Kinesic Humor

Author(s):  
Guillemette Bolens

Literature is one of the richest sources of information concerning the ways in which human beings are able to play with cognition. According to the theory of embodied cognition, human cognition is grounded in sensorimotricity, i.e., the ability to feel, perceive, and move. The pervading cognitive process called perceptual simulation, which is activated when we cognitively process a gesture in a real-life situation, is also recruited when we read about actions, movements, and gestures in texts. Kinesic Humor examines literary works written by major authors—including Chrétien de Troyes, Cervantes, Milton, Saint-Simon, Rousseau, Sterne, and Stendhal—in which perceptual simulations of complex sensorimotor events and kinesic interactions trigger humorous effects. Such works create anticipations regarding movements and sensations, which are unexpectedly thwarted, thus producing cognitive shifts typical of humor. By bringing together literary studies, cognitive studies, gesture studies, and humor studies, this book offers original perspectives on such important artworks as Paradise Lost, Don Quixote, and Le Rouge et le Noir. In it, the importance of rhythm and tonicity in the perception of movements and gestures is a focus of attention. The interactional significance of gestures often lies in their dynamics, and this fact also applies to the cognitive retrieval of narrated gestures during the act of reading. The method of kinesic analysis practiced in this book takes into account such cognitive features in correlation with the historical and cultural contexts in which the literary works were written.

This survey of research on psychology in five volumes is a part of a series undertaken by the ICSSR since 1969, which covers various disciplines under social science. Volume One of this survey, Cognitive and Affective Processes, discusses the developments in the study of cognitive and affective processes within the Indian context. It offers an up-to-date assessment of theoretical developments and empirical studies in the rapidly evolving fields of cognitive science, applied cognition, and positive psychology. It also analyses how pedagogy responds to a shift in the practices of knowing and learning. Additionally, drawing upon insights from related fields it proposes epithymetics–desire studies – as an upcoming field of research and the volume investigates the impact of evolving cognitive and affective processes in Indian research and real life contexts. The development of cognitive capability distinguishes human beings from other species and allows creation and use of complex verbal symbols, facilitates imagination and empowers to function at an abstract level. However, much of the vitality characterizing human life is owed to the diverse emotions and desires. This has made the study of cognition and affect as frontier areas of psychology. With this in view, this volume focuses on delineating cognitive scientific contributions, cognition in educational context, context, diverse applications of cognition, psychology of desire, and positive psychology. The five chapters comprising this volume have approached the scholarly developments in the fields of cognition and affect in innovative ways, and have addressed basic as well applied issues.


1993 ◽  
Vol 41 (1) ◽  
pp. 15-18 ◽  
Author(s):  
Carolyn Greig ◽  
Felicity Butler ◽  
Dawn Skelton ◽  
Siti Mahmud ◽  
Archie Young

2014 ◽  
Vol 26 (10) ◽  
pp. 620-627 ◽  
Author(s):  
Nelly Layoun ◽  
Nadine Saleh ◽  
Bernadette Barbour ◽  
Sanaa Awada ◽  
Samar Rachidi ◽  
...  

Author(s):  
Solange Wagner Locatelli ◽  
Bette Davidowitz

The objective of this work was to evaluate the implementation of a metavisual strategy for students to revise and self-regulate concepts arising in a study of a chemical reaction between ions. For this purpose, two chemistry education undergraduate students at a Brazilian public university carried out an investigative activity, involving metavisual steps, to revise explanatory models at the submicro level. Students were given a problem, namely a reaction between ions drawn from a real-life situation and were provided with clay to construct an explanatory model of the submicro level for the initial and final stages of the reaction. The students were asked to compare their clay model with an example of a scientifically correct figure of the submicro level of the reaction generated by the researchers. At this stage students were given the option to reconstruct their model. Data were captured via photographs of the clay models and students’ verbal discussions as they proceeded through the activity. The findings reveal evidence of self-regulation of mental models at the submicro level, from the interaction of prior knowledge, chemical diagrams and discussions and reflections by the pair of students. Difficulties regarding chemical formulae were also observed in relation to the symbolic level. Finally, there are implications for teaching chemistry, since teachers in training need to experience metavisual strategies for future application in their classrooms.


AIDS ◽  
2004 ◽  
Vol 18 (13) ◽  
pp. 1854-1856 ◽  
Author(s):  
Ann Quaghebeur ◽  
Lillian Mutunga ◽  
Fabian Mwanyumba ◽  
Kishor Mandaliya ◽  
Chris Verhofstede ◽  
...  

2020 ◽  
Vol 7 (2) ◽  
pp. 19-36
Author(s):  
Nurhamimi Togimin ◽  
Haliza Jaafar

Encouraging students to speak during classroom activities is an effective strategy to improve their acquisition of the target language. Activities related to real life situation such as role play, debate and simulation provide substantial rehearsal and practice and they allow students to not just learn phrases, but also learn how to communicate in various circumstances. Recent studies have revealed that students who are exposed to learning using role play activities improve significantly in speaking competency. Hence, the aim of this study is to investigate how role play activities in an ESL classroom can be an innovative approach in improving students’ speaking skill. A total of nine undergraduate students from the Faculty of Computing in a public university in the Southern region of Malaysia were involved in this study. The main purpose for choosing the students as participants of the study was due to their low English proficiency based on their MUET results. The instruments used in this study were observation checklist and questionnaire. All the findings were tabulated and analysed qualitatively (observation checklist) as well as quantitatively (questionnaire). From the analysis carried out, it was evident that the students made positive improvement particularly in fluency, comprehension, context, and interactive communication. Besides that, the students felt that role play activities had brought positive effects on their English-speaking skills as obtained from the results of the questionnaire. Thus, it can be deduced that role play activities do have positive effects on students’ English-speaking skills.


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