Learning Spaces as Representational Scaffolds for Learning Conceptual Knowledge of System Behaviour

Author(s):  
Bert Bredeweg ◽  
Jochem Liem ◽  
Wouter Beek ◽  
Paulo Salles ◽  
Floris Linnebank
2016 ◽  
Vol 108 (6) ◽  
pp. 857-868 ◽  
Author(s):  
Jake McMullen ◽  
Minna M. Hannula-Sormunen ◽  
Eero Laakkonen ◽  
Erno Lehtinen

Author(s):  
Milene GONÇALVES ◽  
Katja THORING ◽  
Roland M. MUELLER ◽  
Petra BADKE-SCHAUB ◽  
Pieter DESMET

Building on the assumption that the physical environment can have an influence on the creativity of designers and design students in particular, the aim of this paper is to provide theoretical propositions and evidences for this relationship. We develop various propositions about the influence of physical environments on creativity, based on eight expert interviews and supported by literature. A particular focus was given to the environments of design educational institutions. We present a summary of the main insights and visualize the developed propositions as a causal graph addressing how space influences creativity. These propositions can be regarded as a first step towards a theory of creativity-supporting learning environments and they can serve as a reference when designing or adjusting creative learning spaces.


2010 ◽  
Vol 3 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Heike Baeskow

For many decades there has been a consensus among linguists of various schools that derivational suffixes function not only to determine the word-class of the complex expressions they form, but also convey semantic information. The aspect of suffix-inherent meaning is ignored by representatives of a relatively new theoretical direction – Neo-Construction Grammar – who consider derivational suffixes to be either purely functional elements of the grammar or meaningless phonological realizations of abstract grammatical morphemes. The latter view is maintained by adherents of Distributed Morphology, who at the same time emphasize the importance of conceptual knowledge for derivational processes without attempting to define this aspect. The purpose of this study is first of all to provide support for the long-standing assumption that suffixes are inherently meaningful. The focus of interest is on the suffixes -ship, -dom and -hood. Data from Old English and Modern English (including neologisms) will show that these suffixes have developed rich arrays of meaning which cannot be structurally derived. Moreover, since conceptual knowledge is indeed an important factor for word-formation processes, a concrete, theory-independent model for the representation of the synchronically observable meaning components associated with -ship, -dom and -hood will be proposed.


2018 ◽  
Vol 69 (3) ◽  
pp. 302-315
Author(s):  
Juraj Dolník

Abstract Asking first about how the lexical meaning manifests itself as we experience it in a communicative event, the author explores the background of the ways in which we are able to perceive the meaning of words in texts. One useful way of thinking about how recipients react to the words in utterances is in terms of behavioural and actional lexical meaning. The first refers to the understanding of meaning, the second corresponds to interpretations of words when the recipient does not succeed in the process of natural understanding of words. These terms lead to questions about the rationality of language. One aspect of this rationality is the function of the intentional­emergent mechanism that adjusts the interplay of automatic and deliberate use of language. This mechanism has its roots in the fundamental human nature: we are behavioural­actional beings. Pragmatic analysis sheds light on how hearers understand and interpret what they hear with regard to their conceptual knowledge associated with words.


Author(s):  
Magda Mostafa

The objective of this paper is to demonstrate the application of the Autism ASPECTSS™ Design Index in the Post-Occupancy Evaluation of existing learning environments for children along the autism spectrum. First published in 2014 this index outlines 7 design criteria that have been hypothesized to support environments conducive of learning for children with autism spectrum disorder (ASD). Using the index as a framework, this paper outlines a case study of a Post-Occupancy Evaluation (POE) of an existing pre-K-8th grade public charter purpose-built school for children on the autism spectrum. The tools used for the evaluation were: the ASPECTSS scoring of the school through a survey of teachers and administrators; on-site behavioral in-class observation; and focus groups of parents, teachers, staff and administrators. The results informed a design retro-fit proposal that strived to assess any ASPECTSS compliance issues and implement the index across the learning spaces, therapy spaces, support services and outdoor learning environments of the school. This paper will outline the application of the index and the resultant design from this process. The results will strive to present a scalable and replicable methodology and prototype for improving existing built environments for learners with ASD.


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