BAHASA DJENAR MAESA AYU DALAM KUMPULAN CERPEN SAIA Analisis Ginokritik

Penelitian ini membahas tentang bahasa yang digunakan Djenar Maesa Ayu dalam kumpulan cerpen SAIA. Penelitian ini menggunakan analisis ginokritik, dengan menekankan pada kepengarangan perempuan dan bahasa perempuan. Tujuan dari penelitian ini adalah menganalisis dan menjelaskan kategori bahasa yang digunakan Djenar Maesa Ayu dalam menghasilkan karya-karyanya. Penelitian ini dilakukan melalui tiga tahap metode, yaitu pengumpulan data, analisis data, dan penyajian hasil analisis data. Untuk memudahkan menganalisis, peneliti menggunakan analisis unsur intrinsik dengan membatasi relasi antar unsur dalam struktur yaitu tokoh dan penokohan, latar, konflik, dan gaya bahasa. Ruang lingkup kajian terbatas pada masalah bahasa Djenar Maesa Ayu dalam kumpulan cerpen SAIA. Bahasa Djenar Maesa Ayu terdiri dari tiga kategori bahasa, yaitu makna tersurat dan tersirat, bentuk ekspresi tubuh dalam bahasa perempuan, dan unsur multifokal perempuan. Tiga kategori tersebut merupakan ciri dan bentuk dari kepengarangan perempuan dan bahasa perempuan. Pengarang perempuan menggunakan lambang dan metafora dalam karyanya yang mengacu pada makna tersurat dan tersirat. Lalu, terdapat beberapa bentuk ekspresi tubuh dalam karya Djenar Maesa Ayu yang membenarkan bahwa kepengarangan perempuan cenderung menggunakan bahasa yang rapat dengan aspek tubuh badan perempuan, dari segi pemilihan kata maupun struktur kalimat. Selain itu, unsur multifokal juga merupakan hal identik yang terdapat dalam kepengarangan perempuan, karena perempuan dikenal memiliki banyak pusat berahi (multifokal). Perempuan memiliki dasar pemikiran yang banyak dalam satu masalah dan cara penceritaan pengarang perempuan juga tidak fokus dan kabur. Kata kunci: Cerpen, Djenar Maesa Ayu, Kepengarangan perempuan dan bahasa perempuan, dan Ginokritik

Memory suppression is an active process that improves over childhood

We all have memories that we prefer not to think about. The ability to suppress retrieval of unwanted memories has been documented in behavioral and neuroimaging research using the Think/No-Think (TNT) paradigm with adults. Attempts to stop memory retrieval are associated with increased activation of lateral prefrontal cortex (PFC) and concomitant reduced activation in medial temporal lobe (MTL) structures. However, the extent to which children have the ability to actively suppress their memories is unknown. This study investigated memory suppression in middle childhood using the TNT paradigm. Forty children aged 8–12 and 30 young adults were instructed either to remember (Think) or suppress (No-Think) the memory of the second word of previously studied word-pairs, when presented with the first member as a reminder. They then performed two different cued recall tasks, testing their memory for the second word in each pair after the TNT phase using the same first studied word within the pair as a cue (intra-list cue) and also an independent cue (extra-list cue). Children exhibited age-related improvements in memory suppression from age 8 to 12 in both memory tests, against a backdrop of overall improvements in declarative memory over this age range. These findings suggest that memory suppression is an active process that develops during late childhood, likely due to an age-related refinement in the ability to engage PFC to down-regulate activity in areas involved in episodic retrieval.Supported by a grant from the Spanish Ministry of Education and Science (Pedro M. Paz-Alonso), and NSF grants 0648564 (Simona Ghetti) and 0448844 (Silvia A. Bunge)

Neural Correlates of Fluid Reasoning in Children and Adults

Fluid reasoning, or the capacity to think logically and solve novel problems, is central to the development of human cognition, but little is known about the underlying neural changes. During the acquisition of event-related fMRI data, children aged 6–13 (N = 16) and young adults (N = 17) performed a task in which they were asked to identify semantic relationships between drawings of common objects. On semantic problems, participants indicated which of five objects was most closely semantically related to a cued object. On analogy problems, participants solved a visual propositional analogy (e.g., shoe is to foot as glove is to…?) by indicating which of four objects would complete the problem; these problems required integration of two semantic relations, or relational integration. Our prior research on analogical reasoning in adults implicated left anterior ventrolateral prefrontal cortex (VLPFC) in the controlled retrieval of individual semantic relationships, and rostrolateral prefrontal cortex (RLPFC) in relational integration. In this study, age-related changes in the recruitment of VLPFC, temporal cortex, and other cortical regions were observed during the retrieval of individual semantic relations. In contrast, age-related changes in RLPFC function were observed during relational integration. Children aged 6–13 engage RLPFC too late in the analogy trials to influence their behavioral responses, suggesting that important changes in RLPFC function take place during adolescence

The unique contributions of verbal analogical reasoning and non-verbal matrix reasoning to science and maths problem-solving in adolescence

Relational reasoning, the ability to detect meaningful patterns, matures through adolescence. The unique contributions of verbal analogical and non-verbal matrix relational reasoning to science and maths are not well understood. Functional magnetic resonance imaging data were collected during science and maths problem-solving, and participants (N=36, 11-15 years) also completed relational reasoning and executive function tasks. Higher verbal analogical reasoning associated with higher accuracy and faster reaction times in science and maths, and higher activation in the left anterior temporal cortex during maths problem-solving. Higher non-verbal matrix reasoning associated with higher science accuracy, higher science activation in regions across the brain, and lower maths activation in the right middle temporal gyrus. Science associations mostly remained significant when individual differences in executive functions and verbal IQ were taken into account, while maths associations typically did not. The findings indicate the potential importance of supporting relational reasoning in adolescent science and maths learning

Embedding Equitable Research Practices into the Rigorous Study of a Cognitive Learning Intervention

Resources and examples of building equity into the design of rigorous education studies of cognitive interventions is lacking. Here we describe an early-stage attempt to build equity into a large-scale randomized trial of a cognitive intervention - i.e., interleaved practice - for middle-school mathematics learning. Our approach is informed by WestEd's Anti-Racist Evaluation Strategies (WestEd, 2021) which is informed by literature on equitable research and evaluation. It incorporates three overarching themes: self reflection and learning, equitable partnerships, and understanding context. Our approach incorporates the themes into two major strands of equitable research practices: (1) engaging the study team in learning and self-reflection around issues of diversity, equity, and inclusion and (2) Engaging relevant parties in the research processes. Though in the early stages of the project, we will report both successes and challenges of these efforts and aim to foster discussion about how to best incorporate equity-based approaches in cognitive science research

Development of Category-Based Reasoning in Preschool-Age Children: Preliminary Results of a Longitudinal Study

Category-based reasoning is central to mature cognition; yet, the developmental course of this fundamental ability remains unclear. We designed a longitudinal study to investigate the development of category-based reasoning. We also took an individual differences approach to identify possible cognitive factors that may facilitate category-based reasoning. In this paper we report preliminary results of our longitudinal investigation into the development of category-based reasoning

Spatial alignment supports comparison of life science visuals for 7th graders

Visual comparisons are ubiquitous in STEM education. We suggest that visual comparisons are carried out by a structuralalignment process that draws correspondences between analogs based on relational structure (Sagi, Gentner, & Lovett,2012). The spatial arrangement of images can influence visual comparisons by increasing or decreasing competitionfrom incorrect correspondences (Matlen, Gentner, & Franconeri, 2020). The present study tested whether this could beleveraged to help children compare complex STEM-related images. Seventh graders were shown drawings of skeletonscontaining an anomalous bone, either solo or paired with a correct standard. Children were more accurate at finding theanomaly when given a correct standard to compare to. On especially difficult trials in which skeletons were shown innon-canonical orientations (e.g., a cow oriented vertically), performance was enhanced when the spatial placement of thetwo skeletons was direct, minimizing competing correspondences. Thus, direct placement may help students comparecomplex unfamiliar images