Priorities for representation : Task settings and object interaction both influence object memory

Portions of this research were presented at the Experimental Psychological Society conference at the University of Kent (May, 2014).The first author is supported by a studentship provided by the University of Dundee. This study was conducted as part of the requirements for the degree of Doctor of Philosophy by the first author.Peer reviewedPostprin

Navigating the narrative : An eye-tracking study of readers' strategies when Reading comic page layouts

ACKNOWLEDGMENTS The authors wish to acknowledge the work of Elliot Balson, Yiannis Giagis, Rossi Gifford, Damon Herd, Cletus Jacobs, Norrie Millar, Gary Walsh and Letty Wilson as the artists and writers of the comics used in this study. Research Funding Economic and Social Research Council. Grant Number: ESRC (ES/M007081/1)Peer reviewedPublisher PD

Letters, sounds, and rhymes. Photocopy masters book 2 : stages 4-9

Ayuda a desarrollar en los niños las habilidades para la lectura y la ortografía, a conocer los fonemas vocales y a distinguir entre fonema y grafema. Todo esto con el apoyo fónico de las historias, de esta misma serie, contadas para las etapas escolares de la cuatro a la seis y de la siete a la nueve. Cumple con los requisitos del plan de estudios del Reino Unido, y, en particular, con la Estrategia nacional de alfabetización (National Literacy Strategy).SCBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; [email protected]

Letters, sounds, and rhymes from starter stage. Teacher's guide

Comprende una serie de materiales que satisfacen las demandas de aprendizaje de lectura y escritura de los niños dentro de un plan de estudios diseñados además conforme a unos principios: textos estructurados, de agradable y enriquecedora lectura. Para ello, tiene textos de ficción y no ficción, para edades de 4 a 7 años y, que pueden ser utilizados para la lectura compartida, para trabajo en grupo y para lectura independiente.SCBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; [email protected]

Priorities for selection and representation in natural tasks.

Selecting and remembering visual information is an active and competitive process. In natural environments, representations are tightly coupled to task. Objects that are task-relevant are remembered better due to a combination of increased selection for fixation and strategic control of encoding and/or retaining viewed information. However, it is not understood how physically manipulating objects when performing a natural task influences priorities for selection and memory. In this study, we compare priorities for selection and memory when actively engaged in a natural task with first-person observation of the same object manipulations. Results suggest that active manipulation of a task-relevant object results in a specific prioritization for object position information compared with other properties and compared with action observation of the same manipulations. Experiment 2 confirms that this spatial prioritization is likely to arise from manipulation rather than differences in spatial representation in real environments and the movies used for action observation. Thus, our findings imply that physical manipulation of task relevant objects results in a specific prioritization of spatial information about task-relevant objects, possibly coupled with strategic de-prioritization of colour memory for irrelevant objects