Relevant bibliographies by topics / Microgenesis

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Microgenesis'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Microgenesis"

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Esposito, Gianluca, Paola Venuti, Giuseppe Iandolo, Simona de Falco, Giulio Gabrieli, Christine Wei, and Marc H. Bornstein. "Microgenesis of typical storytelling." Early Child Development and Care 190, no. 12 (December 28, 2018): 1991–2001. http://dx.doi.org/10.1080/03004430.2018.1554653.

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Kellogg, David. "Is Microgenesis a Kind of Learning or Learning a Kind of Microgenesis?" Mind, Culture, and Activity 17, no. 3 (July 28, 2010): 290–92. http://dx.doi.org/10.1080/10749030902822255.

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John, Bertram A., and Lori E. Sussman. "Initiative Taking as a Determinant of Role-Reciprocal Organization." Imagination, Cognition and Personality 4, no. 3 (March 1985): 277–91. http://dx.doi.org/10.2190/d3uh-ujfb-ucyt-17f2.

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The study explores the evolution of subjects' constructions of role-reciprocal interactions in a story about two ambiguous characters meeting in a singles bar. Patterns of role-reciprocal organization reveal a strong initial tendency to interpret initiative-taking as male behavior. This tendency persists at the expense of intra-role consistency. Microgenetic change in the temporal context provided by story transitions reveals a pattern of increasingly integrative organization, characterized by growth in balanced decentering between perspectives. The suggestion is offered that the development of social knowledge can be understood according to rules shared by the development of other forms of knowledge, whether at the level of ontogenesis or microgenesis.
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Pąchalska, Maria, Jolanta Góral-Pólrola, Andreas Mueller, and Juri D. Kropotov. "NEUROPSYCHOLOGY AND THE NEUROPHYSIOLOGY OF PERCEPTUAL MICROGENESIS." Acta Neuropsychologica 15, no. 4 (December 13, 2017): 365–89. http://dx.doi.org/10.5604/01.3001.0010.7243.

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Perception is one of the psychological operations that can be analyzed from the point of view of microgenetic theory. Our study tests the basic premise of microgenesis theory – the existence of recurrent stages of visual information processing. The event related potentials in two variants of a cued GO/NOGO task (contrasting images of Animals and Plants in the first variant, and contrasting images of Angry and Happy faces in the second variant) were studied during the first 300 ms following stimulus presentation. The independent component analysis was applied to a large collection of ERPs. The functional independent components associated with visual category discrimination, comparison to working memory, action initiation and conflict detection were separated. Information processing in the ventral visual stream (the temporal independent components) occurs at two sequential stages with positive/negative fluctuations of the cortical potential as indexes of the stages. The first stage represents the comparison of the pure physical features of the visual input with the memory trace. The second stage represents the comparison of more sophisticated semantic/emotional features with the working memory. The two stages are the results of interplay between bottom-up and top-down projections in the visual ventral stream.
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Braun, Claude M. J. "Cognitive microgenesis: A neuropsychological perspective." Brain and Cognition 20, no. 2 (November 1992): 409–11. http://dx.doi.org/10.1016/0278-2626(92)90030-p.

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Levy, Elena T. "Pre-construction of third-person elicited narratives." Narrative Inquiry 18, no. 2 (December 12, 2008): 274–98. http://dx.doi.org/10.1075/ni.18.2.06lev.

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Recently, Labov (2006) described a process of narrative pre-construction that must occur during the short period of time between a conversationalist’s question, “Where should I begin?,” and the start of a narrative of personal experience. The present article is concerned with the microgenesis of narrative pre-construction in elicited third-person retellings. The central proposal is that the microgenesis of anticipatory goal statements — summaries of characters’ motivations for their actions, feelings and beliefs — relies on processes of increasing discourse cohesion that are learned, practiced and automatized in earlier ontogenetic development. In the proposed account these form a trajectory from extra- to intralinguistic (anaphoric) reference, and from sequenced descriptions of events to cataphoric summaries that are generalizations of original, perceived experiences. Analyses of narrative change across an intermediate, mesodevelopmental span of time — the repeated retellings of a story — provide insight into how change may occur in microgenesis. The proposal extends to the level of discourse Vygotsky’s (1987) account of the role of the social word in advancing thought from heaps to complexes to concepts.
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Germine, Mark. "QUANTUM MICROGENESIS: EVOLUTION, SYNCHRONICITY, AND TENSELESSNESS." Acta Neuropsychologica 16, no. 3 (September 10, 2018): 275–89. http://dx.doi.org/10.5604/01.3001.0012.4702.

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Quantum nonlocality is described in the context of a subjective duration that has a period of unconscious simultaneity of potentials that are reduced to an actual observably-identical mixed state of consciousness that deposits time and duration at the end of the mental state. Quantum microgenesis involves the observer as the agent of experience, which is a single continuum from depth to surface in the genesis of the mental state, repeating prior states of the individual. Microgenesis is generalized as prior becomings going back to the inception of the Universe. Synchronicity is the fundamental principle of Mind, Self, and consciousness. Mind is always One, which cannot be multiplied. Synchronicity is beyond any process of inanimate quantum nonlocality. It is outside of the physics, as Mind is based on the actualization of the mixed state of the human mind rather than the single quantum eigenstate given by the physics. Consciousness is thus a process of an irreducible and indivisible Mind in ourselves and the acausal realm of synchronicity. The mental-physical process evolves from the unconscious subjective time in the period of simultaneity, proceeding to the actuality of the mixed state of consciousness through synchronicity in its operative role as manifestation of Mind. Periods of unconscious duration and simultaneity exist as potential and only become actual at the synchronous moment of conscious observation at the end of the cyclical mental state.
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Kimchi, Ruth, Batsheva Hadad, Marlene Behrmann, and Stephen E. Palmer. "Microgenesis and Ontogenesis of Perceptual Organization." Psychological Science 16, no. 4 (April 2005): 282–90. http://dx.doi.org/10.1111/j.0956-7976.2005.01529.x.

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In two experiments, visual search and speeded classification were used to study perception of hierarchical patterns among participants aged 5 to 23 years. Perception of global configurations of few-element patterns and local elements of many-element patterns showed large age-related improvements. Only minor age-related changes were observed in perception of global configurations of many-element patterns and local elements of few-element patterns. These results are consistent with prior microgenetic analyses using hierarchical patterns. On the one hand, the rapid and effortless grouping of many small elements and the individuation of few large elements both mature by age 5. In contrast, the time-consuming and effortful grouping of few large elements and the individuation of many small elements improve substantially with age, primarily between ages 5 and 10. These findings support the view that perceptual organization involves multiple processes that vary in time course, attentional demands, and developmental trajectories.
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Dutzi, Ilona B., and Bernhard Hommel. "The microgenesis of action-effect binding." Psychological Research Psychologische Forschung 73, no. 3 (September 23, 2008): 425–35. http://dx.doi.org/10.1007/s00426-008-0161-7.

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Geenen, Jarret. "Multimodal acquisition of interactive aptitudes." Pragmatics and Society 9, no. 4 (December 31, 2018): 518–44. http://dx.doi.org/10.1075/ps.16006.gee.

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Abstract In this article, I detail incremental microgenetic alterations in the development of one particular socio-interactive aptitude: making a relevant interactive contribution. Taking heed of Clark’s (2014) call for the need to reorient our attention to investigate the pragmatics of interaction by accounting for the multiple communicative modes through which this is acccomplished I detail the ways in which parental facilitation and a flexible participatory configuration, made possible by video-conferencing technology, create conditions enabling the agentive re-introduction of a psycho-socially relevant topic. Paramount are the ways in which residual interactive specificities in introduction, co-production and multimodal configurations re-manifest suggesting a more symbiotic relationship between traditional notions of ‘message’ and ‘production’. During the microgenesis of interactive aptitudes, children are not just learning what constitutes psycho-socially relevant topoi, they also acquire an understanding of exactly how to make the contribution through multimodal ensembles.
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Dissertations / Theses on the topic "Microgenesis"

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Aber, Jeremy W. "Comparing the dominant and continuous theoretical frameworks of spatial microgenesis." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14960.

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Doctor of Philosophy
Department of Geography
J. M. Shawn Hutchinson
The theoretical framework of spatial microgenesis as presented by Siegel and White (1975), and updated by Montello (1998) posits that through exposure, humans will create spatial knowledge of places in their minds. This process is thought to be an ongoing one, and will eventually lead to a metrically-scaled ‘map-like’ image in the mind. In Siegel and White’s dominant framework, knowledge of space progresses through the stages of landmark and route, and ends with survey knowledge, whereas in Montello’s continuous framework, metrically-scaled survey knowledge is present from the first exposure. Beyond that primary difference between the two theoretical frameworks, the continuous framework also provides for greater nuance in how the process may occur for different individuals. There is little research directly addressing the differences between the two frameworks, and this dissertation adds support for the continuous framework by testing three of its five tenets. Utilizing a virtual environment as a laboratory, participants were exposed to a novel environment and asked to complete spatial tasks based on knowledge of the layout of said environment. Over the course of three sessions, measures of spatial knowledge were recorded using distance, direction, and sketch map tasks. The results support the first tenet of the continuous framework: metrically-scaled survey-type knowledge was found in all participants beginning with the first session. The concepts of landmark, route, and survey knowledge are still valuable though, as the results clearly showed that they help to describe the way that individuals conceptualize mental representations of space. These conceptualizations may potentially be valuable as a component of a larger spatial ontology for the American public school system. Regarding tenet two, some improvement in error rates was observed over time, but not at a statistically significant rate for all tasks, suggesting that other factors such as the study length and motivating factors may have played a role in performance. Tenet four was also supported, with significant variation in performance between participants with similar levels of exposure to the environment. Overall, this dissertation finds that the continuous framework is largely correct in its descriptions of the process of spatial microgenesis, albeit with some elements that are not fully supported by the data collected. Despite not being a good model of the process, the dominant framework remains valuable for describing how people conceptualize their spatial knowledge of environments.
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Gánem, Gutiérrez Gabriela Adela. "The processes of collaborative activity in computer-mediated tasks : in search of microgenesis." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414610.

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Velho, Simone. "Compreendendo os procedimentos da atividade "tocar de ouvido"." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/34144.

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A presente pesquisa tem como objetivo analisar os procedimentos empregados pelo sujeito na atividade tocar de ouvido, procurando compreender de que modo organiza suas ações para encontrar as notas da melodia no piano. Os três sujeitos que participaram deste estudo tinham idade entre 7 e 14 anos. A atividade de reprodução de uma melodia conhecida por audição representou recortes das aulas particulares de piano ministradas no município de Taquara/RS. Os dados foram coletados no segundo semestre de 2010 através dos seguintes instrumentos de registro: gravação em vídeo, diário de campo e anotações musicais feitas pelo próprio sujeito. Após as degravações dos vídeos, foram acrescentadas as anotações do diário de campo e as digitalizações dos materiais correspondentes às anotações dos alunos, constituindo os protocolos dos sujeitos. A partir dos protocolos, foi feita a decupagem das sequências de ações pertinentes para cada sujeito, tendo em vista o estudo pretendido. A coleta de dados teve como princípio a análise microgenética proposta por Inhelder e Cellérier (1996) associada à estratégia do estudo de caso (Yin, 2002). A interpretação dos dados foi realizada a partir da Epistemologia Genética de Jean Piaget, que possibilitou a compreensão da trajetória percorrida pelos sujeitos ao realizarem a atividade. Os resultados desta pesquisa poderão contribuir para a compreensão das significações feitas pelos alunos durante o processo de aprendizagem, bem como possibilitar novos olhares sobre a prática dos professores de instrumento.
The present research has the objective of analyzing the procedures used by the subject in the activity of playing a musical instrument by ear, trying to comprehend the way he/she organizes his/her actions in order to find melody notes on the piano. The three subjects that took part of this study were at the age between 7 and 14 years old. The activity of reproducing a familiar melody by ear represented excerpts in the schedule in private piano classes that are carried on in the city of Taquara/RS. The data was collected in the second semester of 2010, through out the following registration instruments: video records, field diary and musical notations made by the subject him/herself. After the transcription of the videos, the notations from the field diary and the digitalization of the material corresponding to the notations made by the students were added, constituting the protocol of the subjects. From the protocols the decoupage of the sequence of actions pertinent to each subject was made considering the intended study. The collection of the data had as its principle the microgenetic analysis proposed by Inhelder and Cellérier (1996) associated with the strategy of case study (Yin, 2002). The interpretation of the data was based on the Genetic Epistemology of Jean Piaget, which made it possible to comprehend the path the subjects explored while performing the suggested activity. The results of the present work may be a contribution for understanding the significations made by the students during the learning process as well as an opportunity for new sights upon the practice of musical instruments teachers.
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Hoff, Miriam Schifferli. "Pensamento dial?tico e poss?veis em um jogo computadorizado." Pontif?cia Universidade Cat?lica de Campinas, 2001. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/407.

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Within a Piagetian and a micro genetic approach, it was investigated the dialectic thought and the construction of possibilities in the solution and comprehension of a computer game. A previous study with a group of adolescents, made up of 40 boys and 26 girls from 6th. to 8th. grades, showed personalized preferences, without a group tendency and linked to complex games. The need for non-experienced subjects in such games and for starting studies making use of a simpler game, led to the research of Tetris solution by two female university students. The procedure, which was individual and videotaped, consisted of a 4-proof pre-evaluation of possibilities, 9 sessions using Tetris (more than 30 games and about 10-hour filming per person) and 3 self-evaluations (after session-1; before sessions 4 and 9). The pre-evaluation revealed a formal level of thought for both subjects. A quantitative analysis showed great progress of the subjects: throughout the sessions, there was a fall in the average number of games, associated to long lasting games, to a larger production of lines and to a larger punctuation, with the advance from the building of unitary to double, triple and quadruple lines. The micro genetic analysis demonstrated the presence of equilibration as well as the dynamic of dialectic constructions and dialectic thoughts underlying the procedural and conceptual schemes. Although the final solutions have achieved a III-Level (Subject 1) and a II-III Level (Subject 2), there were initial possibilities and more elementary mistakes than it was hypothesized to people who had formal thought. On the other hand, the constructed interdependences, both initial and global, comprised larger complexity and scope than it was foreseen. The obtained results suggested that, when solving the Tetris, it was as if the subjects were remaking the cognitive evolution course, projecting their progress to the top level of their cognitive structures or tending to this level.
Com uma abordagem piagetiana e microgen?tica, investigou-se o pensamento dial?tico e a constitui??o de poss?veis na resolu??o e compreens?o de um jogo computadorizado. Um estudo pr?vio com adolescentes, 40 meninos e 26 meninas de 6? a 8? s?ries, mostrou prefer?ncias personalizadas, sem tend?ncia grupal e ligadas a jogos complexos. A necessidade de sujeitos inexperientes nestes jogos e de estudos iniciais com um jogo mais elementar levou ? pesquisa do processo resolutivo do Tetris por duas universit?rias. O procedimento, individual e filmado, incluiu pr?-avalia??o com 4 provas de poss?veis, 9 sess?es com o Tetris (mais de 30 jogos e cerca de 10 h de v?deo por sujeito) e 3 autoavalia??es (ap?s a sess?o-1; antes das sess?es 4 e 9). A pr?-avalia??o revelou n?vel formal de pensamento para os dois sujeitos. Uma an?lise quantitativa mostrou acentuado progresso dos sujeitos: ao longo das sess?es, queda no n?mero m?dio de jogos, associada ? sua maior dura??o, maior produ??o de linhas e maior pontua??o, com avan?o da forma??o de linhas unit?rias para compostas (duplas, triplas e qu?druplas). A an?lise microgen?tica da resolu??o indicou a presen?a de equilibra??o e da din?mica de constru??es dial?ticas e pensamento dial?tico, subjacentes aos esquemas procedurais e conceituais. Embora as solu??es finais tenham sido de N?vel-III (Sujeito 1) e N?vel II-III (Sujeito 2), ocorreram poss?veis iniciais e erros mais elementares do que o hipotetizado para sujeitos com pensamento formal. De outro lado, as interdepend?ncias criadas, iniciais como globais, comportaram abrang?ncia e complexidade maiores do que o previsto. Pelos dados obtidos, ao resolverem o Tetris, os sujeitos como que refizeram o percurso da evolu??o cognitiva, com seu progresso projetado at? o patamar de suas estruturas cognitivas ou tendendo a este patamar.
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Cabral, Cristiane Pelisolli. "Robótica educacional e resolução de problemas : uma abordagem microgenética da construção do conhecimento." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/29314.

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A presente dissertação objetivou investigar as estratégias cognitivas de resolução de problemas em Robótica Educacional (RE) utilizando o kit semiestruturado LEGO Mindstorms® 9793 e programação RoboLab®. Com base na teoria da Microgênese Cognitiva, de Bärbel Inhleder, foram investigadas as estratégias cognitivas do sujeito psicológico para resolver problemas de Robótica Educacional. O estudo baseou-se na análise do caso de seis sujeitos, alunos de Robótica Educacional em nível de Ensino Fundamental, que resolveram individualmente um problema de RE. O procedimento de resolução do problema foi gravado em vídeo e analisado com suporte do software Transana®. A análise do procedimento dos sujeitos em situação de resolução de problema de Robótica Educacional com enfoque nas microgêneses cognitivas possibilitou visualizar como acontece a construção das estratégias de resolução de problemas através da elaboração da representação mental e construção ou atualização dos esquemas familiares através da ação do sujeito sobre os objetos e sobre si mesmo no nível operatório concreto. Os resultados finais apontam contribuições da análise microgenética para refletir a macrogênese cognitiva, além de indicar contribuições para o ensino de robótica e para o ensino em geral, voltado para a resolução de problemas e construção do conhecimento.
This thesis investigated the cognitive strategies for problem solving in Educational Robotics (ER) with the LEGO® Mindstorms 9793 kit and programming with RoboLab®. The cognitive strategies of a psychological subject solving problems of Educational Robotics were investigated using the Bärbel‘s Inhleder theory of cognitive microgenesis. The study was based on the analysis of six subjects, students of Educational Robotics in basic education level, whom individually solved a problem using the ER LEGO® kit. The procedure for solving the problem was recorded and analyzed with the help of Transana® software. The analysis of the subjects‘ procedure in a situation of problem solving on Educational Robotics, focusing on cognitive microgeneses, enabled the visualization of how happen the construction of strategies for problem solving through the development of mental representation and construction or upgrading of familiar schemes by the action of the subject over objects and over himself in the concrete operational level. The final results indicate the contributions from microgenetic analysis to reflect the cognitive macrogenesis besides indicating contributions to robotics teaching and teaching in general focused on problem solving and knowledge construction.
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Resende, Augusto Cezar Romero de. "Área profissional e processo da tomada de consciência: análise microgenética do jogo torre de Hanói." Universidade Federal do Espírito Santo, 2004. http://repositorio.ufes.br/handle/10/6660.

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Esta pesquisa investigou, numa abordagem microgenética, a influência de duas áreas profissionais no processo de tomada de consciência das estratégias e dos procedimentos utilizados por universitários na resolução de um problema contido em um jogo de regras. Participaram do estudo quinze estudantes do curso de Engenharia Civil e quinze do curso de Psicologia. O instrumento de investigação utilizado foi o jogo Torre de Hanói, cujo objetivo é transportar uma torre de n discos da coluna inicial para a coluna de destino, passando por uma coluna intermediária. A pesquisa desenvolveu-se em três etapas, a saber: etapa 1 - abrangendo tentativas de resolução do problema contido nas torres com 2, 3, 4 e 5 discos, seguidas do registro das jogadas em um protocolo; etapa 2 - compreendendo o preenchimento de um quadro por meio do qual se podiam analisar as regularidades entre o número de deslocamentos de cada disco e o número total de deslocamentos em cada torre; etapa 3 - envolvendo uma entrevista com base em um roteiro contendo questões sobre as estratégias utilizadas. Para analisar o processo de tomada de consciência, caracterizado pela relação entre o fazer e o compreender, foram elaborados seis níveis evolutivos (IA, IB, IIA, IIB, IIC e III). Os principais resultados obtidos permitiram verificar que, em relação ao fazer, a maioria dos participantes (60%) resolveu o problema contido em todas as torres. No entanto constatou-se que, enquanto a maioria dos estudantes de Engenharia Civil (80%) obteve êxito pleno, ou seja, solucionou o problema contido nas quatro torres com número mínimo de deslocamentos, a maioria dos de Psicologia (60%) obteve êxito parcial, isto é, resolveu o problema contido em algumas torres com um número mínimo de movimentos, e em outras, com número excedente de deslocamentos. No plano do compreender, verificou-se que a maioria dos alunos de Psicologia (66,7%) coordenou pelo menos duas estratégias por meio das conceituações, enquanto a maior parte dos de Engenharia Civil (53,3%) não conseguiu coordenar nenhuma. Quanto ao processo de tomada de consciência, os resultados mostraram que 33,34% dos alunos de Psicologia se encontravam no nível IIA, ou seja, alcançaram êxito parcial no nível do fazer e uma compreensão parcial do problema, enquanto 46,66% dos alunos de Engenharia Civil se encontravam no nível IIC, isto é, atingiram êxito pleno no nível do fazer e uma compreensão parcial do sistema contido no jogo.
This research investigated, with a microgenetics approach, the influence of two professional areas in the process of conscience building of the strategies and the procedures utilized by university students in the resolution of a problem contained in a game of rules. Participated in the study fifteen civil engineering students and fifteen psychology students. The instrument of investigation utilized was the Hanoi Tower game, which has the objective of transporting a tower of "n" discs from the initial column to another column, passing through an intermediary column. The research developed in three stages, as follows: stage 1 - grouping trials of resolution of the problem contained in towers with 2, 3, 4, and 5 discs, followed by the recording of the plays in a protocol; stage 2 - comprehending the construction of a table from which the regularities between the number of displacements of each disc and the total number of displacements in each tower; stage 3 - involving an interview based on a script containing questions about the utilized strategies. To analyze the process of conscience building, characterized by the relation between the do and the understand, six evolutionary levels (IA, IB, IIA, IIB, IIC and III) The main results obtained allowed to verify that, with respect to doing, most of the participants (60%) solved the problem contained in all towers. However, it was noticed that, while most of the Civil Engineering students (80%) achieved complete success, that is, solved the problem contained in the four towers with a minimum number of displacements, most of the psychology students (60%) achieved partial success, that is, solved the problem contained in some towers with a minimum number of movements and, for other towers, with an extra number of displacements. With respect to comprehending, it was verified that most of the psychology students (66,7%) coordinated at least two strategies by means of conceptualizing, while the majority of the engineering majors (53,3%) was not able to coordinate any. With respect to the process of conscience building, the results showed that 33,34% of the psychology students were classified on level IIA, meaning that they achieved partial success in doing and partial comprehension of the problem, while 46,66% of the Civil Engineering were classified on level IIC, that is, achieved complete success in doing and a partial comprehension of the system contained in the game.
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Barrios, Alia, Silviane Barbato, and Angela Branco. "Microgenetic Analysis of Moral Development: Theoretical and Methodological Issues." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/99725.

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New ideas and methodologies need to be developed to advance our knowledge in the understanding of moral development. The intertwined nature of human activities, communication processes, and the numerous aspects of morality pose a challenge to researchers to construct a methodology that takes into account cognition, affect, sociocultural processes and characteristics, as well as the active role of individuals in their own development. In this paper we aim at suggesting fresh theoretical ideas and a micro genetic methodology to study moral development, particularly within educational contexts.
Se parte de la importancia del desarrollo de nueva ideas y metodologías que posibiliten elavance en la interpretación científica del desarrollo moral. La relación entre la ctividad humana, los procesos de comunicación y las cuestiones de moralidad, colocan a los investigadores frente al desafío de desarrollar un abordaje metodológico del desarrollo moral a partir de un enfoque que considere los aspectos cognitivos, afectivos y socioculturales, así como el papel activo de la persona en su proceso de desarrollo. A partir de esas ideas, nuestro objetivo es proponer el análisis microgenético para el estudio del desarrollo moral, tanto desde el punto de vista teórico como metodológico, en el contexto educacional.
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Pike, Christopher D. "The internalisation of adult-child conversation in children's cognitive development : a microgenetic single-case study." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322804.

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Greenway, Charlotte W. "Children solving analogical problems : insights from a cross sectional and microgenetic study using video analogues." Thesis, University of South Wales, 2010. https://pure.southwales.ac.uk/en/studentthesis/children-solving-analogical-problems(04e4b7d4-dc99-459c-b091-47b48591dd90).html.

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The present study examined young children’s analogical performance and strategy use in both classical and problem analogies in an attempt to bridge the gap between children’s strategy use across both types of analogy. There were three studies in all; the classical analogy tasks monitored sixty-four, 3, 4 and 5-year-olds’ performance on two separate occasions, six months apart; study 2 monitored thirty-four, 3 and 4-year-olds’ strategy use on problem analogies, at week one and week 30; and the microgenetic study followed thirty, 4 and 5-year-olds strategy use over a 30 week period, at weekly intervals. The results revealed that children relied on a number of strategies and their choices varied over the 30 week period. The microgenetic methodology provided us with a chance to monitor intra- and inter-individual changes. The problem analogies raised awareness of a number of performance factors that affect children’s strategy choices. These included relational knowledge, relational difficulty, practice and transfer. Children’s ability to use analogy improved over time with practice, and some children showed consistency in their use of analogy over certain tasks, but often regressed to less effective strategies on subsequent tasks The use of individual case studies provided an in depth account of children’s patterns of behaviour over the observation period. This allowed us to explore children’s rate of change, path and breadth in strategy choices and what affected these changes. The case studies provided strong evidence for a gradual wave-like change in children’s analogical development. The theoretical and educational implications of this were discussed. It can be concluded that preschool children continue to find analogy difficult and the findings of strategic variability highlights the fact that 4- and 5-year-olds are in a period of transition in the development of analogical reasoning.
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Gilberstadt, Candance Wise. "Mother-child Planning: Microgenetic Changes in Maternal Instruction Behaviors as a Function of Task Goals." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/753.

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Abstract This study examined microgenetic changes in mother-child behaviors while they collaborated on a cognitive task that involved planning shopping routes around a table model of a grocery store across 4 trials. Sixty- eight mother-child dyads were randomly assigned to two conditions in which the goals of the task differed. In the experimental condition (n = 32) mothers were encouraged to help their child prepare for a solitary posttest and the dyad was informed they would be timed. In the control condition (n = 36), dyads were simply asked to work together. Research suggests that maternal instruction is most effective when matched to the child’s learning needs. While working with children on a collaborative planning task, it was expected that mothers would change their level or style of instruction as they became more aware of the child’s skill at the task. Specifically, mothers were expected to decrease their level of support behaviors and control across trials. For children, it was expected that they would become more engaged and more responsible for task completion across trials. Results suggested that as mothers and children became familiar with the task, mothers decreased their use of instructional behaviors. Also, that mothers in the experimental condition used more controlling behaviors across trials. Patterns of association emerged between mother’s control behaviors and child uncooperative behaviors, as did mother’s support behaviors and child engagement behaviors. These results suggest that mother-child behaviors may exhibit change due to factors other than the goals of the task itself, such as intersubjectivity (a shared understanding of the task at hand) and shared responsibility, which in turn may be influenced by shared social history (the extensive prior experience that the partners have had with one another in a social- historical context). Keywords: children, dyad, intersubjectivity, mothers, planning, sharing responsibility
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Books on the topic "Microgenesis"

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Hanlon, Robert E., ed. Cognitive Microgenesis. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3056-4.

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Bachmann, Talis. Microgenetic approach to the conscious mind. Amsterdam: J.Benjamins,Netherlands, 2000.

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Chiara, Fabbian, Rebonato Alessandro, and Zanotti Carney Emanuela, eds. Ministorie di microgeneri / Paolo Cherchi ; a cura di Chiara Fabbian, Alessandro Rebonato, Emanuela Zanotti Carney. Ravenna: Longo, 2003.

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Kallikourdis, Dionysius M. The genesis of psychological content: An asynchronous machine analogue for the study of microgenetic processes in psychological development. Uxbridge: Brunel University, 1988.

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E, Hanlon Robert, ed. Cognitive microgenesis: A neuropsychological perspective. New York: Springer-Verlag, 1991.

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Hanlon, Robert E. Cognitive Microgenesis: A Neuropsychological Perspective (Springer Series in Neuropsychology). Springer, 1991.

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Emily, Abbey, and Diriwächter Rainer, eds. Innovation genesis microgenesis and the constructive mind in action. Charlotte, NC: Information Age Pub. Inc., 2008.

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The first half second: The microgenesis and temporal dynamics of unconscious and conscious visual processes. Cambridge, MA: MIT Press, 2005.

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Haluk, Öğmen, and Breitmeyer Bruno G, eds. The first half second: The microgenesis and temporal dynamics of unconscious and conscious visual processes. Cambridge, Mass: MIT Press, 2006.

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The First Half Second: The Microgenesis and Temporal Dynamics of Unconscious and Conscious Visual Processes. The MIT Press, 2006.

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Book chapters on the topic "Microgenesis"

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Hanlon, Robert E., and Jason W. Brown. "Microgenesis." In Brain Organization of Language and Cognitive Processes, 3–15. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4613-0799-0_1.

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Sergent, Justine. "Microgenesis of Face Perception." In Aspects of Face Processing, 17–33. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4420-6_2.

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Zittoun, Tania. "Microgenesis: Everyday Life Around Říp." In SpringerBriefs in Psychology, 115–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33066-8_6.

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Hoffman, Ralph E. "The Microgenesis of Schizophrenic Symptoms." In Springer Series in Neuropsychology, 132–49. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3056-4_7.

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Wagoner, Brady, Ignacio Brescó, and Sarah H. Awad. "Microgenesis of Remembering: A Conversational Study." In SpringerBriefs in Psychology, 23–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32641-8_3.

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Wagoner, Brady. "The Experimental Methodology of Constructive Microgenesis." In Dynamic Process Methodology in the Social and Developmental Sciences, 99–121. New York, NY: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-95922-1_5.

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Albertazzi, Liliana. "Microgenesis of Anticipation: Windowing the Present." In Handbook of Anticipation, 1–19. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-31737-3_13-1.

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Albertazzi, Liliana. "Microgenesis of Anticipation: Windowing the Present." In Handbook of Anticipation, 285–302. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-91554-8_13.

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Cegalis, John A. "Microgenesis: A Genesis From Prototheory to Neuropsychology." In Springer Series in Neuropsychology, 106–31. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3056-4_6.

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Bachmann, Talis. "Microgenesis in Visual Information Processing: Some Experimental Results." In Springer Series in Neuropsychology, 240–61. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3056-4_12.

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Conference papers on the topic "Microgenesis"

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Khrisanfova, Liudmila A. "Emotional bias in microgenesis of basic emotion recognition in female participants with different levels of anxiety." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-23.

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Torres, Cesar, Matthew Jörke, Emily Hill, and Eric Paulos. "Hybrid Microgenetic Analysis." In C&C '19: Creativity and Cognition. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3325480.3325498.

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Lee, Sang-Youl, Myung-Hyun Noh, Han-Teak Jang, and Taehyo Park. "Nondestructive evaluation of strengthened decks using a microgenetic algorithm." In 2008 Asia Simulation Conference - 7th International Conference on System Simulation and Scientific Computing (ICSC). IEEE, 2008. http://dx.doi.org/10.1109/asc-icsc.2008.4675624.

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Altebarmakian, Maria, Richard Alterman, Anna Yatskar, Kendall Harsch, and Antonella DiLillo. "The microgenetic analysis of staged peer collaboration for introductory programming." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757613.

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Sha, Yanan, K. J. Vinoy, K. A. Jose, C. Neo, and Vijay K. Varadan. "Optimized multilayered graded fractal FSS: microgenetic algorithm and comparison with experiment." In SPIE's 9th Annual International Symposium on Smart Structures and Materials, edited by Vijay K. Varadan. SPIE, 2002. http://dx.doi.org/10.1117/12.475038.

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Albin, M., R. Kowallis, E. Picozza, Y. Raysberg, C. Sloan, E. Winn-Deen, T. Woudenberg, and J. Zupfer. "Micromachining and Microgenetics: What Are They and Where Do They Work Together?" In 1996 Solid-State, Actuators, and Microsystems Workshop. San Diego, CA USA: Transducer Research Foundation, Inc., 1996. http://dx.doi.org/10.31438/trf.hh1996.57.

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Nordin, Gregory P., Jianhua Jiang, Seunghyun Kim, and Jingbo Cai. "Microgenetic-algorithm-based design of combined conventional waveguide and photonic crystal devices." In Integrated Optoelectronics Devices, edited by Ali Adibi, Axel Scherer, and Shawn Yu Lin. SPIE, 2003. http://dx.doi.org/10.1117/12.479517.

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Albin, M., R. Kowallis, E. Picozza, Y. Raysberg, C. Sloan, E. Winn-Deen, T. Woudenberg, and J. Zupfer. "Micromachining and Microgenetics: What Are They and Where Do They Work Together?" In 1996 Solid-State, Actuators, and Microsystems Workshop. San Diego, CA USA: Transducer Research Foundation, Inc., 1996. http://dx.doi.org/10.31438/trf.hh1996.57.

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Chao, Kun, Yunlin Liu, and Rugui Yang. "Application of The Microgenetic Algorithm to The Optimization of Multilayered ZnO Whisker Radar Absorbing Coating." In 2006 7th International Symposium on Antennas, Propagation & EM Theory. IEEE, 2006. http://dx.doi.org/10.1109/isape.2006.353225.

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Tao, Lijun, and Yi Zhang. "Microgenetic Research of the Multi-levelled Vocabulary Acquisition of English Writing Based on Production-Oriented Approach." In 2018 4th International Conference on Humanities and Social Science Research (ICHSSR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ichssr-18.2018.82.

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