scholarly journals SCHEMA THEORY IN READING CLASS

2015 ◽  
Vol 1 (1) ◽  
pp. 17-28
Author(s):  
Fahriany Fahriany
Keyword(s):  
Information Processing ◽  
Visual Information ◽  
Teaching And Learning ◽  
Building Blocks ◽  
Schema Theory ◽  
Human Information Processing ◽  
The World ◽  
Construct Meaning

Comprehension is making a sense out of text. It is a process of using reader’s existing knowledge (schemata) to interpret texts in order to construct meaning. Many reading experts agree that the schema theory is one of the reasonable theories of human information processing. Schemata, the plural of schema, are believed to be the building blocks of cognition. This paper discusses the role of readers’ preexisting knowledge on linguistics code as well as readers’ knowledge of the world (schema), which for the case of reading has similar importance of the printed words in the text. It is argued that the more non visual information the reader posses, the less visual information is needed. For teaching and learning, teachers are expected to use different strategies in order to deal with different students’ preexisting knowledge and schema to maximize students’ learning.

Alignment

2016 ◽  
pp. 33-50
Author(s):  
Pier Giuseppe Rossi
Keyword(s):  
Teaching And Learning ◽  
Enactive Approach ◽  
The World ◽  
Strategic Role ◽  
Education Today ◽  
Current Context ◽  
The Subject

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.

scholarly journals Attending to the Chemical Senses

2019 ◽  
Vol 32 (7) ◽  
pp. 635-664 ◽  
Author(s):  
Charles Spence
Keyword(s):  
Information Processing ◽  
Mobile Device ◽  
Attentional Selection ◽  
Research Interest ◽  
Human Information Processing ◽  
Chemical Senses ◽  
Theoretical Approaches ◽  
Extrinsic Cues ◽  
Watching Tv

Abstract Theorizing around the topic of attention and its role in human information processing largely emerged out of research on the so-called spatial senses: vision, audition, and to a lesser extent, touch. Thus far, the chemical senses have received far less research interest (or should that be attention) from those experimental psychologists and cognitive neuroscientists interested in the topic. Nevertheless, this review highlights the key role that attentional selection also plays in chemosensory information processing and awareness. Indeed, many of the same theoretical approaches/experimental paradigms that were originally developed in the context of the spatial senses, can be (and in some cases already have been) extended to provide a useful framework for thinking about the perception of taste/flavour. Furthermore, a number of those creative individuals interested in modifying the perception of taste/flavour by manipulating product-extrinsic cues (such as, for example, music in the case of sonic seasoning) are increasingly looking to attentional accounts in order to help explain the empirical phenomena that they are starting to uncover. However, separate from its role in explaining sonic seasoning, gaining a better understanding of the role of attentional distraction in modulating our eating/drinking behaviours really ought to be a topic of growing societal concern. This is because distracted diners (e.g., those who eat while watching TV, fiddling with a mobile device or smartphone, or even while driving) consume significantly more than those who mindfully pay attention to the sensations associated with eating and drinking.

Diffusive Feedback Influences on Hierarchical Information Processing

2012 ◽  
Vol 24 (3) ◽  
pp. 744-770 ◽  
Author(s):  
Ai Miyamoto ◽  
Jun Hasegawa ◽  
Meihong Zheng ◽  
Osamu Hoshino
Keyword(s):  
Neural Network ◽  
Information Processing ◽  
Reaction Time ◽  
Visual Information ◽  
Sensory Stimulation ◽  
Cells Of Origin ◽  
Orientation Specificity ◽  
Membrane Oscillations ◽  
Reaction Speed

In visual information processing, feedforward projection from primary to secondary visual cortex (V1-to-V2) is essential for integrating combinations of oriented bars in order to extract angular information embedded within contours that represent the shape of objects. For feedback (V2-to-V1) projection, two distinct types of pathways have been observed: clustered projection and diffused projection. The former innervates V1 domains with a preferred orientation similar to that of V2 cells of origin. In contrast, the latter innervates without such orientation specificity. V2 cells send their axons to V1 domains with both similar and dissimilar orientation preferences. It is speculated that the clustered feedback projection has a role in contour integration. The role of the diffused feedback projection, however, remains to be seen. We simulated a minimal, functional V1-V2 neural network model. The diffused feedback projection contributed to achieving ongoing-spontaneous subthreshold membrane oscillations in V1 cells, thereby reducing the reaction time of V1 cells to a pair of bars that represents specific angular information. Interestingly, the feedback influence took place even before V2 responses, which might stem largely from ongoing-spontaneous signaling from V2. We suggest that the diffusive feedback influence from V2 could act early in V1 responses and accelerate their reaction speed to sensory stimulation in order to rapidly extract angular information.

The use of humor in the foreign language classroom: Funny and effective?

2011 ◽  
Vol 24 (4) ◽  
Author(s):  
Manuela Wagner ◽  
Eduardo Urios-Aparisi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Multidisciplinary Approach ◽  
World Language ◽  
Long Term Study ◽  
Language Classroom ◽  
The World ◽  
World Language Classroom

AbstractThe present paper deals with the role of humor in world language teaching and learning. The goal is to enable educators and researchers to address the phenomenon of humor in the world language classroom in its complexity by suggesting a multidisciplinary approach and by introducing a coding scheme for investigating the use of humor in the world language classroom. Finally, we will introduce an ongoing long-term study planned with the proposed design.

scholarly journals Mobile learning and socially constructed blended learning through the lens of Activity Theory

2021 ◽  
Author(s):  
Vickel Narayan ◽  
Thomas Cochrane ◽  
Stephen Aiello ◽  
James Birt ◽  
Mehrasa Alizadeh ◽  
...  
Keyword(s):  
Blended Learning ◽  
Activity Theory ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Socially Constructed ◽  
Policies And Procedures ◽  
Synchronous Learning ◽  
The World

The pandemic has drastically changed the education landscape. The pedagogical practices, policies and procedures ingrained and refined over many years were suddenly rendered less effective. Overnight, new practices, policies and procedures had to be drafted to support teaching and learning. More than a year on, educators have found a new home, new pedagogies and practices have been refined and continue to be, policies and procedures are agile to support a volatile environment academia dwells in during the pandemic era. Building upon the work the Mobile Learning Special Interest Group (MLSIG) presented last year at the conference, we investigate the role mobile learning is and could play in emerging pandemic pedagogies. Eight vignettes are presented from universities around the world that are analysed using Activity Theory to understand the role of mobile devices and social tools for developing blended synchronous learning (BSL) and HyFlex learning.

The cultural dimensions of language teaching and learning

2011 ◽  
Vol 44 (4) ◽  
pp. 485-499 ◽  
Author(s):  
Karen Risager
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Cultural Dimensions ◽  
Target Language ◽  
Cultural Learning ◽  
The World ◽  
The Subject ◽  
Learning Competence ◽  
Language Teaching And Learning

Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content: the images of target language countries and the world that were offered in textbooks and presented in class. The next dimension was that of the learner: the (inter)cultural learning, competence and identity of the learner or subject. The next dimension was context: the situation and role of language teaching and learning in society and in the world.

MAXIMIZING TELEGRAM APPLICATION FOR TEACHING READING

2017 ◽  
Vol 1 ◽  
pp. 228
Author(s):  
Fhesti Mayang Sari
Keyword(s):  
Mobile Phone ◽  
Teaching And Learning ◽  
School Library ◽  
Group Discussion ◽  
Educational Goals ◽  
Teaching Reading ◽  
Mobile Phone Application ◽  
Use Of Technology ◽  
The World

Curriculum, syllabus and technology are the educational terms with their certain components and importance. They are also could be said as the guidelines for gaining educational goals. The use of mobile phone has become an essential part of nowadays students’ lives in the world. That is why the role of technology is also could not be separated with the content of the syllabus. This article aims to discuss the use of technology−in the form of Telegram as one of the mobile phone application−by inserting it in the syllabus related to the teaching and learning English especially for teaching reading. At the end of the discussion, it is found that those variables are influencing each other. Curriculum is as the reference of syllabus whereas syllabus is as the implementation of curriculum and technology supports them. A teacher could use Telegram by setting up a certain group discussion in a single classroom to maximize the learning process. When the teachers provided a Telegram group discussion with its interesting and appropriate context for students, it is possible to make students curious. When the students’ curiosity occured, the habitual process of reading begins. This could be one of a problem solving of students’ laziness of going to the school library. By the time the students have read several books or articles or another media that they like, the teachers could encourage them to share it with their classmates in some ways by maximizing their Telegram group.

Blind children's language: resolving some differences

1984 ◽  
Vol 11 (3) ◽  
pp. 645-664 ◽  
Author(s):  
Elaine S. Andersen ◽  
Anne Dunlea ◽  
Linda S. Kekelis
Keyword(s):  
Visual Perception ◽  
Visual Information ◽  
Role Play ◽  
Word Meaning ◽  
Early Language ◽  
Word Meanings ◽  
Linguistic System ◽  
Blind Children ◽  
The World

ABSTRACTAlthough the role of visual perception is central to many theories of language development, researchers have disagreed sharply on the effects of blindness on the acquisition process: some claim major differences between blind and sighted children; others find great similarities. With audio-and video-recorded longitudinal data from six children (with varying degrees of vision) aged 0; 9–3; 4, we show that there ARE basic differences in early language, which appear to reflect differences in cognitive development. We focus here on early lexical acquisition and on verbal role-play, demonstrating how previous analyses have failed to observe aspects of the blind child's language system because language was considered out of the context of use. While a comparison of early vocabularies does suggest surface similarities, we found that when sighted peers are actively forming hypotheses about word meanings, totally blind children are acquiring largely unanalysed ‘labels’. They are slow to extend words and rarely overextended any. Similarly, although verbal role-play appears early, attempts to incorporate this kind of language into conversations with others reveal clear problems with reversibility – specifically, the ability to understand the role of shifting perspectives in determining word meaning. Examination of language in context suggests that blind children have difficulties in just those areas of language acquisition where visual information can provide input about the world and be a stimulus for forming hypotheses about pertinent aspects of the linguistic system.

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