scholarly journals COGNITIVE INTEGRATION IN THE CONTEXT OF INTERCULTURAL STUDIES: EDUCATIONAL EXTENSIONS OF THE RELATIONSHIP BETWEEN THE DIRECTION OF WRITING AND THE SPATIAL REPRESENTATION OF THE CONCEPT OF TIME AS A MODEL

2021 ◽  
Vol 03 (03) ◽  
pp. 148-159
Author(s):  
Hasbiya Taifi BERNOUSSI
Keyword(s):  
Cultural Context ◽  
Spatial Representation ◽  
Written Language ◽  
Cultural Learning ◽  
Cognitive Integration ◽  
Social Unit ◽  
Intercultural Studies ◽  
Cultural Specificity ◽  
The One ◽  
Communicative Context

The concept of time has cultural characteristics, as it is the product of a symbolic communicative context that draws its characteristics from its founding group. Hence, the concept of time is shaped and represented mentally according to its socio-cultural context. Accordingly, it seems legitimate to examine its cultural specificity. This study tackles the nature of the spatial representation of the concept of time, as this latter is carried through cultural mediums, namely the oral and written language. The target group includes 32 unschooled children aged between 10 and 11. It is worth mentioning that many intercultural studies have indicated the existence of a definite, statistically significant relationship between the concept of time on the one hand and the direction of writing on the other hand. As the spatial representation of the concept of time in children of French culture is from left to right, influenced by the direction of French writing. Whereas, the spatial representation of the concept of time in children of French-Maghreb culture is in both directions (rightleft) and (rightleft), that is, in the form of congruous formula between the two directions of French writing from left to right and Arabic from right to left. The study confirms, in its third context, the spatial representation of the concept of time among uneducated children who do not know how to read and write, the results of previous studies on the concept of time in its relationship to the direction of writing. Where the space-time orientation is characterized by the multiplicity and diversity (rightleft, leftright, topbottom, topbottom...), regardless of the direction of presentation of the images by the experimenter. Studies, with their integral depth, confirm that it is a matter of cultural learning; the school institution as a social unit with symbolic and communicative contexts works to impart our concepts, including the concept of time, the characteristics of the socio-cultural context. The child, during his development and passing through socio-cultural institutions, integrates these characteristics in the framework of cognitive units that govern his subsequent cognitive functioning

Culture and the plasticity of perception

2020 ◽  
Vol 43 ◽  
Author(s):  
Michael Lifshitz ◽  
T. M. Luhrmann
Keyword(s):  
Cultural Context ◽  
Sensory Experience ◽  
Cultural Learning ◽  
The World

Abstract Culture shapes our basic sensory experience of the world. This is particularly striking in the study of religion and psychosis, where we and others have shown that cultural context determines both the structure and content of hallucination-like events. The cultural shaping of hallucinations may provide a rich case-study for linking cultural learning with emerging prediction-based models of perception.

Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention

2020 ◽  
Vol 51 (3) ◽  
pp. 544-560 ◽  
Author(s):  
Kimberly A. Murphy ◽  
Emily A. Diehm
Keyword(s):  
Written Language ◽  
Morphological Knowledge ◽  
English Orthography ◽  
Word Level ◽  
Novel Approach ◽  
Language Pathology ◽  
The One ◽  
Critical Intervention ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties

Purpose Morphological interventions promote gains in morphological knowledge and in other oral and written language skills (e.g., phonological awareness, vocabulary, reading, and spelling), yet we have a limited understanding of critical intervention features. In this clinical focus article, we describe a relatively novel approach to teaching morphology that considers its role as the key organizing principle of English orthography. We also present a clinical example of such an intervention delivered during a summer camp at a university speech and hearing clinic. Method Graduate speech-language pathology students provided a 6-week morphology-focused orthographic intervention to children in first through fourth grade ( n = 10) who demonstrated word-level reading and spelling difficulties. The intervention focused children's attention on morphological families, teaching how morphology is interrelated with phonology and etymology in English orthography. Results Comparing pre- and posttest scores, children demonstrated improvement in reading and/or spelling abilities, with the largest gains observed in spelling affixes within polymorphemic words. Children and their caregivers reacted positively to the intervention. Therefore, data from the camp offer preliminary support for teaching morphology within the context of written words, and the intervention appears to be a feasible approach for simultaneously increasing morphological knowledge, reading, and spelling. Conclusion Children with word-level reading and spelling difficulties may benefit from a morphology-focused orthographic intervention, such as the one described here. Research on the approach is warranted, and clinicians are encouraged to explore its possible effectiveness in their practice. Supplemental Material https://doi.org/10.23641/asha.12290687

scholarly journals ‘Thrown in at the Deep End’: The Experience of Graduates of Transnational Western Medical Education Transitioning into Middle Eastern Clinical Practice

2019 ◽  
Vol 8 (6) ◽  
pp. 36
Author(s):  
Fiza Rashid-Doubell ◽  
Timothy P Doubell
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Cultural Context ◽  
Middle Eastern ◽  
Phenomenological Approach ◽  
Full Time ◽  
Host Countries ◽  
Medical Teams ◽  
The One ◽  
And Coping

Background: Newly qualified doctors educated in their home country usually go on to work in their first hospital job in same country. These graduates are familiar with the socio-cultural context of clinical setting they work in. But, with many Western universities providing cross-border education to host countries in the Middle East and South East Asia in subjects such as medicine. The experiences of those graduating from transnational medical education and working in local hospitals are absent.The aim of the study was to explore the early transitional experiences of newly qualified doctors moving from a European branch campus to practice at hospitals affiliated to the medical school situated in a Middle-Eastern country.Methods: A qualitative study using an interpretive phenomenological approach through interviews to explore experiences of graduates of transnational medical education working in Middle Eastern hospitals. Results: The main findings can be summarised under the three themes generated: the essentials of practice, routine of practice and realities of practice. The results evidenced the transition as a challenging period for new doctors finding dissonance between the skills taught while in transnational education and the workplace. There were three particular areas of discord for the graduates in clinical practice: working in medical teams with a different arrangement to the one prepared for; adapting to a more patient-centred language and coping with differences in ethical norms, values and practices in the hospital.Conclusions: The graduates found transitioning from university to full-time clinical practice difficult and were disappointed by their experience not matching their expectations of work. These findings are valuable for transnational medical educators seeking to improve the experience of graduates who are moving from the clear ideals, norms and values of transnational medical education into the complexity of full-time clinical practice.  

scholarly journals Coordinating nominal compounds: Universal vs. areal tendencies

Linguistics ◽  
2018 ◽  
Vol 56 (6) ◽  
pp. 1197-1243 ◽  
Author(s):  
Giorgio Francesco Arcodia
Keyword(s):  
Cultural Context ◽  
The Other ◽  
Irian Jaya ◽  
Oxford University ◽  
European Languages ◽  
Word Forms ◽  
Nominal Compounds ◽  
Noun Compounds ◽  
The One ◽  
Referential Function

AbstractCoordinating compounds, i.e. complex word forms in which the constituent lexemes are in a coordination relation, may be divided into two classes: hyperonymic, in which the referent of the whole compound is the “sum” of the meanings of the constituent lexemes (Korowaiyumdefól‘(her) husband-wife, couple’; van Enk, Gerrit J., & Lourens de Vries. 1997.The Korowai of Irian Jaya: Their language in its cultural context. Oxford: Oxford University Press: 66), and hyponymic, where the compound designates a single referent having features of all the constituents (Englishactor-director). It has been proposed that languages choose either type as the one with the “tightest” marking pattern; whereas the crosslinguistic tendency is to have tighter hyperonymic compounds, most languages of Europe rather have tighter hyponymic compounds (Arcodia, Giorgio Francesco, Nicola Grandi, & Bernhard Wälchli 2010. Coordination in compounding. In Sergio Scalise & Irene Vogel (eds.),Cross-disciplinary issues in compounding, 177–198. Amsterdam & Philadelphia: John Benjamins). In this paper, we will test this assumption on noun-noun compounds in a sample of 20 Standard Average European languages and in a balanced sample of 60 non-SAE languages, arguing that the preference for hyperonymic compounds is best explained by the default referential function of nouns; in hyponymic compounds, on the other hand, nouns are used to indicate properties. We will then compare nominal and adjectival coordinating compounds, showing that for the latter the hyponymic compounding pattern is the dominant one, as adjectives are prototypical property-denoting words.

scholarly journals Graffiti as a sign: the semiotic approach to the study of the phenomenon

2019 ◽  
Vol 9 (18) ◽  
pp. 92-98
Author(s):  
Maria Chikarkova ◽  
Keyword(s):  
Cultural Context ◽  
Single Point ◽  
Point Of View ◽  
Urban Life ◽  
Street Art ◽  
The Media ◽  
Cultural Code ◽  
The One ◽  
Different Characteristics

Although graffiti is a well-known phenomenon of street art, there is still no single point of view on this phenomenon (even if it is considered art at all). Both the essence and the manifestations of graffiti remain a matter of debate - there are dozens of different classifications, that they are based on different characteristics. However, the phenomenon has rarely attracted attention from the point of view of semiotics, though it is the semiotic reading of graffiti that makes it possible to understand its nature more deeply. Due to semiotics we could create an integrative classification, which would combine stylistics and subject matter into one system. The article made exactly such an attempt –providing of the semiotic classification of graffiti, based on Ch. Peirce’s classification of semiotic signs. Graffiti is a sign, because it has a material shell of the latter, a marked object and rules of interpretation. It functions within the subculture and signifies the individual's desire to escape from the deterministic nature of urban life (J. Baudrillard). It is a culture of the semiosphere, which continuously gives rise to new connotations and, accordingly, generates new receptions. An important component of graffiti interpretation is the cultural code; it is not read outside the field of conventionality, cultural context. Decoding of graffiti can occur in three ways. From our point of view, it is appropriate to use S. Hall’sclassification. He suggested a scheme for "decrypting" messages in the media, however, in our opinion, his scheme works for any communicative act (including graffiti). He distinguished dominant ("dominant-hegemonic"), oppositional ("oppositional") and negotiated ("negotiated") decoding. In the graffiti situation, oppositional decoding prevails among ordinary recipients (passers-by). U. Eco called this type aberrant, because it provides "decryption" of text with a different code than the one it was created for. Authors of graffiti themselves are often not fully aware of what they createalso. Modern writers use techniques of op-art, Dadaism, surrealism, etc., without being very oriented in all these directions. When graffiti combines different types of art (for example, the combination of painting with literature), it takes into account the features of inter-semiotic translation, which makes the decoding situation even more complicated. We offercreating a semioticclassificationofgraffiti, that might be based on Ch. Peirce’s classification of semiotic signs, whichdistinguishthesigns-copies, signs-indexes, signs-symbols. It could help the essence of graffiti and decode them.

Dawud al-Fatani’s Thoughts on Marriage in Īḍāḥu l-Bāb li-Murīdi l-Nikāḥ bi-l-Ṣawāb

Hawwa ◽  
2021 ◽  
pp. 1-35
Author(s):  
Zanariah Noor ◽  
Nazirah Lee
Keyword(s):  
Nineteenth Century ◽  
Family Law ◽  
General Concept ◽  
Islamic Education ◽  
Social Unit ◽  
Muslim Scholar ◽  
Islamic Family Law ◽  
Spouse Selection ◽  
The One ◽  
Husband And Wife

Abstract This paper examines Sheikh Dawud al-Fatani’s Īḍāḥu l-bāb li-murīdi l-nikāḥ bi-l-ṣawāb (“Explanation of the chapter for the one who desires a good marriage”), which outlines his understanding and mastery of the jurisprudence of Islamic family law. Al-Fatani is a renowned nineteenth-century Malay Muslim scholar, and his work is widely referred to in Islamic education institutions in the region. A close scrutiny of Īḍāḥu l-bāb offers a profound understanding of nineteenth-century Malay Muslims’ view of the institution of marriage. The foci of this paper include the general concept of marriage in Islam; guidelines on spouse selection; the obligations of both husband and wife; and the law on inter-religious marriage. In summary, al-Fatani shows that marriage requires a meticulous consideration of all parties involved; after all, family is a paramount social unit that needs to be preserved to ensure stability in the development of a society.

Delicate gestures of participation

2018 ◽  
pp. 115-135
Author(s):  
Sruti Bala
Keyword(s):  
Common Sense ◽  
Shopping Mall ◽  
Performance Theory ◽  
Urban Site ◽  
Audience Participation ◽  
Visual Artists ◽  
Social Unit ◽  
High Rise ◽  
And Performance ◽  
The One

Chapter V examines an installation-based project titled Nomad City Passage (2005-2009) by the German scenographic and visual artists Rebekka Reich and Oliver Gather, in which visitors are invited to spend a night in a tent in an unconventional urban site, such as the top floor of a high-rise building or inside a shopping mall. The analysis focuses on how common-sense assumptions around audience participation in theatre and performance theory are called into question by the artwork’s foregrounding of sleep as a mode of participation. The delicacy of this is evidenced in the ambivalence of sleep in a scenically prepared setting, oscillating between being an intense, active, dynamic experience on the one side, and a non-performance, an absence of activity on the other. The chapter suggests that audience participation in the artwork and in the artwork’s participation in urban spaces differ in significant ways from sociological and political concepts of participation. Where social theory conceives of civic participation in terms of being a part of a social unit, the aesthetics of Nomad City Passage emphasizes participation in a counterintuitive way: it becomes possible to participate precisely because of not being a part of some shared community ideal.

When Cultural Evolution Calls for Translation Revolution

2018 ◽  
pp. 161-178
Author(s):  
Vanessa Lopes Lourenço Hanes
Keyword(s):  
Cultural Evolution ◽  
Written Language ◽  
The Other ◽  
Past Century ◽  
Linguistic Identity ◽  
The Past ◽  
Publishing Houses ◽  
The One

Given the massive changes that Brazil has undergone in the past century, particularly in distancing itself linguistically from its former colonizer, this study is an attempt to determine the role of translation in the country's cultural evolution. Translational approaches have developed along opposing poles: on the one hand, a strong resistance to incorporating orally-driven alterations in the written language, while on the other, a slow, halting movement toward convergence of the two, and both approaches are charged with political and ideological intentionality. Publishing houses, editors and translators are gatekeepers and agents whose activities provide a glimpse into the mechanism of national linguistic identity, either contributing to or resisting the myth of a homogenized Portuguese language.

Family Functioning in a Collectivist Culture of Malaysia: A Qualitative Study

2019 ◽  
Vol 28 (4) ◽  
pp. 396-402 ◽  
Author(s):  
Melati Sumari ◽  
Dini Farhana Baharudin ◽  
Norfaezah Md Khalid ◽  
Nor Hasniah Ibrahim ◽  
Ida Hartina Ahmed Tharbe
Keyword(s):  
Family Functioning ◽  
Parenting Styles ◽  
Cultural Context ◽  
The United States ◽  
Collectivist Culture ◽  
Social Unit ◽  
Societal Culture ◽  
Quantitative Measurements ◽  
Family Practitioners ◽  
Rich Data

A family is a social unit in society. The societal culture where a family exists contributes to the functioning of the family. A review of the literature on family functioning indicates that most studies on family functioning were conducted by researchers in Western countries, particularly in the United States, and were conducted using a Western sample. In most studies, quantitative measurements were used to measure family functioning. No family measurement has been developed so far to measure family functioning in a collectivist culture such as that found in Malaysia. Therefore, we decided to use a qualitative approach in order to explore and understand family functioning in a collectivist society and focused on Malaysia as a case example. Focus group discussions were used to gather the data. Eleven family practitioners from different settings participated in a three-series discussion. Six themes emerged from the data analysis: (1) family role, (2) parenting styles, (3) family rule, (4) communication, (5) value orientation, and (6) cohesiveness. The method used yields rich data and highlights the importance of understanding an issue within its cultural context. The implication for family practitioners and future researchers is discussed.

Instrumental expertise and musical timbre modulate the spatial representation of pitch

2020 ◽  
Vol 73 (8) ◽  
pp. 1162-1172 ◽  
Author(s):  
Carlotta Lega ◽  
Zaira Cattaneo ◽  
Noemi Ancona ◽  
Tomaso Vecchi ◽  
Luca Rinaldi
Keyword(s):  
Mental Representation ◽  
Horizontal Plane ◽  
Spatial Representation ◽  
Vertical Plane ◽  
Unified Framework ◽  
Instrumental Training ◽  
Younger Age ◽  
Bottom Side ◽  
The One ◽  
Pitch Space

Humans show a tendency to represent pitch in a spatial format. A classical finding supporting this spatial representation is the Spatial–Musical Association of Response Codes (SMARC) effect, reflecting faster responses to low tones when pressing a left/bottom-side key and to high tones when pressing a right/top-side key. Despite available evidence suggesting that the horizontal and vertical SMARC effect may be differently modulated by instrumental expertise and musical timbre, no study has so far directly explored this hypothesis in a unified framework. Here, we investigated this possibility by comparing the performance of professional pianists, professional clarinettists and non-musicians in an implicit timbre judgement task, in both horizontal and vertical response settings. Results showed that instrumental expertise significantly modulates the SMARC effect: whereas in the vertical plane a comparable SMARC effect was observed in all groups, in the horizontal plane the SMARC effect was significantly modulated by the specific instrumental expertise, with pianists showing a stronger pitch–space association compared to clarinettists and non-musicians. Moreover, the influence of pitch along the horizontal dimension was stronger in those pianists who started the instrumental training at a younger age. Results also showed an influence of musical timbre in driving the horizontal, but not the vertical, SMARC effect, with only piano notes inducing a pitch–space association. Taken together, these findings suggest that sensorimotor experience due to instrumental training and musical timbre affect the mental representation of pitch on the horizontal space, whereas the one on the vertical space would be mainly independent from musical practice.

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