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Journal articles on the topic 'Representational development'

Author: Grafiati

Published: 9 March 2023

Last updated: 19 July 2025

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1

Handayani, W., and M. Masrifah. "Development physics representational fluency instrument test of electrostatic concept." Journal of Physics: Conference Series 2098, no. 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 a

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2

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, thes

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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 (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 na

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Spensley, Fiona. "Beyond representational redescription." Behavioral and Brain Sciences 20, no. 2 (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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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 in

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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 (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 sho

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Sirait*, Judyanto, Firdaus Firdaus, Muhammad Musa Syarif Hidayatullah, and Ray Cinthya Habellia. "Development and Validation of Force Test to Assess Physics Education Students' Representational Competence." Jurnal Pendidikan Sains Indonesia 11, no. 2 (2023): 306–17. http://dx.doi.org/10.24815/jpsi.v11i2.28178.

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Force is one the physics cocncepts which is challenging for students. Several tests have been developed to measure students’ understanding about force. However, the instruments for assessing students’ competence to represent force concepts in various formats are limited. This study aims to develop and validate a multiple-choice test to assess students’ representational competence of force. Research and Development research is implemented in producing the test. The test includes three representations: graphs, equations, and words or descriptions which covers two contexts: on horizontal surface

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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 solid

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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 (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:

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10

Smith, Richard G. "Baudrillard's Nonrepresentational Theory: Burn the Signs and Journey without Maps." Environment and Planning D: Society and Space 21, no. 1 (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, unab

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MEDINA, RICHARD, and DAN SUTHERS. "USING A CONTINGENCY GRAPH TO DISCOVER REPRESENTATIONAL PRACTICES IN AN ONLINE COLLABORATIVE ENVIRONMENT." Research and Practice in Technology Enhanced Learning 4, no. 3 (2009): 281–305. https://doi.org/10.58459/rptel.2009.4281-305.

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People implicitly negotiate use of representations during learning, even in distributed online settings, but due to the temporally and spatially distributed nature of interaction, special analytic tools are required to uncover the development of representational prac- tices in such settings. In this paper, we show how logs of online activity can be analyzed using specialized tools to recognize patterns in the participants’ use of representations and show how negotiated representational practices affect how learners collaborate and influence each other.

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Prahastiwi, Rima Buana, and Zahida Aliatu Zain. "Multirepresentation-Based Physics E-Module Development." KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA 8, no. 01 (2023): 45–52. http://dx.doi.org/10.20414/konstan.v8i01.193.

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This research is a research and development with the final result of developing a multi-representation-based Physics E-Module. The development of the Physics E-Module aims to produce innovations in teaching materials that can be applied to the learning process and to support independent or student-centred learning. The Physics E-Module was developed on a multi-representational basis. Multirepresentation aims for students to get various representations of a material. The development research method used is the ADDIE design development method. This method was chosen because it is one of the basi

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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 (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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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 repre

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Ilmiyatni, Fatynia, Marina Setyarini, and Dewi Lengkana. "The Potential of Android Learning Media Based on Visual Representation to Improve Students' Representation and Systems Thinking Skills: A Review From a Student Teacher's Perspective." International Journal of Education, Culture, and Society 3, no. 3 (2025): 618–35. https://doi.org/10.58578/ijecs.v3i3.6123.

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Despite growing recognition of the importance of representation and systems thinking skills in science education, limited research has explored the use of Android-based learning media grounded in visual representations to support these competencies. This study aims to characterize Android learning media designed with visual representations and examine perceptions of its effectiveness in enhancing students’ representational and systems thinking skills. Employing an explanatory sequential mixed-methods design, the research involved 44 science teachers and 244 junior high school students across L

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Dowling, Robyn, Kate Lloyd, and Sandie Suchet-Pearson. "Qualitative methods III." Progress in Human Geography 42, no. 5 (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: experim

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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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Carey, Susan. "Précis of The Origin of Concepts." Behavioral and Brain Sciences 34, no. 3 (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 epi

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Nasidi, Nadir A. "Some Biographical Notes on Artists of Sacred Sufi Painting in Kano, Nigeria." Journal of West African History 9, no. 2 (2023): 1–20. http://dx.doi.org/10.14321/jwestafrihist.9.2.0001.

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Abstract The Sufi Islamic leader, Sheikh Ibrahim Niass first came to Kano in 1937. His repeated visits paved the way for the development of Sufi artists in Kano. Through their representational art, they celebrate the various Sufi saints, particularly those of the Qādiriyyah and Tijjāniyyah Sufi orders. This article puts the growth of Sufi representational art in the context of the history of Tijjāniyyah Islam in Kano by examining the biographies and works of six Kano artists and their sacred Sufi painting, from the 1980s to the present day. This article concludes that paintings of Sufi saints

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Suárez, Luis Alfonso de la Fuente. "TOWARDS EXPERIENTIAL REPRESENTATION IN ARCHITECTURE." Journal of Architecture and Urbanism 40, no. 1 (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 objectiv

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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 (1993): 70–71. http://dx.doi.org/10.1017/s0140525x0002906x.

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Subramaniam, Maithreyi, Rainal Hidayat Wardi, Rusmawati Ghazali, Rahman Rosman, and Faradina Liana Naser. "The Graphic Schemata Drawings of Children Using Golomb’s Representational Theory." Malaysian Journal of Social Sciences and Humanities (MJSSH) 9, no. 1 (2024): e002676. http://dx.doi.org/10.47405/mjssh.v9i1.2676.

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This study intends to study primary schools’ children’s graphic schemata drawings developments using Golomb’s representational theory. The graphic schemata drawing of 7-8, 9-10 and 11-12-year-old children was examined based on the stimulus given to them. Children’s drawing responses were observed in terms of representational activity marks such as line, shape and colour. The subjects were 384 from primary schools. Stimulus materials consisting of a theme “A Garden with Trees, Flowers and Insects” were given to the children to complete their drawings. The statistical analysis uses frequencies,

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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 (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 buil

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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 (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 an

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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 (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 meaningf

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Anderson, Gail M. "The Evolution of the Cartesian Connection." Mathematics Teacher 102, no. 2 (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 bet

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Anderson, Gail M. "The Evolution of the Cartesian Connection." Mathematics Teacher 102, no. 2 (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 bet

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Anderson, Ben. "Cultural geography II: The force of representations." Progress in Human Geography 43, no. 6 (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

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조덕연. "Establishment and Development of Daegu Representational Painting Circle." 한국학논집 ll, no. 49 (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 (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 (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 (2001): 447–66. http://dx.doi.org/10.1016/s0953-5438(00)00050-3.

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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 (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 prespecific

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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 (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

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Pisarev, Alexander. "Mapping Mew Materiality: Navigational Dispositions and Worldview." Philosophical Literary Journal Logos 32, no. 6 (2022): 159–81. http://dx.doi.org/10.17323/0869-5377-2022-6-159-181.

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The article deals with some features of the conceptual construction and context of post-representational cartography associated with critical Science and Technology Studies (STS). The place of STS in the public representation of science is preliminarily discussed. Despite the rapid development and relevance of the problematizations, approaches, and results of this field, they have had little impact on the public representation of science and the natural-science picture of the world. Moreover, they provoke resistance, which has clearly manifested itself in the “science wars” between scientists

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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

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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 (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

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Barron, Amy. "The taking place of older age." cultural geographies 28, no. 4 (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 approache

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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 co

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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 (1994): 137–52. http://dx.doi.org/10.1080/13523279408415265.

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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 (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

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Carey, Susan. "Why Theories of Concepts Should Not Ignore the Problem of Acquisition." Disputatio 7, no. 41 (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 cre

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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 (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 eng

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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 (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 orthograph

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Nomikou, Iris, Malte Schilling, Vivien Heller, and Katharina J. Rohlfing. "Language-at all times." Interaction Studies 17, no. 1 (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

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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 (1986): 49–65. http://dx.doi.org/10.1002/cd.23219863205.

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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 (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

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Alifah, Fajri, and Edi Istiyono. "Development Of Test Instruments to Improve Students' Multirepresentational Ability." Jurnal Penelitian Pendidikan IPA 9, no. 11 (2023): 10101–5. http://dx.doi.org/10.29303/jppipa.v9i11.5286.

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The aim of this research is to determine the feasibility of a physics test instrument to measure high school students' multiple representation abilities in rectilinear motion material and to determine the characteristics of respondents' multirepresentation abilities in rectilinear motion material. The development of this instrument was carried out using a modified development method of the Wilson, Oriondo, and Antonio. Students' multiple representation abilities were analyzed with the help of Quest which was then analyzed further using descriptive statistics. The results of this research are i

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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 (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

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