Alexandre Cabanel\u27s St. Monica in a Landscape: A Departure from Iconographic Traditions

The iconography employed by Alexandre Cabanel in the 1845 work St. Monica in a Landscape drastically deviates from the established artistic tradition utilized in other depictions of St. Monica in Christian art. Cabanel’s work depicts a female saint accompanied by a derelict young child. This thesis considers an alternative identity for this female saint, proposing that St. Elizabeth may be the definite subject of the work, accompanied by a young St. John the Baptist. The visual content of St. Monica in a Landscape is analyzed in conjunction with other works depicting St. Monica, as well as St. Elizabeth with a young St. John the Baptist. The patron of the works and the original site of placement are also examined. This iconographic study describes the varied interpretations of St. Monica in a Landscape, a work that embodies characteristics of St. Monica as well as St. Elizabeth

The learning disability knowledge questionnaire (LDKQ) and information manual: the development of a staff training tool for use with social care workers

Knowledge and understanding of the defining features and facts about a learning disability is often assumed among social care staff working with this client group but it is rarely investigated. The literature suggests that social care staff have a paucity of knowledge relating to the client group with which they work. At present there is no accepted objective measure of knowledge of a learning disability in social care staff. This study presents the Learning Disability Knowledge Questionnaire (LDKQ) and accompanying information manual focusing on the pertinent facts and defining features relating to a learning disability. A 30-item questionnaire was developed and a trial of the questionnaire was completed by social care staff (n=92), working in residential and day care services for adults with a learning disability. The questionnaire was analysed for internal consistency reliability, test-retest reliability and sensitivity to identifying different levels of knowledge. A general population sample (n=35) with no experience of working with adults with a learning disability completed the questionnaire. A sample of social care staff (n=32) took part in the training session, completing the LDKQ before and after the presentation of the information manual and at one-month follow up. Levels of knowledge were compared. The results are discussed with reference to related literature and suggestions are made for further work

Close encounters of the word kind: Attested distributional information boosts statistical learning

Statistical learning, the ability to extract regularities from input (e.g., in language), is likely supported by learners’ prior expectations about how component units co-occur. In this study, we investigated how adults’ prior experience with sublexical regularities in their native language influences performance on an empirical language learning task. Forty German-speaking adults completed a speech repetition task in which they repeated eight-syllable sequences from two experimental languages: one containing disyllabic words comprised of frequently occurring German syllable transitions (naturalistic words) and the other containing words made from unattested syllable transitions (non-naturalistic words). The participants demonstrated learning from both naturalistic and non-naturalistic stimuli. However, learning was superior for the naturalistic sequences, indicating that the participants had used their existing distributional knowledge of German to extract the naturalistic words faster and more accurately than the non-naturalistic words. This finding supports theories of statistical learning as a form of chunking, whereby frequently co-occurring units become entrenched in long-term memory

The effect of children’s prior knowledge and language abilities on their statistical learning

Statistical learning (SL) is assumed to lead to long-term memory representations. However, the way that those representations influence future learning remains largely unknown. We studied how children’s existing distributional linguistic knowledge influences their subsequent SL on a serial recall task, in which 49 German-speaking seven- to nine-year-old children repeated a series of six-syllable sequences. These contained either (i) bisyllabic words based on frequently occurring German syllable transitions (naturalistic sequences), (ii) bisyllabic words created from unattested syllable transitions (non-naturalistic sequences), or (iii) random syllable combinations (unstructured foils). Children demonstrated learning from naturalistic sequences from the beginning of the experiment, indicating that their implicit memory traces derived from their input language informed learning from the very early stages onward. Exploratory analyses indicated that children with a higher language proficiency were more accurate in repeating the sequences and improved most throughout the study compared to children with lower proficiency

Delving Into Teachers’ Development Through Portfolio Reflections: Case Studies of Three Teachers

As part of longitudinal research on the role and scope of portfolios in teacher education programs, this study employs a case study approach to systematically examine the portfolio contents and reflections of three teachers enrolled in an advanced professional development master’s degree program in education; the three teachers were purposely selected as representative of the teachers in our program. Specifically, we examined the written reflections submitted in their program portfolios and transcripts from their exit presentations to identify connections to program learning outcomes and to gain insight into the scope and nature of the change of the teachers during the program. We sought to identify influences that program experiences had on their growth and their teaching practice. We contend that by thorough and systematic examination of portfolio contents, and in particular teachers’ reflections included in the portfolios, programs can gain insights into teachers’ learning, practices, and critical reflection which, in turn, may be used to inform program decisions

Book Reviews

Reviews of the following books: Helen Caldwell and James Bird, 2015, Teaching with Tablets, London: Sage, ISBN: 978-1-473-90679-2 Reviewed by Gurmit Uppal. Vivienne Baumfield, Elaine Hall and Kate Wall, 2013, Action Research in Education (2nd Edition), London: Sage, ISBN: 978-1-446-20719-2 Reviewed by Warren Kidd. Patricia Driscoll, Andrew Lambirth and Judith Roden, 2015, The Primary Curriculum: A Creative Approach (2nd Edition), London: Sage, ISBN 978-1-473-90387-6 Reviewed by Rebecca Bannock

Child language documentation: The sketch acquisition project

This paper reports on an on-going project designed to collect comparable corpus data on child language and child-directed language in under-researched languages. Despite a long history of cross-linguistic research, there is a severe empirical bias within language acquisition research: Data is available for less than 2% of the world's languages, heavily skewed towards the larger and better-described languages. As a result, theories of language development tend to be grounded in a non-representative sample, and we know little about the acquisition of typologically-diverse languages from different families, regions, or sociocultural contexts. It is very likely that the reasons are to be found in the forbidding methodological challenges of constructing child language corpora under fieldwork conditions with their strict requirements on participant selection, sampling intervals, and amounts of data. There is thus an urgent need for proposals that facilitate and encourage language acquisition research across a wide variety of languages. Adopting a language documentation perspective, we illustrate an approach that combines the construction of manageable corpora of natural interaction with and between children with a sketch description of the corpus data – resulting in a set of comparable corpora and comparable sketches that form the basis for cross-linguistic comparisons