermal conductivity of 369.86 W/m.℃ and 310.24 W/m.℃ respectively at W content of 5 Wt.%. Besides that, thermal conductivity also increased with the temperature increased until 450℃

Primary children’s understanding and relationship with cartoon characters : a multimodal praxis-based research experience

This paper presents the research outcomes of a two-year research venture conducted by Attard (2019) which links theory to classroom-based praxis. In brief, the first part of the paper presents a sound theoretical grounding based on international literature about primary school children’s understanding and relationship with cartoon characters. Later, based on the critical theoretical literature review presented in the first part, the paper links the outcomes to two levels of praxis. Initially, it presents how nine / ten-year-old children attending Maltese primary schools understand and relate to cartoon characters based on their everyday cartoon watching experiences. Then, based on an original multimodal framework (Cremona, 2017), as a main conclusion, a set of practical multimodal suggestions are proposed. These suggestions are intended to be used by educators, parents or guardians with primary school children.peer-reviewe

Analysis of science textbook pictures about energy and pupils' readings of them

This article outlines the findings of the part of the "Science Teacher Training in an Information Society" (STTIS) project concerned with describing the possible difficulties the pupils have when "reading" science textbook pictures about "energy". Six documents were selected on the basis that they had some of the textual/graphical features previously identified by the project as potentially presenting difficulties to pupils. The pupils' readings of these were investigated using a questionnaire and a follow-up interview. The analysis of three of the documents and of twelve pupils' readings of them is reported in this paper. The results confirm the hypothesis that the "reading" of science textbook pictures is not at all trivial for pupils and conclude that teachers need to spend time and effort talking through the meaning of the images with them. They also suggest that the list of textual/graphical features used in this research is a good starting point for this kind of critical examination