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Wyświetlanie 1-15 z 1865
Tytuł:
Without words to get in the way: Symbolic interaction in prison-based animal programs
Autorzy:
Furst, Gennifer
Powiązania:
https://bibliotekanauki.pl/articles/2138814.pdf
Data publikacji:
2007-04-12
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Symbolic interaction
Animals in prison
Human-animal interaction
Opis:
George H. Mead ([1934] 1967) contended a person’s sense of self develops from language-based interactions with other humans in society. According to contemporary sociologists, a person’s sense of self is also influenced by non-verbal interactions with human and non-human animals. The present research extends Sanders (1993) work that examined how dog owners relate to their pets and come to develop a unique social identity for them. Through interviews with participants in prison-based animal programs (PAPs), this research explores whether inmates engaged in a similar process of assigning the animals with which they work a human-like identity. The implications of the relationships that develop in terms of desistance, which Maruna (2001) argued requires a redefinition of a person’s self-identity, are discussed.
Źródło:
Qualitative Sociology Review; 2007, 3, 1; 96-109
1733-8077
Pojawia się w:
Qualitative Sociology Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Symbolically Mediated Interaction and Perspective-taking: A Social-relational Perspective on Social Cognitive Development
Autorzy:
Tunc, Duygu Uygun
Powiązania:
https://bibliotekanauki.pl/articles/2206299.pdf
Data publikacji:
2019
Wydawca:
Projekt Avant
Tematy:
symbolic interaction
cognitive development
social interaction
cognition
perspective-taking
Opis:
It is widely agreed that perspective-taking plays an important role in the development of children’s understanding of themselves and others as social agents with their own beliefs, desires, goals, and representations of the world. However, how perspective-taking is realized and how the ability of perspective-taking develops is a matter of dissensus. The two theories currently dominating social cognition research, theory-theory, and simulation-theory construe perspective-taking as modeling, thus as an individual and inferential process. Interactionist theories prioritize interpersonal interaction but deny perspective-taking a constitutive role by arguing for a basic, immediate understanding of self and others in interaction. Cognitivist accounts downplay the role of interaction, while interactionist accounts overemphasize the role of sub-symbolical processes. What is central to perspective-taking and its development, but missing in either approach is symbolically mediated interaction. The social-relational perspective dating back to Lev Vygotsky and George Herbert Mead cuts across this schism and offers valuable insight into how perspective-taking develops through symbolic activity within a social context. Adopting the basic elements of the social-relational framework, the present work argues that understanding of self and others depends on the development of perspective-taking ability through symbolically mediated interaction. Perspectives are primarily differentiated, assumed, and coordinated within social interaction and subsequently through the individual, cognitive operation of perspective-taking. Symbolic mediation facilitates this transition from the social enaction of perspective-taking to mental construal and coordination of perspectives by transforming the structure of action. Higher order mental processes are not presupposed but constituted by social interaction through the child’s internalization of the perspectival structure of symbolic communication.
Źródło:
Avant; 2019, 10, 3
2082-6710
Pojawia się w:
Avant
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
L’interaction en classe, un “polylogue praxéologique”?
Interaction in Class. A “Phraseological Polylogue”
Autorzy:
Bouchard, Robert
Powiązania:
https://bibliotekanauki.pl/articles/1053379.pdf
Data publikacji:
2007-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
This study focuses on classroom interaction during a geography lesson for 2nd year students in a French Secondary School. It deals with two phenomena: (i) the multi-participant organisation of this interaction; (ii) its task-oriented nature. In the turn, two issues are raised on the one hand, the role played in the interaction by the context of work with its written and pictorial artefacts and^ on the other hand, the various types of activities carried out by the teachers and the students. The teacher is the only one who knows the ultimate aim of the communicative event which he has planned with precision beforehand in a written form and which he effectuates through successive stages by presenting documents used to channel the students’ participation. This leads to students’ participating in diverse tasks which are not only didactic but furthermore (micro-)social. The synchronisation between the teacher’s acts and those of the students is ensured through the (ethno-) methods developed during their previous school experience and is specifically materialised, in a recurrent way, into the form of ternary pedagogical exchanges.
Źródło:
Studia Romanica Posnaniensia; 2000, 25; 41-53
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Two vortex interaction patterns in a turbine rotor
Autorzy:
Świrydczuk, J.
Powiązania:
https://bibliotekanauki.pl/articles/258702.pdf
Data publikacji:
2009
Wydawca:
Politechnika Gdańska. Wydział Inżynierii Mechanicznej i Okrętownictwa
Tematy:
secondary vortices
turbine rotor
interaction pattern
Opis:
The article analyses the unsteady interaction of vortex structures in a turbine rotor passage. In the form of sample cases, two high-pressure steam turbine stages are examined: a standard stage, used as the reference, which reveals regular performance characteristics and distributions of flow parameters, and a low-efficiency stage, in which a large separation zone is observed in the rear part of the rotor passage. In the latter case the combined interaction of all vortices has been found to take an extremely complex course and be a source of remarkable flow fluctuations. The methodology applied for extracting particular vortex structures from the general flow pattern bases on comparing entropy distributions with corresponding velocity vectors. The reported vortex interaction patterns are believed to be representative for a variety of turbine constructions of both land, and marine applications.
Źródło:
Polish Maritime Research; 2009, 2; 45-53
1233-2585
Pojawia się w:
Polish Maritime Research
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction
Autorzy:
Pladevall-Ballester, Elisabet
Vraciu, Alexandra
Powiązania:
https://bibliotekanauki.pl/articles/780681.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
EFL child peer interaction
time
proficiency pairing
language
Opis:
Child peer interaction in English as a foreign language (EFL) settings has recently received increasing attention with respect to age, instruction type and first language (L1) use, but longitudinal studies remain scarce and the effects of proficiency pairing and language choice on meaning negotiation strategies are still rather unexplored. Within a primary school EFL context, this paper aims to explore the amount and types of meaning negotiation, and the effects of time, proficiency pairing and language choice in a spot-the-differences task. Forty Catalan/Spanish bilingual children were paired into mixed and matched proficiency dyads, and their oral production was analyzed twice over the course of two years (i.e., 9-10 and 11-12 years old). The analysis included conversational adjustments, self- and other-repetition and positive and negative feedback in the learners’ L1 and second language (L2). Our data show that the amount of meaning negotiation is low, although L2 meaning negotiation is higher than L1 meaning negotiation, and all the strategies are present in the data except for comprehension checks. Time effects are hardly observed. However, proficiency pairing and language effects are more generally found, whereby mixed proficiency dyads tend to negotiate for meaning more than matched dyads and meaning negotiation instances are more frequent in the L2 than in the L1.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 3; 449-472
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Development through Interaction
Autorzy:
Zygmunt, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/462579.pdf
Data publikacji:
2018
Wydawca:
Państwowa Wyższa Szkoła Zawodowa w Chełmie
Tematy:
interaction
transformational development
socialization
competitiveness
competence
Buildung
interakcja
rozwój transformacyjny
socjalizacja
konkurencyjność
kompetencja
Opis:
The essential feature which decides upon human effectiveness and competitiveness in the outer world, is competence. So, competence is an attribute of an adequately or well qualified human being who, due to this feature, can be easily distinguished from other individuals. Moreover, the possession of knowledge and an array of qualifications is beneficial not only to the distinguished individual but to the environment in which he actively functions, playing various social roles. Nevertheless, competence is not a gift given to us at birth. Instead, we are born as “tabula rasa” and with time, while developing physically, we also develop intellectually. Therefore, human development is an element of human life where people are involved in a life-long transformational process characteristic of interaction and socialization, which in consequence brings people to their competence and competitiveness. Hence, the present article is devoted to a brief discussion over selected stages of human life and activity which foster personality through transformational development.
Zasadniczą cechą, która decyduje o ludzkiej efektywności i konkurencyjności w otaczającym nas świecie, jest wiedza. Zatem, wiedza jest atrybutem stosownie wykształconego człowieka, którego można dzięki tej cesze z łatwością wyróżnić z jego otoczenia. Ponadto, stopień kompetencji i kwalifikacji stanowi korzyść nie tylko dla samego posiadacza wiedzy ale też dla środowiska, w którym on czynnie funkcjonuje, pełniąc różnorodne role społeczne. Niemniej jednak, wiedza nie jest darem danym nam w dniu narodzin. Przeciwnie, rodzimy się jako “tabula rasa” i z czasem, wraz z rozwojem fizycznym, rozwijamy się intelektualnie. Zatem, rozwój człowieka jest elementem ludzkiego życia, w trakcie którego ludzie poddani są procesowi transformacji, charakteryzującego się interakcją i socjalizacją, co w rezultacie wzmacnia ich wiedzę i konkurencyjność. Z tej racji, niniejszy artykuł poświęcony jest zwięzłemu omówieniu wybranych stadiów ludzkiego życia i działalności, które wpływają na kształtowanie osobowości w procesie rozwoju transformacyjnego.
Źródło:
Language. Culture. Politics. International Journal; 2018, 1; 61-74
2450-3576
2719-3217
Pojawia się w:
Language. Culture. Politics. International Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Frigram : a French Interaction Grammar
Autorzy:
Perrier, G.
Guillaume, B.
Powiązania:
https://bibliotekanauki.pl/articles/103885.pdf
Data publikacji:
2015
Wydawca:
Polska Akademia Nauk. Instytut Podstaw Informatyki PAN
Tematy:
formal grammar
model theoretic syntax
polarity
Interaction Grammar
Opis:
We present Frigram, a French grammar with a large coverage, written in the formalism of Interaction Grammars. The originality of the formalism lies in its system of polarities which expresses the resource sensitivity of natural languages and which is used to guide syntactic composition. We present the principles underlying grammar design, highlight its modular architecture and show that the lexicon used is independent of the grammar formalism. We also introduce the “companion property”, and show that it helps to enforce grammar consistency.
Źródło:
Journal of Language Modelling; 2015, 3, 1; 265-316
2299-856X
2299-8470
Pojawia się w:
Journal of Language Modelling
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ELLIPSIS AS A MARKER OF INTERACTION IN SPOKEN DISCOURSE
Autorzy:
White, Jonathan R.
Powiązania:
https://bibliotekanauki.pl/articles/620627.pdf
Data publikacji:
2013-09-01
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
interaction
ellipsis
oral language
corpus
Opis:
In this article, we discuss strategies for interaction in spoken discourse, focusing on ellipsis phenomena in English. The data comes from the VOICE corpus of English as a Lingua Franca, and we analyse education data in the form of seminar and workshop discussions, working group meetings, interviews and conversations. The functions ellipsis carries in the data are Intersubjectivity, where participants develop and maintain an understanding in discourse; Continuers, which are examples of back channel support; Correction, both self- and other-initiated; Repetition; and Comments, which are similar to Continuers but do not have a back channel support function. We see that the first of these, Intersubjectivity, is by far the most popular, followed by Repetitions and Comments. These results are explained as consequences of the nature of the texts themselves, as some are discussions of presentations and so can be expected to contain many Repetitions, for example. The speech event is also an important factor, as events with asymmetrical power relations like interviews do not contain so many Continuers. Our clear conclusion is that the use of ellipsis is a strong marker of interaction in spoken discourse.
Źródło:
Research in Language; 2013, 11, 3; 251-276
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zmierzch interakcji instruktywnej. W stronę autonomii w dialogu rodzice – nauczyciele
Decline of Instructive Interaction. Towards the Autonomy in the Parents–Teachers Dialog
Autorzy:
Gulczyńska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/919985.pdf
Data publikacji:
2019-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
pedagogization
parents
instructive interaction
teachers
expert interaction
systemic approach
Opis:
The theoretical background of the parents–teachers relation is systemic approach. It is the basis for a critical analysis of the pedagogization idea, treated as instructive interaction. Expert interaction between parents and teachers was proposed. The proposal of those relations based on the healing orientation by K. Ludewig was presented at the end of the article. The practical aim is to generate reflection and eventually activities to implement the particular suggestions in teachers’ pedagogical work.
Źródło:
Studia Edukacyjne; 2019, 52; 273-290
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Analyzing types of classroom interaction in CLIL
Autorzy:
Papaja, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/919714.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CLIL
Content and Language Integrated Learning
Bilingual education
Interaction
Language classroom
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 43-52
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Interaction of orthogonal-polarized waves in 1D metamaterial with kerr nonlinearity
Autorzy:
Ampilogov, D.
Powiązania:
https://bibliotekanauki.pl/articles/1940704.pdf
Data publikacji:
2017
Wydawca:
Politechnika Gdańska
Tematy:
metamaterials
wave interaction
orthogonal polarized waves
Opis:
The investigation of the wave propagation in a 1D metamaterial is continued in this paper. A nonlinear evolution equation of the wave interaction of two polarizations by means of the projection operator method is obtained and a particular solution in the case of slow-varying envelopes is found.
Źródło:
TASK Quarterly. Scientific Bulletin of Academic Computer Centre in Gdansk; 2017, 21, 2; 149-163
1428-6394
Pojawia się w:
TASK Quarterly. Scientific Bulletin of Academic Computer Centre in Gdansk
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 1865

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