scholarly journals How Does Play Shape Executive Function? A New Proposal

2021 ◽  
Author(s):  
Sabine Doebel ◽  
Angeline Lillard
Keyword(s):  
Executive Function ◽  
Cultural Context ◽  
Learning And Development ◽  
Knowledge And Skills ◽  
New Ideas

Play is an enchanting feature of childhood that is thought to support learning and development. One enduring idea is that play helps children develop executive function, the control of thought and action in the service of goals; however, ideas about how have been constrained by conceptions of executive function as domain-general neurocognitive processes that are separable from knowledge and context. We propose a key purpose of play is to ease the acquisition of knowledge and skills that allow children to engage control in new and increasingly sophisticated ways. We articulate three new ideas about how this might work. We suggest that play may not be special in furnishing knowledge and skills that shape executive function, and that instead of encouraging specific forms of play, children should be given opportunities to acquire diverse knowledge and skills that will help them use control in ways that are valued in their cultural context.

Social competence, theory of mind, and executive function in institution-reared Turkish children

2014 ◽  
Vol 39 (6) ◽  
pp. 519-529 ◽  
Author(s):  
Evren Etel ◽  
Bilge Yagmurlu
Keyword(s):  
Executive Function ◽  
Theory Of Mind ◽  
Social Competence ◽  
Mental State ◽  
Cultural Context ◽  
Receptive Language ◽  
Scaling Analysis ◽  
Turkish Children ◽  
The Social ◽  
Behavioral Assessments

This study had two aims. The first aim was to measure mental state understanding in institution-reared children by using a theory of mind (ToM) scale, and to examine the role of cultural context in sequencing of ToM acquisition. The other aim was to investigate ToM in relation to social competence and executive function (EF). Due to its pronounced role in mental state understanding and social interactions, we assessed receptive language as well. The participants were 107 institution-reared children aged 3 to 5 years in Turkey. Two visits were held within 2 days for behavioral assessments. In the first visit, the ToM scale was administered; in the second visit, the child was given the language test and the EF tasks. The social competence scales were completed by the child’s primary care provider in the institution. Guttman scaling analysis revealed that an understanding of diverse beliefs developed earlier than knowledge access, favoring the “individualistic pattern.” The regression analysis showed that EF was a significant predictor of ToM, but neither of them was associated with social competence when age was controlled. Receptive language predicted social competence and EF directly, and ToM indirectly through EF, pointing to the importance of this ability for early development.

New Paradigm of Learning and Teaching in a Networked Environment

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Yin Cheong Cheng
Keyword(s):  
Teaching And Learning ◽  
Independent Learning ◽  
Ict Literacy ◽  
New Paradigm ◽  
Learning And Development ◽  
Knowledge And Skills ◽  
Learning And Teaching ◽  
Opportunities For Learning ◽  
Teachers And Students ◽  
Self Learning

This chapter introduces a new paradigm of learning and teaching that aims to develop students’ contextualized multiple intelligence (CMI) and create unlimited opportunity for students’ lifelong independent learning through a triplization process including individualization, localization, and globalization in teaching and learning. In particular, the chapter illustrates how students’ self-learning can be motivated, sustained, and highly enhanced in an individually, locally, and globally networked human and ICT environment. Different from the traditional emphasis on delivery of knowledge and skills in planned curriculum, the new paradigm pursues the extensive application of ICT and enhancement of teachers and students’ ICT literacy in building up a networked environment for students’ individualized, localized, and globalized learning and CMI development. It is hoped that students equipped with the necessary ICT literacy can become borderless learners with unlimited opportunities for learning and development in a networked environment.

scholarly journals Textile architecture: Exploring the potential of fiber assemblies and their application in architecture

2012 ◽  
Vol 4 (3) ◽  
pp. 280-297
Author(s):  
Milutin Cerović
Keyword(s):  
Built Environment ◽  
Human Body ◽  
Building Material ◽  
Cultural Context ◽  
Structural Characteristics ◽  
Flexible Structures ◽  
Textile Materials ◽  
New Material ◽  
New Ideas ◽  
The Relationship

This paper explores the relationship between textile materials and architecture, and how this relationship changes through collaboration between textile engineers and architects. Rather than evanescent matter and structurally insufficient building material, textile may be observed as a large number of fibers organized into coherent and flexible structures which are permeable by air, water or adjustable to human body and its activities. Certain textile properties have always been a matter of interest for architects and have always offered both an intriguing metaphor and an operative device for architecture throughout its history. Today, textile materials in combination with software, robotics and sensorial devices provide for the renewed inters in adaptable form of architecture and the ability of the built environment to react according to contextual changes. This study examines structural characteristics at the material level and explores further into the constructions of fiber assemblies. The aim is to represent textile as a new material which application and implementation in architecture can influence development of new ideas in creating aesthetic and cultural context.

scholarly journals Qoheleth’s Idiolect and Its Cultural Context*

2021 ◽  
Vol 114 (4) ◽  
pp. 451-468
Author(s):  
Nili Samet
Keyword(s):  
Free Will ◽  
Cultural Context ◽  
Semantic Fields ◽  
Time Space ◽  
New Ideas ◽  
Key Terms

AbstractThe language of Qoheleth is characterized by an awkward style and an unusual vocabulary. Past studies have assigned these peculiarities to linguistic factors, assuming that the book reflects an underrepresented dialect or register. The current study aims to expand the boundaries of this discourse by introducing extra-linguistic considerations into the discussion. Qoheleth is the only biblical book that is purely philosophical, focusing on abstract issues such as the purpose of life and the problem of free will. Such philosophical discussions require the use of an abstract terminology. The basic toolkit of any philosopher consists of conceptual phrases such as “time,” “space,” “cosmos,” “humanity,” “meaning,” etc. Yet abstract vocabulary was meager in the Hebrew at the author’s disposal. Paving a pioneering way in the realm of thought, Qoheleth’s author had to create a terminological system capable of expressing his new ideas. This article traces the ways in which the need for a personally-customized philosophical idiom shaped Qoheleth’s language. Exploring the origins of eleven key-terms in the book, this article reveals the dynamics that gave rise to Qoheleth’s personal lexicon. These include generalization and conceptualization of the extant semantic fields of certain terms in order to re-invent them as personal expressions reflecting the author’s philosophy. The author takes advantage of the “linguistic availability” of certain terms, that is, their foreignness or rareness that makes them better-suited, in his view, to bear newly created meanings. Taken together, Qoheleth’s neologisms constitute a personal idiolect, carefully designed to convey the author’s unique thought.

scholarly journals What value does peer-assisted learning have in the training of student paramedics?

2019 ◽  
Vol 11 (8) ◽  
pp. 342-347
Author(s):  
Megan Jadzinski ◽  
Eleanor Jack ◽  
Iain Darby
Keyword(s):  
Health Professionals ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Professional Knowledge ◽  
Classroom Setting ◽  
Learning And Development ◽  
Peer Assisted Learning ◽  
Knowledge And Skills ◽  
Effective Learning ◽  
Notable Increase

Peer-assisted learning is now being recognised as an effective learning strategy to support the development of health professionals. Furthermore, adopting coaching style dialogue and conversation enhances learning and development for both the coach and coachee and, in this instance, for year 1 and year 3 student paramedics. This article describes how the implementation of peer-assisted learning into the classroom setting can help to support student paramedics in the development of their own clinical skills and knowledge. It describes broadly the evaluation findings of a session whereby year 3 student paramedics coached year 1 student paramedics to further develop a range of clinical skills through demonstration and discussion. A summary overview of the findings reflects the multiple benefits of this innovative approach to facilitate learning, including a notable increase in professional knowledge and skills for both groups of students.

Mixed cultural context brings out bilingual advantage on executive function

2016 ◽  
Vol 20 (4) ◽  
pp. 844-852 ◽  
Author(s):  
YANYAN YE ◽  
LEI MO ◽  
QIHAN WU
Keyword(s):  
Executive Function ◽  
Mixed Culture ◽  
Cognitive Functions ◽  
Cultural Context ◽  
Flanker Task ◽  
Ongoing Research ◽  
Research Attention ◽  
Bilingual Advantage ◽  
Single Culture ◽  
Better Than

The issue of whether bilinguals have advantages over monolinguals in cognitive functions has received ongoing research attention. Most researchers have agreed that continuously shifting between two languages enhances bilinguals' executive function, but several recent studies failed to find any evidence of bilingual advantage. In addition, the mechanism of bilingual advantage in executive function is not fully understood. Here, we hypothesized that a bilingual advantage should appear on tasks requiring an enhanced level of executive function, and tested this hypothesis in a non-language-based mixed culture context and single culture context. Proficient bilinguals and non-proficient bilinguals completed an Eriksen Flanker Task in these two contexts. The results showed that proficient bilinguals’ performance on incongruent trials was better than that of non-proficient bilinguals in the mixed cultural context, but not in the single cultural context. These findings cast important light on understanding the nature of bilingual advantage.

scholarly journals Analysis of Determinants of Readiness for Professional Development Among Polish Nurses

2019 ◽  
Vol 16 (10) ◽  
pp. 1800
Author(s):  
Anna Bartosiewicz ◽  
Edyta Łuszczki ◽  
Andrzej Różański ◽  
Małgorzata Nagórska
Keyword(s):  
Educational Development ◽  
Diagnostic Methods ◽  
Medical Sciences ◽  
Learning And Development ◽  
Knowledge And Skills ◽  
Self Evaluation ◽  
Sociodemographic Data ◽  
Specialized Equipment ◽  
Questionnaire Method

The continuous development of medical sciences and the introduction of new diagnostic methods and treatment with the use of specialized equipment means that the knowledge and skills acquired during university studies are no longer sufficient. This obliges nursing staff to raise their professional qualifications in order to provide the appropriate quality of medical services. The aim of the study was an analysis of nurses readiness for learning and development and factors determining this readiness. The study was conducted among 756 nurses. The questionnaire method adopted was the readiness of employees for learning and development (RELD) standardized questionnaire, and a questionnaire containing sociodemographic data of the respondents. For the subscales of readiness for learning and development, average results were predominant and concerned in particular the level of openness to changes in environment (A1 scale), and self-evaluation of past educational development (C5 scale). The readiness of the nurses examined to learn and develop was on an average level for all the subscales. Younger nurses, with a lower seniority, having higher education and additional qualifications had a higher readiness for learning and development.

scholarly journals Penerapan Model Pembelajaran Berbasis Kontekstual (Using Model-Based Contextual Learning)

2015 ◽  
Vol 1 (6) ◽  
Author(s):  
Adnan Adnan
Keyword(s):  
Everyday Life ◽  
Real World ◽  
Cultural Context ◽  
Contextual Learning ◽  
Contextual Model ◽  
Knowledge And Skills ◽  
The Real ◽  
Model Based ◽  
Real World Application ◽  
New Knowledge

Philosophy of constructivism emphasize learning not just memorize, but to reconstruct or build new knowledge and skills through facts or propositions that they experience in their lives. effort in the lead learners in order to build the knowledge and skills of teachers are required to be competent in using a learning model. Model-Based Contextual Learning is a model that can connect students with the real world. Application of PAI learning today is still normative and adopt methodologies old model. PAI taught presents norms often without illustrations socio-cultural context, students do not live up to the values of religion in everyday life. This article seeks to describe the application of Model-Based Contextual Learning. Keywords: Application, Contextual Model-based learning.

Human Resource Development

2021 ◽  
pp. 519-543
Author(s):  
Noreen Heraty
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Organizational Level ◽  
Learning And Development ◽  
Knowledge And Skills ◽  
Individual Level ◽  
Evaluation Strategies ◽  
Individual Knowledge ◽  
Level Of Analysis

This chapter provides an overview of global human resource development (HRD) and highlights some of the key contextual challenges driving increased emphasis on HRD investment. It adopts a multilevel and embedded stakeholder approach to consider explanations of HRD from a variety of perspectives. Definitional aspects of learning and development at the organizational level are first introduced, followed by a deeper consideration of who the different HRD stakeholders might be at each level and what their priorities might include. Trends in the macro context for HRD are then discussed before a review of the organizational-level context of HRD is presented. Drawing on data from successive rounds of the Cranet survey (2004/5, 2009/10, and 2014/15), HRD investment across the countries surveyed is presented, followed by a discussion on needs identification, targeted investment, and common evaluation strategies employed. Throughout, it is emphasized that the significance of HRD extends beyond any individual level of analysis and, increasingly, issues concerned with developing individual knowledge and skills are of global significance as organizations and nations strive to develop their competitive human capital base.

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