Material Scaffolds in Numbers and Time

The present paper develops a framework for interpreting Upper Paleolithic artifacts from an analysis of material complexity, numeration systems, and timekeeping using cultural categorizations (Hayden & Villeneuve, 2011), insights on the emergence of number terms in language (Menninger, 1992), and the astronomy practices of 33 contemporary hunter–gatherer societies (Yale’s Electronic Human Relations Area Files World Cultures database). Key findings: (1) an absence of societies with minimal material complexity and later-stage numeration systems, suggesting that material scaffolding may be important to realizing explicit number concepts, (2) the consistency of material complexity with both early- and later-stage numeration systems, emphasizing that material complexity may precede and inform the development of complexity in numeration systems, (3) the compatibility of astronomical practices with the spectrum of complexity in material culture and numeration systems, suggesting that the awareness of time may precede both, and (4) the increasing quantification of time consistent with greater material and numeration complexity, suggesting the availability of numbers as a cognitive technology may enable the structuring of time. These findings suggest that astronomy originates in the ability to estimate and infer contextual relations among natural phenomena and transitions from these natural associations to material representations and cognitive technologies that mediate conceptual apprehensions of time as a substance that can be quantified. Given that artifacts may act as scaffolds for explicit concepts of numbers and numbers scaffold explicit concepts of time, prehistoric artifacts such as the Blombos Cave beads (ca. 75,000), Abri Blanchard and Cellier artifacts (ca. 28,000), and Taï plaque (ca. 14,000) may represent similar scaffolding and conceptual development in numbers and time. It is proposed that the prehistoric societies making these artifacts possessed, in addition to material complexity, the abilities to express quantities in language and to use material externalization and cognitive technologies. Further, the Abri Blanchard artifact is proposed to represent externalized working memory, a very modern interaction between mind and material culture.

LINGUISTIC MILITARY-PROFESSIONAL GAME AS COGNITIVE TECHNOLOGYFOR TEACHING PROSPECTIVE MILITARY ENGINEERS A FOREIGN LANGUAGE

The linguistic military-professional game represents pedagogical cognitive technology of teaching cadets a foreign language, thus uniting scientific knowledge of cognitive pedagogy, linguistics and psychology. On the basis of the interdisciplinary approach, various typical situations of military discourse have been developed and integrated into the educational process of a game, which made it possible to incorporate the formation of foreign-language professionally-oriented communicative competence and the development of cognitive abilities of future military engineers into a holistic educational activity.

Literature Quizzes: Celebrating the Ongoing Importance of Wide Reading

Literature Quizzes are an integral part of the Southwell School Library programme. Students read widely, hoping to represent us in the annual Kids’ Lit QuizTM (www.kidslitquiz.com ). In this time of electronic entertainment entice your students to enjoy literature, books and ebooks. Reading encourages empathy with others whose lives and situations differ, global awareness, and knowledge of history. Myths and legends influence cultural practice and social realism helps them cope with life’s problems. Reading is a resource for our humanity. At this workshop play brain-training games. These will be given away along with signed books from New Zealand authors. Learn how to write quiz questions and select teams. Hear how we use cognitive technology to help students retain and retrieve literary information. Make Lit Quizzes part of your library programmes and see your readers grow exponentially. There may be a regional of the Kids’ Lit QuizTM near you!

Cognitive Technologies

Cognitive science is the most important emerging discipline at the turn of the century. Since its birth, cognitive science has integrated many important branches of science, including but not limited to neuroscience, psychology, computer science, systems science, information science, and management. With the development of these related fields, cognitive science has achieved recognition and respect. However, up to date, the understanding of cognition itself remains limited. The science of meditation and mindfulness is adding new light to this field. It has been revealed that through the integration of subjective cognitive training, it may be possible to gain further understanding of cognition per se, therefore promoting new developments in cognitive technology.