Academic literature on the topic 'Text-picture relationship'
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Journal articles on the topic "Text-picture relationship"
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Dionne, Anne-Marie. "Pour une traduction des émotions dans les albums de littérature de jeunesse / Translating emotions in children’s picture books." Lublin Studies in Modern Languages and Literature 44, no. 1 (May 1, 2020): 83. http://dx.doi.org/10.17951/lsmll.2020.44.1.83-91.
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The translation of the emotions of the characters in picture books is done not only by the text, but also by the illustrations, as well as by the relationship between those two components. Hence, in order to analyze the iconotextual relationships that are translating emotions, we looked at three picture books produced by the author and illustrator Anthony Browne. We were able to find examples for the translation of joy, sadness, anger, and fear. Such picture books provide good support to young children for developing their understanding of the emotional world.
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Mulvey, Jeremy. "Pictures with words." Information Design Journal 5, no. 2 (January 1, 1987): 141–58. http://dx.doi.org/10.1075/idj.5.2.04mul.
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This paper addresses the relationship of pictures and words in illustrated books and newspapers. The author introduces and discusses Roland Barthes' distinction between anchor and relay relationships, and a further development of this distinction by Alain-Marie Bassy. In an anchor relationship, the interpretation of an illustration is anchored to one of its possible meanings by a caption or other linguistic explanation. In a relay relationship, words and pictures are mutually reliant, as in a comic strip. The author suggests that 'defining the relationships between picture and text in this way, has implications for layout.'
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Min, Lanbin, and Jing Zhou. "A comparative study of visual fixation of Uygur and Han 5- to 6-year-olds in reading picture books within a Chinese reading context: Evidence from eye movement." Journal of Chinese Writing Systems 2, no. 1 (March 2018): 25–33. http://dx.doi.org/10.1177/2513850217752490.
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In this study, 80 Uygur children and Han children aged 5 to 6 years within a Chinese reading context were tested by using an SMI portable eye tracker to record their eye movements in picture and text fixation during picture book reading. The findings are as follows. First, Uygur children aged 5 to 6 years primarily focus on pictures in the process of reading picture books. Their level of fixation of key picture information (main characters) is constantly increasing. An important reading characteristic for Uygur children at this age is to understand picture books through capturing key picture information, whereas Han children at this age show signs of shifting from reading the key picture information to overall information processing, such as obtaining information from the picture details, background information, and text information about their relationship with the key pictures. Second, 5- to 6-year-old Uygur children’s fixation on text begins to have elementary development with age, but their text fixation level significantly lags behind Han children, and their fixation of Chinese characters is still in the elementary stage. Third, 5- to 6-year-old Uygur children’s reading direction is potentially affected by their habit of reading their native language, but this age period is also an important stage for the early development of Uygur children’s second language (Chinese).
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Montag, Jessica L. "Differences in sentence complexity in the text of children’s picture books and child-directed speech." First Language 39, no. 5 (May 22, 2019): 527–46. http://dx.doi.org/10.1177/0142723719849996.
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Reading picture books to pre-literate children is associated with improved language outcomes, but the causal pathways of this relationship are not well understood. The present analyses focus on several syntactic differences between the text of children’s picture books and typical child-directed speech, with the aim of understanding ways in which picture book text may systematically differ from typical child-directed speech. The analyses show that picture books contain more rare and complex sentence types, including passive sentences and sentences containing relative clauses, than does child-directed speech. These differences in the patterns of language contained in picture books and typical child-directed speech suggest that one important means by which picture book reading may come to be associated with improved language outcomes is by providing children with types of complex language that might be otherwise rare in their input.
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Golmier, Isabelle, Jean-Charles Chebat, and Claire Gélinas-Chebat. "Can Cigarette Warnings Counterbalance Effects of Smoking Scenes in Movies?" Psychological Reports 100, no. 1 (February 2007): 3–18. http://dx.doi.org/10.2466/pr0.100.1.3-18.
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Scenes in movies where smoking occurs have been empirically shown to influence teenagers to smoke cigarettes. The capacity of a Canadian warning label on cigarette packages to decrease the effects of smoking scenes in popular movies has been investigated. A 2 × 3 factorial design was used to test the effects of the same movie scene with or without electronic manipulation of all elements related to smoking, and cigarette pack warnings, i.e., no warning, text-only warning, and text + picture warning. Smoking-related stereotypes and intent to smoke of teenagers were measured. It was found that, in the absence of warning, and in the presence of smoking scenes, teenagers showed positive smoking-related stereotypes. However, these effects were not observed if the teenagers were first exposed to a picture and text warning. Also, smoking-related stereotypes mediated the relationship of the combined presentation of a text and picture warning and a smoking scene on teenagers' intent to smoke. Effectiveness of Canadian warning labels to prevent or to decrease cigarette smoking among teenagers is discussed, and areas of research are proposed.
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Šarčanin, Marta, and Renata Geld. "Textual and pictorial representations in strategic thinking about linguistic meaning." Jezikoslovlje 20, no. 3 (December 30, 2019): 423–45. http://dx.doi.org/10.29162/jez.2019.15.
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The aim of this study was to investigate L2 speakers’ ability to think strategically about linguistic meaning by asking them to make sense of particle verb (PV) constructions, a particularly demanding aspect of the English language for L2 speakers. Our focus was on meaning construal strategies in textual and pictorial representations of 22 figurative PVs with the particle down. The participants were asked to express themselves verbally and visually, and we were interested in the nature of their answers as well as their relationship. More specifically, we wished to determine the salience of particular elements in the participants’ strategic meaning construal, the type of relationship between textual and pictorial representations and, finally, potential dominance of one mode over another, which was examined in terms of the well-established concepts of “relay” and “anchorage”. The results showed that participants generally related the meaning of the PV construction to its components in their textual answers, whereas in pictorial answers their main tendency was to attend to the figurative meaning of the PV. Furthermore, their textual and pictorial answers most frequently depended on each other, which allowed us to determine that the text-picture relationship was predominantly that of relay, i.e. that text was perceived as more significant in the text-picture relationship.
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Torop, Peeter. "Интерсемиотическое пространство: Адриянополь в Петербурге "Преступления и наказания Ф. М. Достоевского " [The intersemiotic space: Adrianopol in F. Dostoevsky's "Crime and punishment" St. Petersburg]." Sign Systems Studies 28 (December 31, 2000): 116–33. http://dx.doi.org/10.12697/sss.2000.28.07.
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The intersemiotic space: Adrianopol in F. Dostoevsky's "Crime and punishment" St. Petersburg. The article focuses on the peculiarities of the intertextual space of culture and the means of its analysis. Level analysis, compositional analysis and chronotopical analysis are juxtaposed in the paper. Textual and intertextual chronotopical analyses are considered separately. Two aspects of textual processuality are juxtaposed: the history of text production and the role of the manuscript page structure as a reflection of the writer's style and mode of thinking (especially in the interserniotic relationship between picture, drawing andword); the history of text reception, its intersemiotic translation into different sign systems and its existence in culture in a scattered state. In this connection the notions of the individual and mental text are juxtaposed. As an example a page of F.Dostoevsky's notebook is taken, where an intricate combination of picture, calligraphy and text offers an interesting infonnation on the methods of formation of text conception.
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Lewis, Michael, Kimberly A. Whitler, and JoAndrea Hoegg. "Customer Relationship Stage and the Use of Picture-Dominant versus Text-Dominant Advertising: A Field Study." Journal of Retailing 89, no. 3 (September 2013): 263–80. http://dx.doi.org/10.1016/j.jretai.2013.01.003.
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Szyłak, Jerzy. "Postmodernizm naprawdę dla dzieci. O metafikcji w książkach obrazkowych." Literatura i Kultura Popularna 25 (July 28, 2020): 277–391. http://dx.doi.org/10.19195/0867-7441.25.21.
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The text is an attempt to present what a postmodern picture book for children is. The main thesis indicates the tendency to break the traditional discourse, inscribed in children’s books. Ear-lier it was used mainly in parodies of this type of literature. Authors such as Edward Gorey, Ruth Krauss, and Maurice Sendak, may be considered precursors of post-modern picture books. Contem-porary artists using similar poetics are Raymond Briggs, Chris Van Allsburg, David Wiesner, and Jon Scieszka. Their characteristic features of narration are references to other works, the strategy of unmasking the fictionality of the message and the idea of revealing the materiality of the book. The issue of metafiction came to the fore in theoretical considerations about post-modern picture books from 2018. This kind of academic research can be considered as a manifestation of a broader tendency to constitute a new relationship between the recipient and the text of culture, excluding the naive reception of the reader.
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VIPPERMAN, KRISTY. "Climacus the (multi-dimensional) humorist: interpreting ‘An understanding with the reader’." Religious Studies 35, no. 3 (September 1999): 347–62. http://dx.doi.org/10.1017/s003441259900493x.
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‘An understanding with the reader’ which appears as an appendix to Kierkegaard's Concluding Unscientific Postscript has puzzled readers by apparently ‘taking back’ everything that the pseudonymous author Climacus has said in the text that precedes it. I agree with John Lippitt that this ‘revocation’ should be read as a humorous statement; however, I disagree with Lippitt's assessment that the tone of the revocation is essentially ‘non-urgent’ and ‘modest’. I propose that a fuller picture of Climacus's character is needed to understand the spirit of the revocation and its relationship to the rest of the text.
Dissertations / Theses on the topic "Text-picture relationship"
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Thomas, Lisa Carol. "Exploring second graders' understanding of the text-illustration relationship in picture storybooks and informational picture books." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3679.
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Olsson, Victoria. ""Det är svårt det där med sanning” : En studie av text/bildrelationen i Sven Nordqvists verk När Findus var liten och försvann & Var är min syster?" Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39388.
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The aim of the study is to investigate the relationship between text and picture in two works by Sven Nordqvist, with the focus on how the action is propelled. The two works are compared in order to bring out any differences in the relationship and what significance this can have for the interpretation. The study also considers the theory of conceptual worlds to examine how the books can promote pupils’ literary understanding. The method of analysis is based on Rhedin’s (2001) theoretical concepts and elements of Nikolajeva’s (2000) terminology. The study demonstrates a difference in the works, in that the first one has an even balance in the amount of text and pictures. It is obvious that text and picture interact and together carry the narrative forward, while simultaneously leaving some freedom of interpretation to the reader. In the other work, the pictures dominate in terms of both space and content, and it is chiefly the pictures that carry the narrative forward. In the second work there is also an unclear relationship between text and picture, which gives the reader further scope for interpretation. The pictures in the two works and the scope for interpretation make them suitable for the development of reading comprehension, through the construction of conceptual worlds.
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Olofsson, Linda. "Vad gör en bilderbok lättläst? : En studie av adaptationen av Astrid Lindgrens Emil i Lönneberga." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40791.
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Abstract The aim of this study is to investigate how a picture book for children is transformed into an easy-to-read version for children who have just started reading. I examine two versions of Emil of Lönneberga. One of the books is the orginal picture book of Emil in Lönneberga and was written by Astrid Lindgren (1963), while the other is an easy-toreadversion of the book, as adapted by the author Helena Renvall (1977). I have conducted a comparative study as a text and picture analysis of the material, with the focus on the adaptation of the original story. The adaptation in this case is a revision intended to make the story easier to read and more accessible to today’s children. The most important finding of the study is that easily read information is not just a matter of simplifying the text; the form of both text and pictures is adapted. The text is characterized by simpler words and shorter sentences. The pictorial material has been increased and the originally black and white pictures have been given added red colour. Otherwise, most of the layout has been changed for several reasons, but generally speaking so that the relation between text and pictures on each spread will function inthe most easy-to-read way possible.
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Simonsson, Kim, and Elin Kraaijenbrink. ""En bild säger mer än tusen ord" : Hur tre olika skönlitterärt uppbyggda läroböcker utformat bildstöd för årskurs 1." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96754.
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Den här kvalitativa studien syftar till att undersöka hur bildstöd är utformat i tre skönlitterärt uppbyggda läroböcker på ingångsnivå riktade mot årskurs 1 i svenska för att stödja elevers läsinlärning. Studien tar avstamp i Richard E. Mayers (2014) teori om multimodal inlärning: Cognitive Theory of Multimedia Learning. Teorin bygger på idén att människor lär bättre och djupare från text och bild än från enbart text. Läroböckerna analyseras utifrån Lundh och Limbergs (2012) kategorier när det gäller bildstöd: dekorativ, illustrativ, narrativ och förklarande. I läroböckerna analyseras även förhållandet mellan text och bild samt vilka tidigare kunskaper eleverna behöver för att förstå bildstödet. Resultatet visar att alla de tre läroböckerna använder sig av bildstöd i berättelsen. Det bildstöd som används mest i läroböckerna är narrativt, samtidigt som dekorativt bildstöd saknas helt. Förhållandet mellan bild och text ser genomgående olika ut i läroböckerna men visar sig ha stor betydelse speciellt för elevernas läsförståelse. Precis som med allt annat i vardagen behöver eleverna ha tidigare kunskaper för att kunna “läsa” och förstå bilderna i läroböckerna. Av studiens resultat kan slutsatsen dras att läroböckerna använder sig av bilder avsiktligen för att stödja läsningen, att bilderna ger bäst stöd om de berättar samma sak som texten gör samt att eleverna måste kunna ”läsa” och förstå bilderna för att få full läsförståelse.
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Diamond, Martha S. "The Impact of Text-Picture Relationships on Reader Recall and Inference Making: A Study of Fourth Graders' Responses to Narrative Picturebooks." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/6680.
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CITE/Language ArtsEd.D.
Picturebooks play an important role in elementary education, but few teachers focus on their text-picture relationships. This qualitative study examined the impact of four narratives with different text-picture relationships on fourth graders' explicit recall and inference making, both immediately after reading and after a one week delay. The four relationships were loosely symmetrical, complementary, text carries the narrative, and ironic or contradictory. Twelve urban fourth graders, four reading at or above grade level, four reading moderately below grade level, and four reading significantly below grade level, met with the researcher on six occasions. The purpose was to read, retell, and answer questions about a story in a one-to-one setting. While each student read and responded independently, each received help with word recognition. Data consisted of transcriptions of oral retellings, interviews, and a cued recall measure. Transcriptions of story retellings were parsed into kernels and coded according to cognitive process, either explicit or implicit, and source of content. Possible sources were text, picture, text-picture overlap, and background knowledge. Five categories of inference emerged from the analysis of story retellings: local inferences, global inferences, associations, evaluations, and misinterpretations. An analysis of codes and categories and interview data revealed that the text-picture relationship influenced the sources of content readers recalled, inferences they constructed, expressed ease of story comprehension and recall, and expressed level of enjoyment. It also affected the meaning that students at three levels of reading ability constructed. Given that different text-picture interactions provide support for specific comprehension processes, this study suggests that teachers should consider the relationship of words and images when selecting reading materials for their classrooms, especially when students are reading below grade level.
Temple University--Theses
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Lo, Yi-Shan, and 羅以珊. "Young Children's reading of Picture-Text Relationship in Perspectival Counterpoint Picture Books." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/46860465699054180241.
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碩士國立新竹教育大學
幼兒教育研究所
100
This study aims to understand how young children read pictures and words in picture books, and how they construct story via the information conveyed by pictures and words. Four 6-year-old children participated in the study, and two of them had been learning to read words and two had not. Three picture books—Rose’s Walk (Hutchins, 1968/1993), Lily Takes a Walk (Kitamura, 1998) and Time to Get Out of the Bath,Shirley (Burningham, 1978/2003)—were selected as the reading materials because of their use of perspectival counterpoint picture-text relationship in the books. In this type of picture book, the text and the picture show perspectives of different characters, thus readers need to read words and pictures at the same time in order to get the whole story. The children were asked to read the pictures books with the researcher, followed by semi-structured interviews regarding their understanding of the picture-text relationship. The children were also asked to draw a picture from the books after reading each book and inscribe their pictures. The types of picture-text relationship used in their own creation were then analyzed. There are four major findings. First, the children who could read and who could not had similarities but also differences in reading text and pictures. Second, the children used multiple ways to read the pictures and words in picture books. Third, the children had different responses toward the three picture books used in this study. Fourth, their drawings provided an alternative way for adults to understand children’s understanding of the picture-text relationship. Based on the results, the thesis gave recommendations to kindergarten teachers, parents and future researchers.
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Krstevska, Nade. "Ways of Reading and Thinking: Analysing Young Readers' Response to the Relationship Between Text and Illustrations in Children's Picture Books." Thesis, 2020. https://vuir.vu.edu.au/42662/.
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There are many ways of reading and interpreting the relationship between text and illustrations, both in literary and everyday contexts. These ways vary based on who the reader is and what is the purpose of their reading. In this study the reader is the child, and the purpose of the study is to examine the child’s cognitive, semiotic, and poetic engagement with six different text-picture relationships using the theoretical frameworks of cognitive, semiotic, and poetic theory. More specifically cognitive theory depicts how the child engages with the cognitive processes in Lorin W. Anderson and David R. Krathwohl’s (2001) Taxonomy of the Cognitive Domain, consisting of memory, comprehension, application, analysis, evaluation, and creation. Semiotic theory reveals how the child communicates their understanding of a text through a signifying system of communicative behaviour consisting of visual, verbal, physical, oral, or synthesized exchanges. And poetic theory depicts the child’s use of the visual elements in a text such as line, shape, colour, texture, and the verbal elements such as figurative language, sound techniques, structure, irony, and register. Together these theoretical frameworks depict the vast opportunities that picture books provide children for cognitive, semiotic, and poetic engagement. These opportunities are more extensively outlined in a report addressed to participating schools in the study. The report includes several recommendations that expand upon a teacher’s professional practice, while simultaneously improving children’s learning outcomes through suggested education and pedagogy. In doing so the study makes a valuable text-picture relationships inherent in children’s picture books through the exploration of the visual and verbal signs in them which are part of a signifying system of communicative behaviour.
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Wang, Yung-ying, and 王詠盈. "The Effects of Different Illustration-Text Relationships in Picture Books on Children's Reading Comprehension." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/04177421035363585992.
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碩士國立彰化師範大學
兒童英語研究所
98
The study aims to explore the effects of different illustration-text relationships in picture books on EFL children’s reading comprehension. Many studies have often suggested that applying visual aids and picture books in English classroom can improve children’s reading development and learning. However, some researchers have different views on using illustrations in picture books to facilitate children’s reading comprehension. Hence, the effects of illustrations in picture books on reading comprehension require to be investigated. In addition, the effects of different illustration-text relationships in picture books on reading comprehension also need to be further explored since little literature has been published on this issue. The participants in this study were 108 sixth-grade elementary school students from three homogeneous classes. The participants in different classes read the same story of different versions. One class read the text-only version story, another read the parallel storytelling version story, and the other read the interdependent storytelling version story. The instruments used in the study were the picture book reading behavior questionnaire, a story with different versions, a reading comprehension test, and semi-structured interviews. The major findings of the study were summarized as follows. First, the illustrations in picture books were beneficial in improving EFL children’s reading comprehension. Second, different illustration-text relationships in picture did not affect EFL children’s reading comprehension. Based on the findings, the study suggests that English teachers in Taiwan can exploit picture books in reading classes to enhance children’s reading comprehension.
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Lin, Jhengwei, and 林正偉. "A study of the Relationships among Picture-Text-Congruity, Absorptive Capacity, Blog Attitude- Web Information Uncertainty as Moderating Variable." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/15779810650745615996.
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碩士僑光科技大學
管理研究所
99
The study investigates how to make the viewers-read the article to enhance absorption capacity, thereby affecting the attitudes in the web information uncertainty. The data were gathered by questionnaires. This research focuses on blog users by using Purposive Sampling, and carries on a network questionnaire. This research collects a valid questionnaire total 432, and we used AMOS analyzed. The major findings were as follows: 1.The assumption of Picture-Text-Congruity is critical factors that positively affect the blogger’ Absorptive Capacity. 2.The assumption of Picture-Text-Congruity is critical factors that positively affect the blogger’ Attitude. 3.The assumption of Absorptive Capacity is critical factors that positively affect the blogger’ Attitude. 4.Web Information Uncertainty exist the moderating effect between the Picture-Text-Congruity and blogger’ Absorptive Capacity. 5.The overall framework not has different effect that to choice different blog.
Books on the topic "Text-picture relationship"
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Harper Lee's To kill a mockingbird: The relationship between text and film. London: Methuen Drama, 2008.
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Shakespeare, William. Romeo and Juliet: Modern version side-by-side with full original text. Edited by Alan Durband. Cheltenham, Eng: Stanley Thornes, 1990.
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Shakespeare, William. Romeo and Juliet: Modern version side-by-side with full original text. London, England: Hutchinson, 1985.
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Tavares, André. Vitruvius Without Text: The Biography of a Book. gta Verlag, ETH Zurich, 2022. http://dx.doi.org/10.54872/gta/4302.
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Vitruvius’s “De architectura”, written in the first century BCE, has been revered as the first treatise on architectural theory. Since its resurrection during the Renaissance, its enigmatic text has been adjusted, refined, and redefined in subsequent iterations. The book at hand bypasses exegeses of the text to focus on the material history of the printed editions disseminated throughout Europe. It surveys over a hundred editions of Vitruvius from 1486 to the present, tracing the power of the printed page in establishing the Roman author as an authority. Focusing on the impact of the physical objects that embody the Vitruvian canon highlights how book history and architectural history cross paths and how a symbiotic relationship between the printed and the built emerges. The resulting picture is that of a zigzagging thread between practice and theory, an elusive network of fruitful carelessness in architecture.
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Jane Austen's Pride and Prejudice: The Relationship Between Text and Film. Bloomsbury Publishing Plc, 2010.
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Wilde, Oscar. Picture of Dorian Gray - Original Text. Independently Published, 2019.
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Roach, Dr Lee. Company Law. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198786634.001.0001.
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Company Law provides an introduction to this topic. The text guides the reader through the intricacies of the subject with expert analysis of the application of principles to real-life cases. The chapters provide comprehensive coverage of all core aspects of company law. The relationship between company law and corporate governance is explored, ensuring that readers have a full picture of how and why companies are created and regulated. Topics include: the formation and nature of the company; the board of directors; membership of the company; and corporate rescue, restructuring, and insolvency.
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Wilde, Oscar. Picture of Dorian Gray: A-Level Set Text Student Edition. HarperCollins Publishers Limited, 2021.
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Wilde, Oscar. The Picture of Dorian Gray / Le Portrait de Dorian Gray: Bilingual Parallel Text in English/Francais. Parapara Books, 2016.
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Carr, Steven. Immigration, Race, and Ethnicity in American Film. Edited by Ronald H. Bayor. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199766031.013.026.
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The rise of the American motion picture corresponds to the influx of immigrants from Eastern and Southern Europe. Just as many of these immigrants initially settled in East Coast and Midwest cities, both movies and movie audiences emerged there as an urban phenomenon. Rather than view this phenomenon only in terms of the images that films of this era offered, this chapter proposes to move beyond a “reflection paradigm” of film history. Of course, film texts reflected immigrant, ethnic, and racial identities. But these identities also existed beyond the text, across movies and movie-going, and embedded within diffuse, multiple, and overlapping networks of imagined relationships. Using Bakhtin’s concept of the chronotope, this chapter recounts some preliminary case studies involving race, ethnicity, and immigration to explore how future research in this area might probe the cultural practices of movie-going among diverse audiences during the first half of the twentieth century.
Book chapters on the topic "Text-picture relationship"
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Alberti, Alberto. "Dal lezionario all’aprakos. La versione liturgica dei vangeli greci e la tradizione testuale slava." In Biblioteca di Studi Slavistici, 165–201. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-723-8.16.
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The textual tradition of the Slavic Gospels shows clear evidence of reciprocal influence between the liturgical version and the continuous text. The present survey analyzes 17 ‘textual nodes’ of the Gospel of John, i.e. segments of the text for which the variants of 126 Greek lectionaries from the 8th-11th century have been collected. This analysis aims to shed light on a scarcely studied aspect of Slavic textual history, thus completing the picture outlined in previous works of the author, which were focused on the relationship with the tradition of Greek Tetraevangelia.
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de Beeck, Nathalie op. "Picture-text relationships in picturebooks." In The Routledge Companion to Picturebooks, 19–27. Milton Park, Abingdon, Oxon : New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315722986-3.
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Bintz, William Paul. "Teaching Controversial Issues." In Poverty Impacts on Literacy Education, 252–72. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8730-0.ch013.
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This chapter describes recent research findings on homelessness in the United States and its relationship to poverty and other related factors. It also provides an introduction to text clusters, a curricular resource that includes high-quality and award-winning picture books and is anchored in the Way-In and Stay-In books. It continues by presenting a text cluster on the topic of homelessness, along with a variety of research-based instructional strategies that K-8 teachers can use with this text cluster, as well as with other text clusters on controversial issues. It ends with some final thoughts.
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Zabashta, Roman Valentinovich. "Positional Vision of Poetic Text Structures as a Tool of Interpretation (Based on the Poems of Joseph Brodsky)." In Questions of Education and Psychology, 32–45. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-97154.
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The article is devoted to the application of the positional vision of the structures of a literary text to the categorical apparatus of the functional theory of text. The relevance of the problem under consideration is explained by the need to systematize the methodological concepts of various concepts in modern Russian studies and to develop, on this basis, methodological recommendations that can improve the use of the textocentric approach with focus on school education. The article uses philological methods of modern text theory, in particular, structural theory of text (Yu. M. Lotman), stylistic analysis of a literary text (N. A. Rudiakov), linguistic tool studies (A. N. Rudiakov), methods of highlighting intense positions of text (I. V. Arnold), some ideas of communicative stylistics (N. S. Bolotnova), as well as original author's methods. The study material are presented by poems by Joseph Brodsky: «Vse chuzhdo v dome novomu zhiltcu…» (1962), «V derevne Bog zhivet ne po uglam…» (1964 ) and «Ty ne skazhesh komaru…» (1991), the experience of the interpretation of which made it possible to illustrate the epistemological effectiveness of the positional approach. The results of the research allow us to systematize the ideas about the basic principles of linguistic and hermeneutical description of a literary text. Modeling of the functional relationship between the conceptual information of a poetic text and its significant components, identified when using the concept of "strong position of the text", is possible by applying a General regulatory understanding of language activity, which is based on the approach to language as a tool for speech influence on the individual picture of the recipient's world. The conclusions reached by the author of the article make it possible to clarify the basic concepts of the functional theory of text related to the interpretation of the elements of the individual author's world picture in the literary text and also to offer a methodological basis for applying linguistic knowledge to the issues of text analysis in school practice.
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Swarbrooke, Professor John. "Conclusions and the Future." In The Impact of Tourism on the Marine Environment. Goodfellow Publishers, 2020. http://dx.doi.org/10.23912/9781911635574-4449.
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In this book, I have attempted to cover a very broad subject, namely the impact of tourism on the marine environment. The text and the case studies together present the reader with a picture of the situation at the time of writing, which is late 2019 and early 2020. However, the situation is changing rapidly, not least due to the pace at which global warming is affecting the oceans and the rapid growth of the tourism industry in many parts of the world. In this final chapter, I will try to bring everything together and make a number of points by way of a conclusion although I hope that for many readers this chapter will stimulate them to find out more and undertake research that takes our knowledge of this fascinating subject further. Given how important the oceans are to the tourism industry and tourists it is highly surprising, and perhaps almost shocking, how little of the tourism literature focuses on the relationship between tourism and the marine environment. Before we look specifically at this relationship, though, I believe that it is important to start by setting the scene by looking at the ‘big picture’ that provides the context for the relationship between tourism and the marine environment.
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Szwech, Agata. "Subiektywny wymiar starości w świetle dzienników Haliny Semenowicz." In Obiektywny i subiektywny wymiar starości. Wydawnictwo Uniwersytetu Łódzkiego, 2016. http://dx.doi.org/10.18778/8088-010-8.14.
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The last phase of life which is the old age, it’s not a uniform experience. Each person has their own unique biography, which has a significant impact on the experience of old age. Showing the old man issues relates not only to describe the aging process, but also to determine the relationship with aging in the context of their own lives. It is difficult to deal with the aging process beyond a particular person, which applies to the process. This opportunity to create Halina Semenowicz’s diaries. The author of this text presents a subjective, individual retirement picture that emerges after analysis of calendars left by the originator of the Freinet ideas in Poland.
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Wang, Ying-Hong. "A Spatial Relationship Method Supports Image Indexing and Similarity Retrieval." In Multimedia Technologies, 1569–90. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-953-3.ch112.
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The increasing availability of image and multimedia-oriented applications markedly impacts image/multimedia file and database systems. Image data are not well-defined keywords such as traditional text data used in searching and retrieving functions. Consequently, various indexing and retrieving methodologies must be defined based on the characteristics of image data. Spatial relationships represent an important feature of objects (called icons) in an image (or picture). Spatial representation by 2-D String and its variants, in a pictorial spatial database, has been attracting growing interest. However, most 2-D Strings represent spatial information by cutting the icons out of an image and associating them with many spatial operators. The similarity retrievals by 2-D Strings require massive geometric computation and focus only on those database images that have all the icons and spatial relationships of the query image. This study proposes a new spatial-relationship representation model called “Two Dimension Begin-End boundary string” (2D Be-string). The 2D Be-string represents an icon by its MBR boundaries. By applying “dummy objects,” the 2D Be-string can intuitively and naturally represent the pictorial spatial information without any spatial operator. A method of evaluating image similarities, based on the modified “Longest Common Subsequence” (LCS) algorithm, is presented. The proposed evaluation method can not only sift out those images of which all icons and their spatial relationships fully accord with query images, but for those images whose icons and/or spatial relationships are similar to those of query images. Problems of uncertainty in the query targets and/or spatial relationships thus solved. The representation model and similarity evaluation also simplify the retrieval progress of linear transformations, including rotation and reflection, of images.
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Ben Romdhane, Dorsaf Ben Ismail, Mohammed Yousef Alkhatib, and Denis Legros. "Memory, Cognition, and Multimedia." In Advances in Game-Based Learning, 318–37. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0125-1.ch013.
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This chapter presents, in the light of the most recent work, the main results of a research conducted by Dorsaf Ben Ismail (2011) as part of her thesis, which aims to elaborate and validate experimentally some means as hypertext to understand a scientific text in foreign language L2 (French) describing a complex area of human biology: the physiological regulation phenomena and an assessment tool pre and post-test for knowledge constructed in the form of conceptual graphics. According Graesser, Leon and Otero (2002), scientific texts readers are generally unable to develop a clear mental picture, correct and coherent with such field, and thus to understand the texts that describe this field. The results of this research allowed doing some advanced steps in the relationship between representation of knowledge in memory, comprehension of scientific text and systems that help in comprehension in multilingual context. These advanced steps are considered very useful in the era of globalization and the widespread use of the Internet and social networks (Mueller-Frank, 2013).
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Bulfin, Ailise. "‘In that Egyptian den’: situating The Beetle within the fin-de-siècle fiction of Gothic Egypt." In Richard Marsh, popular fiction and literary culture, 1890-1915. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781526124340.003.0007.
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This chapter analyses the relationship between Marsh’s bestselling novel of Egyptian malevolence, The Beetle: A Mystery (1897), and a subgenre of Gothic Egyptian fiction which developed partially in response to contentious Anglo-Egyptian political relations. Marsh began writing his novel in 1895, the same year General Herbert Kitchener launched his famous and ultimately successful campaign to quell Islamic-nationalist rebellion in northern Sudan, then indirectly under Anglo-Egyptian control. This chapter exposes the links between the novel and colonial politics, placing The Beetle within the context of Anglo-Egyptian and Sudanese conflict, rather than broadly reading it against general imperial concerns. The chapter provides a fuller picture of both the remarkable revival of the Gothic literary mode at the fin de siècle and the society in which this literary phenomenon occurred. The chapter also reveals how Marsh’s text dramatically exceeded Gothic Egyptian genre conventions in its emphasis on pagan as well as colonial monstrosity.
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Marks, Laura Helen. "Strange Legacies of Thought and Passion." In Alice in Pornoland, 142–70. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042140.003.0006.
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Meanwhile, adaptations of Oscar Wilde’s queer classic The Picture of Dorian Gray extend and elaborate on explorations of the double by explicitly invoking histories of sexual representation in connection to the sensual qualities of technology and nostalgia. In chapter 5, “`Strange Legacies of Thought and Passion’: Technologies of the Flesh and the Queering Effect of Dorian Gray,” I continue my analysis of the relationship between pornography, legacy, doubles, and technology through a close examination of two films based on Wilde’s novel: Take Off (1976) and Gluttony (2001). More than any other text, Dorian Gray engenders pornographic engagement with erotic legacy and the role of technology in the erotics of representation. Like Wilde’s novel, these films interrogate beauty and mortality, haunted at the margins by Wilde’s tragic fate and the HIV/AIDS pandemic. Drawing on Wilde’s magic portrait as a predecessor, Take Off and Gluttony ruminate on mortality and relate it to the sensual, tactile qualities of evolving, mobile visual technologies and the role these technologies play in sexual subjectivity. Pornographic film, Weston and West suggest, is the inheritor to Wilde’s portrait. Both films draw on Wilde’s tale in order to address the media on which the self is captured, the shifting technologies used to exhibit this self, and the relationship of technology and media to the corporeal body. Through their reimagining of histories of Hollywood and pornographic film, respectively, Take Off and Gluttony signal the affective relationship between technology, pornography, decay, and popular culture, tracing a hardcore sexual history of the self that constitutes a sexual lineage.
Conference papers on the topic "Text-picture relationship"
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Литвиненко, В. А. "The World Wars of the twentieth century in the teaching of the course of general history and the history of Russia: current problems and modern interpretations." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.31.64.053.
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в статье показано, что основная проблема преподавания истории студентам неисторических специальностей в современном вузе – отсутствие фоновых знаний у выпускников средней школы. Эта проблема относится и к такой ключевой теме новейшей истории как «Мировые войны ХХ столетия», в разной форме затрагиваемой в курсах «Всеобщая история» и «История России». Количество часов, выделяемых на эти темы, явно недостаточно, так как не позволяет объяснить студентам природу данного явления, заострить внимание на сходных чертах и отличительных особенностях двух мировых войн и тех последствиях, которые они оказали на дальнейший ход истории. Отсутствие фоновых знаний порождает и другую серьезную проблему. Речь идет о фактической утрате концептуального мышления, то есть способности понимать целостный текст и целостный видеоряд, вычленять ключевые моменты и выстраивать непротиворечивую картину происходящего. Все это осложняет коммуникацию между преподавателем и студенческой аудиторией, которая не способна освоить необходимый категориальный аппарат. Частичное решение данной проблемы видится в создании системы творческих заданий, которые студенты выполняют в рамках изучаемого курса. Речь идет о разработанной автором методике, в частности, о проведении сравнительно-исторического анализа произведений советского, российского и зарубежного кинематографа по изучаемым периодам, событиям и персоналиям, с акцентом на военную проблематику новейшего времени. the article shows that the main problem of teaching history to students of non-historical specialties in a modern university is the lack of background knowledge among young people after graduating from high school. This problem also applies to such a key topic of modern history as the "World wars of the twentieth century", which is covered in various forms in the courses "General History" and "History of Russia". The number of hours devoted to these topics is clearly not enough, since it does not allow students to explain the nature of this phenomenon, to focus on the similarities and distinctive features of the two world wars and the consequences that they had on the further course of history. The lack of background knowledge creates another, no less serious problem. We are talking about the actual loss of conceptual thinking, so the ability to understand a complete text and a complete video sequence, to isolate from it the main, key points and build a consistent picture of what is happening. All this complicates the communication relationship between the teacher and the student audience, which is not able to master the necessary categorical apparatus. A partial solution to this problem is seen in the creation of a system of creative tasks that students perform within the framework of the course being studied. We are talking about the methodology developed by the author about conducting a comparative historical analysis of the works of Soviet, Russian and foreign cinema by the studied periods, events and personalities-with an emphasis on the military problems of modern times.
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Edwards, Kristen M., Aoran Peng, Scarlett R. Miller, and Faez Ahmed. "If a Picture is Worth 1000 Words, Is a Word Worth 1000 Features for Design Metric Estimation?" In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-70158.
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Abstract A picture is worth a thousand words, and in design metric estimation, a word may be worth a thousand features. Pictures are awarded this worth because of their ability to encode a plethora of information. When evaluating designs, we aim to capture a range of information as well, information including usefulness, uniqueness, and novelty of a design. The subjective nature of these concepts makes their evaluation difficult. Despite this, many attempts have been made and metrics developed to do so, because design evaluation is integral to innovation and the creation of novel solutions. The most common metrics used are the consensual assessment technique (CAT) and the Shah, Vargas-Hernandez, and Smith (SVS) method. While CAT is accurate and often regarded as the “gold standard,” it heavily relies on using expert ratings as a basis for judgement, making CAT expensive and time consuming. Comparatively, SVS is less resource-demanding, but it is often criticized as lacking sensitivity and accuracy. We aim to take advantage of the distinct strengths of both methods through machine learning. More specifically, this study seeks to investigate the possibility of using machine learning to facilitate automated creativity assessment. The SVS method results in a text-rich dataset about a design. In this paper we utilize these textual design representations and the deep semantic relationships that words and sentences encode, to predict more desirable design metrics, including CAT metrics. We demonstrate the ability of machine learning models to predict design metrics from the design itself and SVS Survey information. We demonstrate that incorporating natural language processing (NLP) improves prediction results across all of our design metrics, and that clear distinctions in the predictability of certain metrics exist. Our code and additional information about our work are available at http://decode.mit.edu/projects/nlp-design-eval/.
Reports on the topic "Text-picture relationship"
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Bilovska, Natalia. TACTICS OF APPROACHING THE AUTHOR CLOSER TO THE READER: INTERACTIVE COOPERATION. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11408.
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The article clarifies the features of interactive relationships, which are modeled by the addresser of modern media text for maximum impact on the addressee. The author controls the perception of the text, focusing on linguistic competence and an objective picture of the reader’s world. A pragmatic approach to journalistic text makes it possible to identify explicit and implicit forms of dialogue: modeling feedback and interactive settings that can turn a hypothetical reader into a real one, adapting to the addressee’s language thesaurus. Discursive openness to the exchange of views with the addressee leads to the fact that the entire media text becomes a guarantee of commonality of addresser-addressee interpretations. The difference between the addresser and the addressee is minimized, their connection is strengthened through the combination of linguistic consciousness, which, in turn, forms a special structure and semantics of the journalistic text, in which the emphasis is not on I but on the Other. The addressee in some implicit or explicit form is always in all segments of the media text, and the author establishes a trusting relationship with the reader through the phatic linguistic means that the addressee relates to himself. Approaching the addressee is a sign of modern journalistic texts, which show a tendency to dialogue and democratization of forms of mass communication, and their characteristic feature is the actualization in the center of attention of the addressee, latent (mediated by written text) dialogue with which is modeled as real. The addressee in the process of establishing contact with the author of the media text also becomes the part of broad cognitive space. This opportunity is realized if the journalist has different types of competence – communicative and procedural, that is, is able to compare their own thesaurus, their own knowledge with the thesaurus and the picture of the world of his reader. Modern journalism is characterized by the search for contact with the addressee and new effective models of influence and intimacy of relationships that contribute to the creation of a single cognitive space for both, which, in turn, will allow the recipient to move from knowledge to understanding.