Journal articles: 'Representational development'

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Handayani, W., and M. Masrifah. "Development physics representational fluency instrument test of electrostatic concept." Journal of Physics: Conference Series 2098, no. 1 (November 1, 2021): 012009. http://dx.doi.org/10.1088/1742-6596/2098/1/012009.

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Abstract Physics representational fluency instrument test of electrostatic concept have been developed. The instrument’s form of multiple-choice that consist of 20 item electrostatic in physics context to assess pre-service physics teachers’ representational fluency. The test includes four component of representational fluency: constructing single representation, constructing multiple representation, translating between representation and reviewing single representation. Representational fluency test is developed using Design and Development Research (DDR) method with four phases consists of analysis, design, development, and evaluation. Validation the structure of the test is consulted with a member of expert academic staff in the field of physics education. After design test and expert review, the test was implemented with 57 pre-service physics teacher. From 20 item of representational fluency test there was 15 item of the test is valid and reliable.

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Derryberry, Douglas, and Marjorie A. Reed. "Regulatory processes and the development of cognitive representations." Development and Psychopathology 8, no. 1 (1996): 215–34. http://dx.doi.org/10.1017/s0954579400007057.

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AbstractAlthough the construct of regulation is usually applied to ongoing behavior, it also has implications for ongoing cognition and the development of cognitive representations. We propose that subcortical motivational systems influence cortical representations in two general ways. First, they regulate response processes, promoting a general selection of information to which the child is exposed. Second, motivational systems regulate attention, promoting a more selective stabilization of representations for motivationally relevant sources of information. Together with the environment, these regulatory processes shape the child's developing representations. Individual differences in these processes result in cortical representational systems that enhance the motivational systems* ability to detect relevant inputs and to guide behavior in light of them. Examples are provided that focus on fearful children, discussing how their self-representation may contribute to anxious psychopathology.

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Carlson, Elizabeth A., and Sarah K. Ruiz. "Transactional processes in the development of adult personality disorder symptoms." Development and Psychopathology 28, no. 3 (July 18, 2016): 639–51. http://dx.doi.org/10.1017/s0954579416000225.

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AbstractThe development of adult personality disorder symptoms, including transactional processes of relationship representational and behavioral experience from infancy to early adolescence, was examined using longitudinal data from a risk sample (N= 162). Significant preliminary correlations were found between early caregiving experience and adult personality disorder symptoms and between representational and behavioral indices across time and adult symptomatology. Significant correlations were also found among diverse representational assessments (e.g., interview, drawing, and projective narrative) and between concurrent representational and observational measures of relationship functioning. Path models were analyzed to investigate the combined relations of caregiving experience in infancy; relationship representation and experience in early childhood, middle childhood, and early adolescence; and personality disorder symptoms in adulthood. The hypothesized model representing interactive contributions of representational and behavioral experience represented the data significantly better than competing models representing noninteractive contributions. Representational and behavioral indicators mediated the link between early caregiving quality and personality disorder symptoms. The findings extend previous studies of normative development and support an organizational developmental view that early relationship experiences contribute to socioemotional maladaptation as well as adaptation through the progressive transaction of mutually informing expectations and experience.

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Spensley, Fiona. "Beyond representational redescription." Behavioral and Brain Sciences 20, no. 2 (June 1997): 354–55. http://dx.doi.org/10.1017/s0140525x97231456.

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There are a number of elements in the representational redescription (RR) theory which elude definition, including behavioural success, implicit information, endogenous metaprocesses, and the detail of the representational levels. This commentary proposes an information processing approach to the development of cognitive flexibility – the Recursive Re-Representation (3Rs) model (Spensley 1995) – which redefines the developmental process and thereby eliminates these problematic concepts.

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Few, Roger, Hazel Marsh, Garima Jain, Chandni Singh, and Mark Glyn Llewellyn Tebboth. "Representing Recovery: How the Construction and Contestation of Needs and Priorities Can Shape Long-term Outcomes for Disaster-affected People." Progress in Development Studies 21, no. 1 (January 2021): 7–25. http://dx.doi.org/10.1177/1464993420980939.

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We contend that the representational aspects of recovery play an important but under-researched role in shaping long-term outcomes for disaster-affected populations. Ideas constructed around events, people and processes, and conveyed through discussion, texts and images, are seldom neutral and can be exclusionary in their effect. This review draws insights from literature across multiple disciplines to examine how the representation of needs, roles and approaches to recovery influences the support different social groups receive, their capacities to recover, and their rights and agency. It shows how these representations can be contested and challenged, often by disaster-affected people themselves, and calls for increased attention on how to move creatively towards more informed, inclusive and supportive recovery visions and processes.

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Ben-Yami, Hanoch. "Word, Sign and Representation in Descartes." Journal of Early Modern Studies 10, no. 1 (2021): 29–46. http://dx.doi.org/10.5840/jems20211012.

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In the first chapter of his The World, Descartes compares light to words and discusses signs and ideas. This made scholars read into that passage our views of language as a representational medium and consider it Descartes’ model for representation in perception. I show, by contrast, that Descartes does not ascribe there any representational role to language; that to be a sign is for him to have a kind of causal role; and that he is concerned there only with the cause’s lack of resemblance to its effect, not with the representation’s lack of resemblance to what it represents. I support this interpretation by comparisons with other places in Descartes’ corpus and with earlier authors, Descartes’ likely sources. This interpretation may shed light both on Descartes’ understanding of the functioning of language and on the development of his theory of representation in perception.

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Boesch, Brandon. "Representing in the Student Laboratory." Transversal: International Journal for the Historiography of Science, no. 5 (December 9, 2018): 34. http://dx.doi.org/10.24117/2526-2270.2018.i5.05.

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In this essay, I will expand the philosophical discussion about the representational practice in science to examine its role in science education through four case studies. The cases are of what I call ‘educational laboratory experiments’ (ELEs), performative models used representationally by students to come to a better understanding of theoretical knowledge of a scientific discipline. The studies help to demonstrate some idiosyncratic features of representational practices in science education, most importantly a lack of novelty and discovery built into the ELEs as their methodology is solidified when it becomes a widely spread educational tool within a discipline. There is thus an irreducible role for the historical development of ELEs in understanding their representational nature and use. The important role of the historical development of ELEs leads to an interesting way that educators can use ELEs as a means of connecting students to important historical developments within their disciplines.

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Frank, Cornelia, Taeho Kim, and Thomas Schack. "Observational Practice Promotes Action-Related Order Formation in Long-Term Memory: Investigating Action Observation and the Development of Cognitive Representation in Complex Motor Action." Journal of Motor Learning and Development 6, no. 1 (June 1, 2018): 53–72. http://dx.doi.org/10.1123/jmld.2017-0007.

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To date, it is commonly agreed that physical practice, as well as mental types of practice, have the potential to bring about improvements in motor performance and to induce motor learning. The perceptual-cognitive representational background of these changes, however, is still being debated. In this experiment, we investigated the influence of observational practice on the performance and the representation of the golf putt. With this we aimed at adding to the ongoing debate on the particular contribution of observational practice to motor learning. Novices were assigned to one of two groups: observational and combined observational and physical practice. Motor performance and mental representation were measured prior to and after practice and after a three-day retention interval. Performance improved in both practice groups from pre- to retention-test. Together with performance improvements, mental representation structures developed functionally and became more elaborate over the course of the experiment. Interestingly, however, the pattern of changes over the course of the experiment and across the two practice types was different. Combined practice led to improvements in motor performance from pre- to post-test with representations developing alongside these improvements. Observational practice alone did not lead to performance improvement until after task execution, as shown by improvements in motor performance from post- to retention-test, even though mental representations changed from pre- to post-test. From this, observational practice seems to promote the development of representational frameworks of complex action, and thus action-related order formation in long-term memory.

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Smith, Richard G. "Baudrillard's Nonrepresentational Theory: Burn the Signs and Journey without Maps." Environment and Planning D: Society and Space 21, no. 1 (February 2003): 67–84. http://dx.doi.org/10.1068/d280t.

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Can we burn the signs and journey without maps? In other words, can we travel from representational theories, through Baudrillard's critique of representation, to forms of theory that are somehow nonrepresentational? In this paper I hijack and go beyond Baudrillard's concepts of the precession and orders of simulacra to illustrate two main things: first, how the history of geographical thought has been one of representational theory, where there was seen to be a relationship, and then commutation, of theory and the real world; second, how representational theories are perhaps out of tune, unable to explain adequately, or change, our digital and commodity—sign soaked culture of simulacra, simulations, and reproductions. Overall, I attempt to show clearly how, through his poststructuralist critique of representation, Baudrillard is challenging us to rethink theory as doubly nonrepresentational.

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Allen, Jedediah W. P., and Mark H. Bickhard. "You can't get there from here: Foundationalism and development." Behavioral and Brain Sciences 34, no. 3 (May 19, 2011): 124–25. http://dx.doi.org/10.1017/s0140525x10002311.

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AbstractThe thesis of our commentary is that the framework used to address what are taken by Carey to be the open issues is highly problematic. The presumed necessity of an innate stock of representational primitives fails to account for the emergence of representation out of a nonrepresentational base. This failure manifests itself in problematic ways throughout Carey's book.

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Ceci, Stephen J., Stanka A. Fitneva, and Wendy M. Williams. "Representational constraints on the development of memory and metamemory: A developmental–representational theory." Psychological Review 117, no. 2 (2010): 464–95. http://dx.doi.org/10.1037/a0019067.

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HOPKINS, ROBERT. "The Real Challenge to Photography (as Communicative Representational Art)." Journal of the American Philosophical Association 1, no. 2 (2015): 329–48. http://dx.doi.org/10.1017/apa.2014.24.

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ABSTRACT:I argue that authentic photography is not able to develop to the full as a communicative representational art. Photography is authentic when it is true to its self-image as the imprinting of images. For an image to be imprinted is for its content to be linked to the scene in which it originates by a chain of sufficient, mind-independent causes. Communicative representational art (in any medium: photography, painting, literature, music, etc.) is art that exploits the resources of representation to achieve artistically interesting communication of thought. The central resources of representation are content, vehicle properties, and the interplay between these two. Whereas painting and other representational arts are able to exploit all three to communicate thought, authentic photography can exploit interplay only to a very limited degree. However, the exploitation of interplay is the culmination of communicative representational art: the natural endpoint in its development.

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Plaut, David C., and Annette Karmiloff-Smith. "Representational development and theory-of-mind computations." Behavioral and Brain Sciences 16, no. 1 (March 1993): 70–71. http://dx.doi.org/10.1017/s0140525x0002906x.

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Dowling, Robyn, Kate Lloyd, and Sandie Suchet-Pearson. "Qualitative methods III." Progress in Human Geography 42, no. 5 (September 13, 2017): 779–88. http://dx.doi.org/10.1177/0309132517730941.

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In this, our third and final snapshot of contemporary qualitative research methods, we pick up on the proliferation of non-representational theory across human geography and focus on research methods concerned with practices that exceed (more than) representation or are non-representational. We chart work that pays attention to the non-visible, the non-verbal and the non-obvious, as well as methods and methodologies that enable researchers to grasp and grapple with assemblages, relationalities, and life as it unfolds. We characterize these ‘more-than representational’ methodologies as: experimenting with approaches to research, using picturing as an embedded research methodology, and highlighting research as sensing. We conclude that these have opened new forms of knowledge, including into subdisciplines like health geography. Nonetheless, a privileging of written and visual modes of thinking and representing remain, and the discipline must be vigilant to nurture and value the emerging work on neural diversity and non-Western modes of thinking.

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Carey, Susan. "Précis of The Origin of Concepts." Behavioral and Brain Sciences 34, no. 3 (May 19, 2011): 113–24. http://dx.doi.org/10.1017/s0140525x10000919.

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AbstractA theory of conceptual development must specify the innate representational primitives, must characterize the ways in which the initial state differs from the adult state, and must characterize the processes through which one is transformed into the other. The Origin of Concepts (henceforth TOOC) defends three theses. With respect to the initial state, the innate stock of primitives is not limited to sensory, perceptual, or sensorimotor representations; rather, there are also innate conceptual representations. With respect to developmental change, conceptual development consists of episodes of qualitative change, resulting in systems of representation that are more powerful than, and sometimes incommensurable with, those from which they are built. With respect to a learning mechanism that achieves conceptual discontinuity, I offer Quinian bootstrapping. TOOC concludes with a discussion of how an understanding of conceptual development constrains a theory of concepts.

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Suárez, Luis Alfonso de la Fuente. "TOWARDS EXPERIENTIAL REPRESENTATION IN ARCHITECTURE." Journal of Architecture and Urbanism 40, no. 1 (April 6, 2016): 47–58. http://dx.doi.org/10.3846/20297955.2016.1163243.

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Planning and predicting the experiences that buildings will produce is an essential part of architectural design. The importance of representation lies in its ability to communicate experiences before a building is materialized. This article will treat the topic of representation of architecture works without putting aside our direct experience with edifices. By understanding the perceptual, associative and interactive phenomena that arise from the human encounter with buildings, it becomes possible to comprehend the representation of these phenomena through pictorial means. The first objective of this theoretical article is to define the inherent and unavoidable factors that are present in the creation and interpretation of all architectural representations, regardless of the technical means used. Any representation conveys two processes: the representation of experience (a creative process), and the experience of representation (an interpretive process). Furthermore, there exist two layers in any representation: the what (the architectural object) and the how (the representational medium). The second objective is to suggest alternatives to visual realism, in order to create representations that embody the particular phenomena that an architectural work will be able to produce. On the one hand, representations that pretend to copy reality produce in the observers detailed visual experiences; on the other hand, certain representations reflect the experiences themselves after they have been produced; they represent buildings as they are transformed by experience. This article focuses on those representations that are not only the reflection of an object, but also the reflection of our way of experiencing it.

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Braswell, Gregory S. "Preschool children’s participation in representational and non-representational activities." Journal of Early Childhood Research 15, no. 2 (January 13, 2016): 195–211. http://dx.doi.org/10.1177/1476718x15614043.

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The present study examined representational and non-representational activities in which children in a Head Start classroom participated. This was an investigation from the perspective of cultural-historical activity theory of how components (e.g. artifacts and division of labour) of classroom activities vary across and within types of activities. Participants included a class of 21 ethnically diverse 4- and 5-year-olds and two teachers. Data collection involved naturalistic observations of classroom members participating in indoor play, outdoor play, and notational activities (e.g. reading and drawing) over 8 days. Who was involved, artifact use, and artifact-related actions varied by activity. Furthermore, who was involved, actions, and division of labour were strongly linked in second-by-second analyses. The present study contributes research which situates children’s development within daily activities.

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Pramling, Niklas. "External representation and the architecture of music: Children inventing and speaking about notations." British Journal of Music Education 26, no. 3 (October 2, 2009): 273–91. http://dx.doi.org/10.1017/s0265051709990106.

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This study concerns children's representational knowledge, more specifically, their ‘invented notations’ of music. A small-scale empirical study of four 5-year-old children and their teachers working on the representation of music is reported. The challenges posed by the teachers and how the children respond to these challenges are analysed. The teachers challenge the children to explain their understanding and use contrast to direct children's attention towards distinctions and important terms in the domain of music. The children use coloured geometrical shapes on paper and a sequence of building blocks to represent music. By means of these visuospatial representations, sounding and conversing about them, the children are able to communicate their understanding of the relationship between representation (sign) and sound. The role of external representations in the development of children's musical knowledge is discussed.

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Antinoro Pizzuto, Elena, Micaela Capobianco, and Antonella Devescovi. "Gestural-vocal deixis and representational skills in early language development." Interaction Studies 6, no. 2 (September 30, 2005): 223–52. http://dx.doi.org/10.1075/is.6.2.05piz.

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This study explores the use of deictic gestures, vocalizations and words compared to content-loaded, or representational gestures and words in children’s early one- and two-element utterances. We analyze the spontaneous production of four children, observed longitudinally from 10–12 to 24–25 months of age, focusing on the components of children’s utterances (deictic vs. representational), the information encoded, and the temporal relationship between gestures and vocalizations or words that were produced in combination. Results indicate that while the gestural and vocal modalities are meaningfully and temporally integrated form the earliest stages, deictic and representational elements are unevenly distributed in the gestural vs. the vocal modality, and in one vs. two-element utterances. The findings suggest that while gestural deixis plays a primary role in allowing children to define and articulate their vocal productions, representational skills appear to be markedly more constrained in the gestural as compared to the vocal modality.

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조덕연. "Establishment and Development of Daegu Representational Painting Circle." 한국학논집 ll, no. 49 (December 2012): 233–80. http://dx.doi.org/10.18399/actako.2012..49.006.

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Park, Chan-Hyung, and Jong-Hee Lee. "Development of Young Children's Understanding of Representational Relations." Korean Journal of Child Studies 32, no. 1 (February 28, 2011): 51–69. http://dx.doi.org/10.5723/kjcs.2011.32.1.51.

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Sophian, Catherine, Heidi Harley, and Constance S. Manos Martin. "Relational and Representational Aspects of Early Number Development." Cognition and Instruction 13, no. 2 (June 1995): 253–68. http://dx.doi.org/10.1207/s1532690xci1302_4.

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Tudhope, D., P. Beynon-Davies, H. Mackay, and R. Slack. "Time and representational devices in Rapid Application Development." Interacting with Computers 13, no. 4 (April 2001): 447–66. http://dx.doi.org/10.1016/s0953-5438(00)00050-3.

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Anderson, Ben. "Cultural geography II: The force of representations." Progress in Human Geography 43, no. 6 (March 21, 2018): 1120–32. http://dx.doi.org/10.1177/0309132518761431.

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Cultural geography is once again concerned with representations. In this report I focus on how, in the wake of various non-representational theories, recent work stays with what texts, images, words, and other representations do. I argue that this work is animated by a concern with the force of representations: their capacities to affect and effect, to make a difference. Accompanying this orientation to questions of force is a shift in the unit of analysis to ‘representations-in-relation’ and a multiplication of the modes of analysis through which cultural geography is performed, including the emergence of reparative and descriptive modes.

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Quartz, Steven R., and Terrence J. Sejnowski. "The neural basis of cognitive development: A constructivist manifesto." Behavioral and Brain Sciences 20, no. 4 (December 1997): 537–56. http://dx.doi.org/10.1017/s0140525x97001581.

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How do minds emerge from developing brains? According to “neural constructivism,” the representational features of cortex are built from the dynamic interaction between neural growth mechanisms and environmentally derived neural activity. Contrary to popular selectionist models that emphasize regressive mechanisms, the neurobiological evidence suggests that this growth is a progressive increase in the representational properties of cortex. The interaction between the environment and neural growth results in a flexible type of learning: “constructive learning” minimizes the need for prespecification in accordance with recent neurobiological evidence that the developing cerebral cortex is largely free of domain-specific structure. Instead, the representational properties of cortex are built by the nature of the problem domain confronting it. This uniquely powerful and general learning strategy undermines the central assumption of classical learnability theory, that the learning properties of a system can be deduced from a fixed computational architecture. Neural constructivism suggests that the evolutionary emergence of neocortex in mammals is a progression toward more flexible representational structures, in contrast to the popular view of cortical evolution as an increase in innate, specialized circuits. Human cortical postnatal development is also more extensive and protracted than generally supposed, suggesting that cortex has evolved so as to maximize the capacity of environmental structure to shape its structure and function through constructive learning.

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Anderson, Gail M. "The Evolution of the Cartesian Connection." Mathematics Teacher 102, no. 2 (September 2008): 107–11. http://dx.doi.org/10.5951/mt.102.2.0107.

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One of NCTM's ten standards for school mathematics is Representation: “Representations [such as diagrams, graphs, and symbols] should be treated as essential elements in supporting students' understanding of mathematical concepts and relationships; in communicating mathematical approaches, arguments, and understandings to one's self and to others; in recognizing connections among related mathematical concepts; and in applying mathematics to realistic problem situations through modeling” (NCTM 2000, p. 67). In my experience, one of the biggest issues students struggle with is the connection between equations and their graphs (referred to as the “Cartesian connection” in an interesting study by Knuth [2000]). Unfortunately, although students are becoming proficient in using algebraic and graphical representations independently, they often do not make the connection between the two representational formats (Knuth 2000; NCTM 2000; Van Dyke and White 2004). In this article, I will explore the history of the graphical representation of functions and curves, specifically, the development of the Cartesian coordinate system as the most common frame for this graphical representation.

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Anderson, Gail M. "The Evolution of the Cartesian Connection." Mathematics Teacher 102, no. 2 (September 2008): 107–11. http://dx.doi.org/10.5951/mt.102.2.0107.

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One of NCTM's ten standards for school mathematics is Representation: “Representations [such as diagrams, graphs, and symbols] should be treated as essential elements in supporting students' understanding of mathematical concepts and relationships; in communicating mathematical approaches, arguments, and understandings to one's self and to others; in recognizing connections among related mathematical concepts; and in applying mathematics to realistic problem situations through modeling” (NCTM 2000, p. 67). In my experience, one of the biggest issues students struggle with is the connection between equations and their graphs (referred to as the “Cartesian connection” in an interesting study by Knuth [2000]). Unfortunately, although students are becoming proficient in using algebraic and graphical representations independently, they often do not make the connection between the two representational formats (Knuth 2000; NCTM 2000; Van Dyke and White 2004). In this article, I will explore the history of the graphical representation of functions and curves, specifically, the development of the Cartesian coordinate system as the most common frame for this graphical representation.

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Urraca-Martínez, Maria Luz, Maria Teresa Anguera, and Sylvia Sastre-Riba. "Evaluation Using Polar Coordinate of the Representation of Movement in the Drawings of Children Aged 5 to 8 Years." International Journal of Environmental Research and Public Health 19, no. 5 (March 1, 2022): 2844. http://dx.doi.org/10.3390/ijerph19052844.

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The progressive complexity of mental representation is the basis for changes in human cognitive development. Evaluation of its external manifestations as graphic representation in drawings could be an instrument to understand changes in cognitive development and representational complexity. The aim of this study is to evaluate the appearance and role of the indicators used by children to represent moving figures in their drawings. This allows us to know the continuum from its non-manifestation to full expression through the vectorial interrelationships of the graphic indicators in each of the ages studied. Participants were n = 240 children from 5 to 8 years old; their drawings of two moving figures were analyzed, applying the polar coordinate technique. Results show a map of interrelations among the graphical movement indicators and changes in the drawing elements in an increasing continuum of complexity and the roles conferred to figures sketched. The conclusion is that changes evaluated in drawings can interactively reflect mental representation, and they could promote its transformation. The applied transfer of the results to education is discussed, in order to optimize the representational complexity and cognitive development.

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Ilonszki, Gabriella, and David Judge. "Representational roles in the Hungarian parliament." Journal of Communist Studies and Transition Politics 10, no. 3 (September 1994): 137–52. http://dx.doi.org/10.1080/13523279408415265.

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Lima, Gercina Ângela de, Maria Luiza de Almeida Campos, and Patrícia Lopes Ferreira França. "Principles for the Development of Domain Conceptual Models for Knowledge Organization Systems: An Analysis of Methodologies for Developing Learning Paths in the Field of Corporate Education." KNOWLEDGE ORGANIZATION 47, no. 7 (2020): 592–603. http://dx.doi.org/10.5771/0943-7444-2020-7-592.

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This article presents a set of principles for knowledge modeling in knowledge organization systems in specific domains. It discusses the representational problem, comparing the abstraction mechanisms present in the theories related to representation in concept systems, taken from foundational authors of information science, computer science, and terminology approaches. Parallel to this context, several representational possibilities arise to assist the modeler in the activity of elaborating models of representation. It describes the application of theoretical and methodological principles when organizing, representing, and managing navigation on learning paths in the corporate education field. As a concept proof, it exposes a conceptual model of learning paths and discusses a literature review on this subject to verify to what extent these principles are being applied. It concludes that we can consider the principles discussed in this study as relevant, since they expand the modelers’ freedom, not making him hostage to a specific model.

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Fauziah, Rosynanda Nur, and Abu Yazid Raisal. "DEVELOPMENT OF MULTIPLE REPRESENTATION BASED E-MODULS TO IMPROVE ABSTRACT THINKING SKILLS PHYSICS OF HIGH SCHOOL STUDENTS." Jurnal Pendidikan Fisika 11, no. 2 (December 28, 2022): 122. http://dx.doi.org/10.24114/jpf.v11i2.41433.

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Students' multi-representational understanding in understanding glasses needs to be raised by educators in various forms of presenting information so that students are able to understand an abstract problem to become concrete in all realms of reflection. One way to apply learning with a multi-representational approach can have a positive influence on students' cognitive abilities which include low cognitive levels and high cognitive levels. The purpose of this research is to develop an e-module of based on multiple representations for high school students' abstract thinking skills. This is to determine the success of module development that has been designed in such a way. The research method used is research and development or research and development. The model used in the development of this e-module is a 4D model which consists of four stages of development, name define, design, develop, and disseminate. The stages used in the development of this e-module reach the develop stage, due to research limitations and in accordance with the research objectives, namely the development of e-modules. From the results of the research and discussion, it can be concluded that several representation-based e-modules to improve the abstract thinking skills of high school students that have been compiled are of good quality and still need to be achieved. . The average test results of material validation experts stated that the module was in the good category with an average value of 3.5 on a Likert scale, then for the media validation results it was also with an average of 3.5 and said to be in a good category

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Festiana, I., H. Firman, A. Setiawan, and M. Muslim. "Design and development of representational fluency test in physics." Journal of Physics: Conference Series 1521 (April 2020): 022034. http://dx.doi.org/10.1088/1742-6596/1521/2/022034.

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Sigel, Irving E. "Early social experience and the development of representational competence." New Directions for Child and Adolescent Development 1986, no. 32 (June 1986): 49–65. http://dx.doi.org/10.1002/cd.23219863205.

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Crais, Elizabeth, Diane Day Douglas, and Cheryl Cox Campbell. "The Intersection of the Development of Gestures and Intentionality." Journal of Speech, Language, and Hearing Research 47, no. 3 (June 2004): 678–94. http://dx.doi.org/10.1044/1092-4388(2004/052).

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This study examined the development of deictic and representational gestures in 12 typically developing children from 6 to 24 months of age. Gestures were categorized into J. Bruner’s (1981) 3 broad (and 8 specific) communicative functions: behavior regulation (i.e., requesting objects, requesting actions, protesting), joint attention (i.e., commenting, requesting information), and social interaction (i.e., representational gestures, attention seeking, social games). Ongoing parental completion of researcher-created gesture recording forms and monthly researcher observational confirmation were used to capture the emergence and consistent use of targeted gestures. Within each specific functional category, a hierarchy of development was documented for the gestures and behaviors used to signal that intent. This study provides rich detail as to the order of emergence of common deictic and representational gestures and their relationship to other preceding and concomitant behaviors that children use to signal their intentions. Furthermore, the results document younger ages of emergence, in comparison with previous studies, for most of the targeted gestures and provide insight into the controversy in the literature regarding the relative emergence of declarative and imperative gestures. KEY WORDS: gestures, intentionality, communication development

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Barron, Amy. "The taking place of older age." cultural geographies 28, no. 4 (June 2, 2021): 661–74. http://dx.doi.org/10.1177/14744740211020510.

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Representations of older age are often reductive in western societies, portrayed as a distinct period of life characterised by social disengagement and physiological decline. Through rich ethnographic accounts developed with older people from Greater Manchester UK, this paper is concerned with how the category of older age is made through representations, and the different ways people encounter and relate to it. In doing so, it disrupts reductive representations by considering how older age is lived. I respond to calls for the incorporation of more-than-representational and affective approaches into the geographic study of older age to advance research on ageing and highlight affect as a useful concept for thinking through difference. The paper is concerned with how older people are represented, with how representations differentially affect and are affected by older individuals, and with how representations of older age are performed and folded into lived accounts. More-than-representational theories offer an understanding of older age that is not pre-given or free-standing, but as something which can emerge, gather and disperse in relation with materialities as well as diffuse atmospheres, affects and emotional resonances.

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Booth, James R., Douglas D. Burman, Joel R. Meyer, Darren R. Gitelman, Todd B. Parrish, and M. Marsel Mesulam. "Development of Brain Mechanisms for Processing Orthographic and Phonologic Representations." Journal of Cognitive Neuroscience 16, no. 7 (September 2004): 1234–49. http://dx.doi.org/10.1162/0898929041920496.

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Developmental differences in the neurocognitive networks for lexical processing were examined in 15 adults and 15 children (9-to 12-year-olds) using functional magnetic resonance imaging (fMRI). The lexical tasks involved spelling and rhyming judgments in either the visual or auditory modality. These lexical tasks were compared with nonlinguistic control tasks involving judgments of line patterns or tone sequences. The first main finding was that adults showed greater activation than children during the cross-modal lexical tasks in a region proposed to be involved in mapping between orthographic and phonologic representations. The visual rhyming task, which required conversion from orthography to phonology, produced greater activation for adults in the angular gyrus. The auditory spelling task, which required the conversion from phonology to orthography, also produced greater activation for adults in the angular gyrus. The greater activation for adults suggests they may have a more elaborated posterior heteromodal system for mapping between representational systems. The second main finding was that adults showed greater activation than children during the intra-modal lexical tasks in the angular gyrus. The visual spelling and auditory rhyming did not require conversion between orthography and phonology for correct performance but the adults showed greater activation in a system implicated for this mapping. The greater activation for adults suggests that they have more interactive convergence between representational systems during lexical processing.

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Qureshi, Bilal. "From Diversity Hire to Diverse Critic." Film Quarterly 75, no. 3 (2022): 66–70. http://dx.doi.org/10.1525/fq.2022.75.3.66.

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FQ columnist Bilal Qureshi reflects upon his own career as a film critic of color in light of America’s current culture wars surrounding issues of race, representation, wokeness, and white privilege. Noting that the backlash to diversification has coalesced in the form of opposition to a hollowed-out conception of Critical Race Theory, Qureshi suggests an ancillary development within mainstream journalism that he calls Critical Representation Theory: the uplift of the minority critic as a representational course correction. He argues that Critical Representation Theory means that critics of color are pigeonholed by identity in terms of the films they are assigned and likewise restricts their responses through the narrow lens of race. Using the examples of Eternals (Chloé Zhao, 2021) and Dune (Denis Villeneuve, 2021)—two recent blockbusters notable for their diverse casting, or lack thereof—Qureshi argues for a critical practice removed from political and representational imperatives.

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Rycroft, Simon. "The Nature of Op Art: Bridget Riley and the Art of Nonrepresentation." Environment and Planning D: Society and Space 23, no. 3 (June 2005): 351–71. http://dx.doi.org/10.1068/d54j.

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The monochrome paintings of the British Op artist Bridget Riley produced between 1960 and 1965, in common with a number of experimental arts and media practices of the 1960s, were characterised by a drift away from traditional representational techniques towards what are now described as nonrepresentational practices. The dynamics of the Op Art aesthetic and the critical writings that surround it bear striking similarities to much recent work on nonrepresentational thought. Based upon an engagement with Riley's early work, and specifically with the perception and understanding of nature it engendered, an argument can be made that suggests that, despite claims to the contrary, Riley was engaged in a form of representational practice that rendered a new and fashionable understanding of cosmic nature. The multidimensional nature evoked in her aesthetic was designed to be experienced by the viewer in a precognitive, embodied fashion. In this there are strong echoes with the call made by nonrepresentational theorists who operationalise the same kind of cosmology to develop an evocative, creative account of the world. Both Op Art and nonrepresentational thought seem to build upon a shift in the representational register that occurred during the immediate postwar period, one which prompted representational practices which attempted to subjectify rather than objectify, to evoke instability and multidimensionality, and to exercise not only visual, oral, and cognitive ways of knowing, but also the precognitive and the haptic. The complex corelations between representation and nonrepresentation are apparent here, suggesting that it is problematic to emphasise one side of the duality over the other.

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Carey, Susan. "Why Theories of Concepts Should Not Ignore the Problem of Acquisition." Disputatio 7, no. 41 (November 1, 2015): 113–63. http://dx.doi.org/10.2478/disp-2015-0008.

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Abstract A theory of conceptual development must provide an account of the innate representational repertoire, must characterize how these initial representations differ from the adult state, and must provide an account of the processes that transform the initial into mature representations. In The Origin of Concepts (Carey 2009), I defend three theses: (1) the initial state includes rich conceptual representations, (2) nonetheless, there are radical discontinuities between early and later developing conceptual systems, (3) Quinean bootstrapping is one learning mechanism that underlies the creation of new representational resources, enabling such discontinuity. Here I argue that the theory of conceptual development developed in The Origin of Concepts constrains our theories of concepts themselves, and addresses two of Fodor’s challenges to cognitive science; namely, to show how learning could possibly lead to an increase in expressive power and to defeat Mad Dog Nativism, the thesis that all concepts lexicalized as mono-morphemic words are innate. In response to Fodor, I show that, and how, new primitives in a language of thought can be learned, that there are easy routes and hard ones to doing so, and that characterizing the learning mechanisms in each illuminates how conceptual role partially determines conceptual content.

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Protsyk, Oleh, and Lupsa Marius Matichescu. "Electoral rules and minority representation in Romania." Communist and Post-Communist Studies 43, no. 1 (February 4, 2010): 31–41. http://dx.doi.org/10.1016/j.postcomstud.2010.01.006.

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This paper explores the effects that different institutional mechanisms for legislative representation have on ethnic diversity in the lower chamber of the Romanian parliament. It uses an original data set to examine representational outcomes generated by a combination of proportional representation and reserved seats provisions. The findings highlight the benefits that Romania’s choice of electoral rules generated for smaller minority communities and limitations that these rules impose on the nature and extent of legislative representation of large minority groups. The paper provides evidence for qualifying the scholarly support in favour of proportional representation. It also draws attention to potential trade-offs between communal representation and ethnic inclusiveness of main political parties that the use of special mechanisms for minority representation might encourage.

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Nomikou, Iris, Malte Schilling, Vivien Heller, and Katharina J. Rohlfing. "Language-at all times." Interaction Studies 17, no. 1 (September 26, 2016): 128–53. http://dx.doi.org/10.1075/is.17.1.06nom.

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Abstract This article discusses the importance of social interaction for the development of the representations for symbolic communication. We suggest that there is no need to distinguish between different representational systems emerging at different stages of development. Instead, we propose that representations are rich right from the beginning of a child’s life, and that they are driven mainly by acting and interacting in the physical and social world. The more variety in a child’s interactional experience (i.e., synchrony, sequentiality, and prediction), the more enriched and abstracted the representations become. We review literature providing evidence for the ways in which infants’ development toward symbolic communication benefits from repeated social (inter)action and consider some implications for computational approaches.

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Lorimer, Hayden. "Cultural geography: non-representational conditions and concerns." Progress in Human Geography 32, no. 4 (February 8, 2008): 551–59. http://dx.doi.org/10.1177/0309132507086882.

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Hall, Edward, and Robert Wilton. "Towards a relational geography of disability." Progress in Human Geography 41, no. 6 (August 1, 2016): 727–44. http://dx.doi.org/10.1177/0309132516659705.

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In this paper we develop linkages between non-representational theory and emerging work by disability scholars in geography. We argue that non-representational thinking has the potential to advance our understanding of the complex and emergent geographies of dis/ability. We first outline key dimensions of non-representational thinking within geography. We then explore how this perspective has begun to, and might further inform, geographical scholarship on disability. Next, we extend our thinking to consider how NRT might provide the basis for a critical geography of the ‘able-body’. We conclude by reflecting on the conceptual, political, methodological and empirical implications of our argument.

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Osisanwo, Ayo. "“This Virus is a Common Threat to All Humans”: Discourse Representation of COVID-19 in Selected Newspaper Editorials." ATHENS JOURNAL OF MASS MEDIA AND COMMUNICATIONS 8, no. 1 (December 13, 2022): 59–78. http://dx.doi.org/10.30958/ajmmc.8-1-4.

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Existing studies on viruses with bias for COVID-19 have mainly been carried out from non-linguistic fields. Linguistics-related studies have not examined the media representation of COVID-19 since it is a recent development. This study, therefore, identifies the representational strategies, discourse structures and discourse strategies deployed by selected newspapers in representing COVID-19 and associated participants. Data were retrieved from selected COVID-19-related editorials from four purposively selected countries and continents across the world: New York Times (USA, North America), The Guardian (UK, Europe), China Daily (China, Asia) and The Punch (Nigeria, Africa), published in the early periods of the pandemic, and precisely from January 1 – March 31, 2020. Guided by aspects of van Dijk’s socio-cognitive model of critical discourse analysis on ideological discourse structures, data were quantitatively and qualitatively analysed. The newspaper editorials unusually converged to negatively represent an issue – COVID-19 – because it is largely negatively viewed by all. Ten representational strategies (like economic cankerworm, threat to humans, common enemy), six discourse strategies (like demonising, criminalising, condemnation) and twelve ideological discourse structures (like Actor Description, Authority, Burden) and different participant representations and roles (like solver, potential super spreader) were identified in the study. The newspapers largely set the agenda on the negative representation of the virus and its potential havoc on all facets of human endeavours, thereby giving emotional and informational appeal to all to join hands in earnestly silencing the epidemic. Keywords: COVID-19, media representation, newspaper editorials, discourse strategies, discourse structures

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Sharp, Joanne P. "Writing Travel/Travelling Writing: Roland Barthes Detours the Orient." Environment and Planning D: Society and Space 20, no. 2 (April 2002): 155–66. http://dx.doi.org/10.1068/d220t.

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This paper offers a contribution to the recent emergence in geography of studies of travel writers and the production of other representations of the non-Western world. I consider a rather different text to those normally studied in that the book, Empire of Signs by Barthes, purports not to represent any real place. A number of writers, influenced by Said's pathbreaking work Orientalism, have considered whether Barthes perpetuates Orientalist images. Rather than structure my argument around the binary of Orientalist/not-Orientalist I will consider the ways that Barthes subverts the structure of Orientalism from within. Barthes counterfeits travel: playing with the concept of ‘wonder’ which halted the representational language of more conventional travellers. Through the construction of his own ‘hyper-Orientalist’ account, Barthes produces a poststructural ethics which I argue offers some important reflections on the politics of representation both of travel writing and of academic critiques of it.

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Barth, Hilary C., and Annie M. Paladino. "The development of numerical estimation: evidence against a representational shift." Developmental Science 14, no. 1 (April 20, 2010): 125–35. http://dx.doi.org/10.1111/j.1467-7687.2010.00962.x.

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Goncharov, O. A. "Development of Perspective Constructions in the Representational Activity of Children." Journal of Russian & East European Psychology 50, no. 5 (September 2012): 5–23. http://dx.doi.org/10.2753/rpo1061-0405500501.

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Critten, Sarah, Karen Pine, and Dorothy Steffler. "Spelling development in young children: A case of representational redescription?" Journal of Educational Psychology 99, no. 1 (2007): 207–20. http://dx.doi.org/10.1037/0022-0663.99.1.207.

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Sekuler, Allison B., and Robert Sekuler. "Representational Development of Direction in Motion Perception: A Fragile Process." Perception 22, no. 8 (August 1993): 889–915. http://dx.doi.org/10.1068/p220899.

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Response to a change in direction is more rapid if the target moves in a predictable direction before the change than if the pre-change direction is not predictable. However, if the target trajectory is viewed for approximately half a second before the change in direction, the effect of directional predictability disappears. Visual information gathered prior to change in direction is used to construct an increasingly more accurate representation of target trajectory. To study this process, we inject various temporal transients into the trajectory prior to the change in direction. We find that extraction of directional information is interrupted if: (i) motion continues along a constant trajectory, but the target disappears briefly behind an implicit or real occluder, (ii) the target pauses briefly, but remains visible, or (iii) the target changes speed briefly, while continuing to move in the same direction. The theoretical implications for motion perception are discussed. These implications include a framework for understanding interactions between stimulus-derived information and a priori information.

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Shen, Suyan, Jin Zhao, Jian Xu, Jianying Guo, and Lina Shi. "Understanding tourism development of historic districts from a representational perspective." Journal of Tourism and Cultural Change 14, no. 4 (May 15, 2015): 291–306. http://dx.doi.org/10.1080/14766825.2015.1042388.

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Journal articles on the topic 'Representational development'

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