Academic literature on the topic 'Cartoons'

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016<br>Made available in DSpace on 2016-09-16T14:01:40Z (GMT). No. of bitstreams: 1 340760.pdf: 5871303 bytes, checksum: d7bbc65099a3c94372560565194b7bd6 (MD5) Previous issue date: 2016<br>Com base em pesquisas anteriores sobre os efeitos facilitadores das ilustrações na compreensão leitora (Schallert, 1980; Fang, 1996; Carney & Levin, 2002 e Pan & Pan, 2009), este estudo investigou a influência da proficiência em leitura em língua estrangeira inglês (LEI) e da capacidade de memória de trabalho (CMT) (variáveis independentes), na compreensão de cartuns (variável dependente). O estudo foi motivado pela necessidade de se desvendar se o eficaz processamento paralelo de informações verbais e pictoriais associa-se à proficiência de leitura em LEI bem como à CMT. Com base teórica em estudos sobre leitura (Rumelhart & McClelland, 1981; Gagné, Yekovich & Yekovich, 1993; Davies, 1995; Aebersold & Field, 1997; Tomitch, 2011), memória de trabalho (Daneman & Carpenter, 1980; Just & Carpenter, 1992; Cowan,1999; Heitz, RP, Unsworth, N. & Engle, RW, 2005; Baddeley & Hitch, 1974; Baddeley, 2000) e dupla codificação (Paivio, 1990, 2006), o estudo previu uma correlação positiva entre as duas variáveis independentes acima mencionadas, bem como uma relação positiva de cada uma delas com a variável dependente. Sessenta participantes, estudantes brasileiros do ensino médio de uma escola pública, foram divididos em dois grupos: leitores menos e leitores mais proficientes, de acordo com sua pontuação em um teste de proficiência de leitura em LEI, composto por questões textualmente explícitas e textualmente implícitas (Pearson & Johnson, 1978). Além disso, foram também divididos como leitores com menor e leitores com maior capacidade de memória de trabalho, de acordo com sua pontuação na versão brasileira do Reading Span Test (Daneman & Carpenter, 1980), desenvolvido por Tomitch (2003). Três tarefas adicionais foram também utilizadas como instrumentos de coleta de viii dados: (a) um questionário de experiências prévias em LEI, utilizado para melhor retratar a amostra investigada; (b) uma tarefa de compreensão em LEI envolvendo a análise de um cartum em duas etapas: a primeira focada na compreensão de informações verbais, e a segunda, de ambas, informações verbais e pictoriais; e (c) um questionário retrospectivo, usado para observar a percepção dos participantes acerca de seu próprio processo de leitura. A coleta de dados foi realizada em cinco sessões e os dados foram analisados qualitativa e quantitativamente. Os resultados observados se mostraram a favor das três hipóteses levantadas no estudo, mostrando evidências de correlação entre proficiência em LEI e CMT, bem como de associação positiva entre cada uma dessas duas variáveis independentes e a compreensão de cartuns. Quanto às principais contribuições do presente estudo para a grande área, podem ser mencionadas as evidências observadas de que (1) limitações da CMT podem restringir o processamento de textos expositivos não ilustrados; (2) limitações em proficiência em LEI podem restringir a eficiência do processamento de informações pictoriais; e (3) limitações da CMT no processamento de informações pictoriais podem ser compensadas por informações provindas do conhecimento prévio. A principal implicação pedagógica revelada por este estudo reside na possibilidade de que nem todos os aprendizes, devido às diferenças em proficiência em LEI, bem como em CMT, podem igualmente ter sua compreensão leitora beneficiada pelo uso de materiais ilustrados. <br><br>Abstract : Based on previous research on the facilitative effects of illustrations in reading comprehension (Schallert, 1980; Fang, 1996; Carney & Levin, 2002, and Pan & Pan, 2009), this study investigated the influence of EFL reading proficiency and working memory capacity (WMC) (independent variables), on the reading comprehension of cartoons (dependent variable). The study was motivated by the need to unveil whether the effective parallel processing of verbal and pictorial information found in more elaborate illustrated texts would be a function of higher EFL reading proficiency and WMC measures. On the basis of a theoretical framework on reading (Rumelhart & McCelland, 1981; Gagné, Yekowich & Yekowich, 1993; Davies, 1995; Aebersold & Field, 1997; Tomitch, 2011), on working memory (Daneman & Carpenter, 1980; Just & Carpenter, 1992; Cowan, 1999; Heitz, R.P., Unsworth, N. & Engle, R.W., 2005; Baddeley & Hitch, 1974; Baddeley, 2000) and on dual-coding processing (Paivio, 1990, 2006), the study predicted a positive correlation between the two aforementioned independent variables as well as a positive relationship of each of them with the dependent variable. Sixty participants, Brazilian high school students from a public institution, were divided as less proficient readers and more proficient readers, according to their scores in an EFL reading proficiency test composed of textually explicit and textually implicit questions (Pearson & Johnson, 1978), designed for the purposes of this study. Also, as lower spans and higher spans, according to their scores in the Brazilian version of the original Reading Span Test (Daneman & Carpenter, 1980) developed by Tomitch (2003). Three additional tasks, all of them previously tested in a pilot study, were used as data collection tools: (a) an EFL background questionnaire used to gather data to better portrait the sample x investigated; (b) an EFL reading comprehension task involving a twosteps analysis of a cartoon, being the first focused on the comprehension of verbal information, and the second, of both verbal and pictorial information; and (c) a retrospective questionnaire, used to observe participants perception on their own reading process. Data collection was carried out in five sessions and data was qualitatively and quantitavely analyzed. Based on these analyses, results were found to be in favor of the three hypotheses raised in the study, showing evidence of a correlation between EFL reading proficiency and WMC and of a positive relationship between each of these two independent variables and the reading comprehension of cartoons. As for the main contributions of this study to the larger field, were the observed pieces of evidence suggesting that: (1) WMC limitations may impose constraints to the processing of nonillustrated expository texts; (2) limitations in terms of EFL reading proficiency may hamper the efficiency of pictorial information processing; and (3) background knowledge seems to compensate for WMC limitations in the processing of pictorial information. The main pedagogical implication revealed by this study resides in the possibility that not all learners, due to differences in terms of EFL reading proficiency and WMC, equally benefit by the use of illustrated reading materials.

Cartoon Network is identified by animation scholars as a crucial point in the resurgence of animation in the 1990s termed the “Second Golden Age”, or as I term it, the “Silver Age”. The reasoning for this semantic shift is that this new age, as typified by Cartoon Network, draws heavily off of the golden age that preceded it. This, in fact, comprises Cartoon Network's primary mode of address. By creating a timeline of early Cartoon Network, I show that they used animation history to create an audience that was activated both nostalgically, through animation they saw as a child, and critically, by having that animation curated for them in carefully planned ways. This engaged the audience, not just as a passive viewing group, but as a critically active one. This audience was then used by the network to screen their original programming through The What-A-Cartoon! Show, a collection of shorts that the network was considering for turning into full 30-minute shows. This exchange between creator and audience mirrors modern digital content creation and distribution. Seibert is still engaged in creation in this new environment, and his model has changed to also include the audience in the funding of animation through crowdfunding sites, bypassing the network entirely. By tracking early Cartoon Network through this modern crowd-supported animation model, we can see that Cartoon Network, and animation and business practices to arise from it, are responsible for a large portion of what makes the Silver Age of American Animation so vibrant and interesting.

Denna studie handlar om det naturvetenskapliga materialet, Concept Cartoons. Materialet är publicerat av Skolverket och tanken är att det ska användas som inspirationsmaterial, diskussionsunderlag och bedömningsstöd i de naturorienterande ämnena. Syftet med studien är att undersöka hur lärare och elever upplever Concept Cartoons, på vilket sätt materialet kan användas som bedömningsstöd och hur lärare kan tänkas använda materialet både i undervisning och bedömning inom NO.För att studera Concept Cartoons och vad lärare och elever har att säga om arbetssättet har tre metoder använts; tre observationer, tre gruppintervjuer med fyra elever i varje, tre intervjuer med lärare och en kompletterande analys av materialet. Detta för att ta reda på elevernas respektive lärarnas uppfattning om materialet, samt hur det kan användas i praktiken. Genom observationer i tre klasser i årkurserna 1-3 och sedan uppföljande intervjuer med tolv elever och tre lärare samlades materialet in och analyserades. Resultatet visade att alla elever förutom en ville använda Concept Cartoons igen och samtliga lärarna ville gärna också börja använda materialet i sin undervisning i framtiden. Concept Cartoons stödjer eleverna i att föra en diskussion och ger dem möjligheter att uppvisa naturvetenskapliga kunskaper, men det finns begränsningar i användandet av materialet. Både observationerna och intervjuerna med lärarna påvisade att materialet fungerar bäst som ett bedömningsstöd om det används med mindre elevgrupper.

Syftet med vårt examensarbete är att få en djupare förståelse för hur concept cartoons påverkar elevers gruppdiskussioner och bidrar till deras lärande i NO-undervisningen. Eftersom vår utbildning inriktar sig mot elever i årskurs F-3, har vi valt att återspegla detta i vår studie. Det teoretiska perspektiv som legat till grund för studien är det sociokulturella lärandeperspektivet, där Mercers (1996) tre språkliga kategorier disputational talk, cumulative talk och exploratory talk har använts för att få djupare förståelse för hur elevernas olika sätt att diskutera påverkar deras lärande. Concept cartoons är ett område som är relativt outforskat och studier som inriktar sig mot vår åldersgrupp finns endast i begränsad omfattning. Utöver detta ligger studiens relevans i att concept cartoons är ett koncept som skapats utifrån ett konstruktivistiskt perspektiv och det sociokulturella perspektivet som ska genomsyra vår framtida yrkesverksamhet har till följd lyst med sin frånvaro i tidigare forskning som inriktat sig mot de lägre åren. Genom observation av två klasser i årskurs 3 samlades materialet in och analyserades. Resultatet visade att endast ett fåtal av de deltagande eleverna hade drag av disputational talk och exploratory talk i diskussionerna. Majoriteten av eleverna bekräftade och byggde okritiskt vidare på det som sagts och elevernas sätt att diskutera dominerades därför av cumulative talk. Concept cartoons stödjer elever i att föra en diskussion, men har även sina begränsningar. Vi ser att concept cartoons kan användas i undervisningen men som lärare bör man vara medveten om hur det används av eleverna, för att därigenom förstå vilken typ av lärande som sker.

Thesis (M.A.)--Miami University, Dept. of Speech Communication, 2005.<br>Title from first page of PDF document, author statement from p. [i]. Document formatted into pages; contains [1], iv, 40 p. : ill. Includes bibliographical references (p. 35-37).

This thesis argues that literary theory applied to political cartoons shows that cartoons are reasoned arguments. The rhetorical devices used in the cartoons mimic verbal devices used by essayists. These devices, in turn, make cartoons influential in that they have the power to persuade readers while making them laugh or smile. It also gives examples of literary theorists whose works can be applied to political cartooning, including Frederick Saussure, Mikhail Bakhtin, and Wolfgang Iser. Not only do those theorists' arguments apply to text, they also apply to pictorial representations. This thesis also discusses changes in the cartoon art form over the 250 years that American political cartoons have existed. Changes have occurred in both the way text and pictorial depictions have been presented by artists. This thesis makes some attempt to explain why the changes occurred and whether they have been for the better.