Pictorial Continuous Narratives: Perceptual–Representational Strategies

2019 ◽  
Vol 7 (2-3) ◽  
pp. 238-250
Author(s):  
Ian Verstegen ◽  
Tamara Prest ◽  
Laura Messina Argenton

This qualitative report concerns a larger study on pictorial continuous narrative devised by Alberto Argenton and developed by the authors in his memory, reporting only a synthesis of the main findings obtained through the study of a corpus of 100 artworks on the Genesis story of Adam and Eve. The study was aimed at identifying the perceptual–representational strategies used by artists to visually tell this story in the continuous narrative mode. The pilot study, accomplished by three independent judges (the authors) on the corpus of artworks, adopting phenomenological observation, highlights four strategies used by artists to distinguish and link the episodes or events constituting the story: segmentation of episodes or events, time/space separating cues, vectors of direction and repetition of principal figures. A description of the above categories accompanied by some illustrative examples is given.

1973 ◽  
Vol 37 (11) ◽  
pp. 27-31 ◽  
Author(s):  
G Salvendy ◽  
WM Hinton ◽  
GW Ferguson ◽  
PR Cunningham

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.


2001 ◽  
Vol 120 (5) ◽  
pp. A576-A576
Author(s):  
E FOGEL ◽  
T IMPERIALE ◽  
B DEVERAUX ◽  
S SHERMAN ◽  
J WATKINS ◽  
...  

2020 ◽  
Vol 158 (6) ◽  
pp. S-364
Author(s):  
Suseela Somarajan ◽  
Nicole D. Muszynski ◽  
Aurelia s. Monk ◽  
Joseph D. Olson ◽  
Alexandra Russell ◽  
...  

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