Manipulating models and grasping the ideas they represent

This article notes the convergence of recent thinking in neuroscience and grounded cognition regarding the way we understand mental representation and recollection: ideas are dynamic and multi-modal, actively created at the point of recall. Also, neurophysiologically, re-entrant signalling among cortical circuits allows non-conscious processing to support our deliberative thoughts and actions. The qualitative research we describe examines the exchanges occurring during semi-structured interviews with 360 children age 3–13, including 294 from New Zealand (158 boys, 136 girls) and 66 from China (34 boys, 32 girls) concerning their understanding of the shape and motion of the Earth, Sun and Moon (ESM). We look closely at the relationships between what is revealed as children manipulate their own play-dough models and their apparent understandings of ESM concepts. In particular, we focus on the switching taking place between what is said, what is drawn and what is modelled. The evidence is supportive of Edelman’s view that memory is non-representational and that concepts are the outcome of perceptual mappings, a view which is also in accord with Barsalou’s notion that concepts are simulators or skills which operate consistently across several modalities. Quantitative data indicate that the dynamic structure of memory/concept creation is similar in both genders and common to the cultures/ethnicities compared (New Zealand European and Māori; Chinese Han) and that repeated interviews in this longitudinal research lead to more advanced modelling skills and/or more advanced shape and motion concepts, the results supporting hypotheses (Kolmogorov–Smirnov alpha levels.05; rs: p < .001)

An introduction to quantum gravity

After an overview of the physical motivations for studying quantum gravity, we reprint THE FORMAL STRUCTURE OF QUANTUM GRAVITY, i.e. the 1978 Cargese Lectures by Professor B.S. DeWitt, with kind permission of Springer. The reader is therefore introduced, in a pedagogical way, to the functional integral quantization of gravitation and Yang-Mills theory. It is hoped that such a paper will remain useful for all lecturers or Ph.D. students who face the task of introducing (resp. learning) some basic concepts in quantum gravity in a relatively short time. In the second part, we outline selected topics such as the braneworld picture with the same covariant formalism of the first part, and spectral asymptotics of Euclidean quantum gravity with diffeomorphism-invariant boundary conditions. The latter might have implications for singularity avoidance in quantum cosmology.Comment: 68 pages, Latex file. Sections from 2 to 17 are published thanks to kind permission of Springe

Ausubel's meaningful learning re-visited

This review provides a critique of David Ausubel’s theory of meaningful learning and the use of advance organizers in teaching. It takes into account the developments in cognition and neuroscience which have taken place in the 50 or so years since he advanced his ideas, developments which challenge our understanding of cognitive structure and the recall of prior learning. These include (i) how effective questioning to ascertain previous knowledge necessitates in-depth Socratic dialogue; (ii) how many findings in cognition and neuroscience indicate that memory may be non-representational, thereby affecting our interpretation of student recollections; (iii) the now recognised dynamism of memory; (iv) usefully regarding concepts as abilities or simulators and skills; (v) acknowledging conscious and unconscious memory and imagery; (vi) how conceptual change involves conceptual coexistence and revision; (vii) noting linguistic and neural pathways as a result of experience and neural selection; and (viii) recommending that wider concepts of scaffolding should be adopted, particularly given the increasing focus on collaborative learning in a technological world

Pathway to the PiezoElectronic Transduction Logic Device

The information age challenges computer technology to process an exponentially increasing computational load on a limited energy budget - a requirement that demands an exponential reduction in energy per operation. In digital logic circuits, the switching energy of present FET devices is intimately connected with the switching voltage, and can no longer be lowered sufficiently, limiting the ability of current technology to address the challenge. Quantum computing offers a leap forward in capability, but a clear advantage requires algorithms presently developed for only a small set of applications. Therefore, a new, general purpose, classical technology based on a different paradigm is needed to meet the ever increasing demand for data processing.Comment: in Nano Letters (2015

From teaching physics to teaching children : beginning teachers learning from pupils

This paper discusses the development of beginning physics teachers' pedagogical content knowledge (PCK) in the context of teaching basic electricity during a one-year Professional Graduate Diploma in Education course (PGDE) and beyond. This longitudinal study used repeated semi-structured interviews over a period of four-and-a-half years. The interview schedule followed a line of development through the secondary school electrical syllabus in Scotland. Fifteen student teachers were interviewed during the PGDE year. Six of them were followed up at the end of the Induction Year (their first year as a newly qualified teacher), and again two-and-a-half years later. Thematic analysis of the interviews showed that before the beginning teachers had taught any classes, their initial focus was on how to transform their own subject matter knowledge (SMK) about electricity into forms that were accessible to pupils. As the beginning teachers gained experience working with classes, they gave vivid descriptions of interacting with particular pupils when teaching electricity which showed the development of their pedagogical knowledge. This played a significant role in the teachers' change of focus from teaching physics to teaching children as they transformed their SMK into forms that were accessible to pupils and developed their general pedagogical knowledge

Tourism policy and destination marketing in developing countries: the chain of influence

Tourism marketers including destination marketing organisations (DMOs) and international tour operators play a pivotal role in destination marketing, especially in creating destination images. These images, apparent in tourist brochures, are designed to influence tourist decision-making and behaviour. This paper proposes the concept of a “chain of influence” in destination marketing and image-making, suggesting that the content of marketing materials is influenced by the priorities of those who design these materials, e.g. tour operators and DMOs. A content analysis of 2,000 pictures from DMO and tour operator brochures revealed synergies and divergence between these marketers. The brochure content was then compared to the South African tourism policy, concluding that the dominant factor in the chain of influence in the South African context is in fact its organic image

Dust extinction in compact planetary nebulae

The effects of dust extinction on the departure from axisymmetry in the morphology of planetary nebulae (PNs) are investigated through a comparison of the radio free-free emission and hydrogen recombination line images. The dust extinction maps from five compact PNs are derived using high-resolution (̃0"1) Hα and radio maps of the HST and VLA. These extinction maps are then analyzed by an ellipsoidal shell ionization model including the effects of dust extinction to infer the nebulae's intrinsic structure and orientation in the sky. This method provides a quantitative analysis of the morphological structure of PNs and represents a step beyond qualitative classification of morphological types of PNs. © 2005. The American Astronomical Society. All rights reserved.published_or_final_versio

Conceptual learning : the priority for higher education

The common sense notion of learning as the all-pervasive acquisition of new behaviour and knowledge, made vivid by experience, is an incomplete characterisation, because it assumes that the learning of behaviour and the learning of knowledge are indistinguishable, and that acquisition constitutes learning without reference to transfer. A psychological level of analysis is used to argue that conceptual learning should have priority in higher education

The coronal line regions of planetary nebulae NGC6302 and NGC6537: 3-13um grating and echelle spectroscopy

We report on advances in the study of the cores of NGC6302 and NGC6537 using infrared grating and echelle spectroscopy. In NGC6302, emission lines from species spanning a large range of ionization potential, and in particular [SiIX]3.934um, are interpreted using photoionization models (including CLOUDY), which allow us to reestimate the central star's temperature to be about 250000K. All of the detected lines are consistent with this value, except for [AlV] and [AlVI]. Aluminium is found to be depleted to one hundredth of the solar abundance, which provides further evidence for some dust being mixed with the highly ionized gas (with photons harder than 154eV). A similar depletion pattern is observed in NGC6537. Echelle spectroscopy of IR coronal ions in NGC6302 reveals a stratified structure in ionization potential, which confirms photoionization to be the dominant ionization mechanism. The lines are narrow (< 22km/s FWHM), with no evidence of the broad wings found in optical lines from species with similar ionization potentials, such as [NeV]3426A. We note the absence of a hot bubble, or a wind blown bipolar cavity filled with a hot plasma, at least on 1'' and 10km/s scales. We also provide accurate new wavelengths for several of the infrared coronal lines observed with the echelle.Comment: Accepted for publication in MNRA