Showing papers on "Exemplification published in 2009"

Learning talk analysis

Abstract: Since the beginning, second language acquisition (SLA) studies have been predominantly cognitive in their theoretical assumptions and programmatic agendas. This is still largely true today. In this paper, we set out our proposals for learning talk analysis (LTA). LTA synthesizes insights from linguistic philosophy, ethnomethodology, conversation analysis, discursive psychology, and the discourse hypothesis in SLA. LTA points to behavioral, process-oriented accounts of mind, cognition, affect, language, and language learning that are agnostic about a priori theoretical claims that such traditionally psychological constructs underlie SLA. Instead, LTA treats these constructs as observable, socially distributed interactional practices. While an ethnomethodological respecification of SLA studies is a key agenda item of LTA, LTA is also concerned to foster an on-going conversation with all SLA researchers. The paper defines LTA, discusses how the various intellectual traditions it invokes form a coherent whole, provides a sustained, empirical exemplification of how LTA works, and suggests possible areas for future collaboration between behavioral and cognitive SLA researchers.

The Effects of Exemplification on Perceptions of News Credibility

Abstract: Exemplification (the use of examples) in news stories is a common method of providing information about social phenomena to make stories more interesting to audience members. However, previous research has consistently linked exemplification to highly inaccurate perceptions about the prevalence or severity of a given phenomena. The current study further explored outcomes of exemplification by examining the extent to which the practice influenced perceptions of news credibility. Exemplification of public opinion via layperson quotes was found to differentially affect perceptions of news story credibility. Anecdotal exemplification, however, did not predict credibility ratings. Implications for journalism and democratic participation as well as partisans' preference for congenial coverage in news stories are discussed.

Telepresence and the Exemplification Effects of Disaster News

Abstract: Exemplification theory (Zillmann, 1999, 2002; Zillmann & Brosius, 2000) suggests exemplar representations in media content may cause people to make overestimated judgments about phenomena included in this content. The current study sought to examine the role telepresence plays in increasing this exemplification effect. Two-hundred and seventeen participants viewed a news story about Hurricane Katrina using one of three channels: HDTV, NTSC, or on an iPod. Data were consistent with predictions as participants who experienced greater spatial presence and perceptual realism while watching this news story reported increased judgments of the severity of hurricanes and also reported a greater likelihood to engage in behaviors associated with hurricanes. Theoretical and practical implications of these findings are discussed.

Professional ethics: Whose responsibility?

Abstract: In this chapter I am working around two themes. First, I am exploring some descriptive and explanatory questions about professional ethics – including questions about the ways in which the ethical positions and sensibilities associated with certain occupational roles are created, sustained or transformed. Second, I am interested in some substantive ethical questions about how professionals ought to comport themselves and, in particular, in the question of how far our ethical stances are and ought to be defined by the roles we occupy. The first two sections of the chapter correspond, in large part, to these two themes. In the third section of the chapter I will sketch in some further exemplification of these themes, and their interactions, and in so doing highlight the central importance of role construction to professional ethics. My core purpose is to direct attention to the ways in which responsibility for professional ethics belongs with those involved in role construction and not just those acting within roles.1 I will draw on examples from both education and healthcare.

Mathematical Habits of the Mind for Preservice Teachers

Abstract: This article provides an overview of mathematical habits of the mind and discusses how the concept relates to Polya's problem solving principles as well as exemplification. Specific problems are discussed as a means to assist preservice elementary school teachers' in their development of mathematical habits of the mind. Without a technique to begin solving these rich problems, preservice teachers may have difficulty getting started. The process of preservice teachers outlining their thinking as they progress through Polya's process is discussed. Students' reflections from this technique are discussed to explore the outcomes that may be expected from establishing an environment where students are encouraged to develop mathematical habits of the mind.

Public Space and Educational Leadership: Reclaiming and Renewing Our Radical Traditions.

Abstract: Among the most important features of a democratic way of life is public space within which we collectively make meaning of our work and lives together and take shared responsibility for past action and future intentions. This article looks briefly at the argument for democratic public space within political and educational theory before focusing on its central importance for contemporary school leadership. In seeking to ground the enormous potential of democratic public space in schools it then looks to the radical traditions of state education for compelling exemplification in the pioneering work of Alex Bloom, headteacher at St George-in-the-East Secondary School, Stepney, London. The article concludes with a three-fold analytic nexus of interrelated practices and orientations that support the development of inclusive public spaces in 21st-century schools.

A reflection on feelings and the history of science.

Abstract: This reflection attends to Paul White's call in his introduction to this Focus section for a history of science that is informed by the history of emotions. It offers a succinct historical exemplification of the possibilities of studying the history of science in terms of the history of emotions. It draws on Raymond Williams's concept of "structure of feeling" in arguing for the emergence of an adrenaline structure of feeling during the early twentieth century. It provides a mosaic of different views of the immanence of the adrenaline structure of feeling in diverse scientific realms by broaching some of the major themes that appear in the individual essays in this Focus section.

Nominalism and Its Aftermath: The Philosophy of Nelson Goodman

Abstract: The Metaphysics.- The Basic Problem.- Goodman's Nominalism.- The Consequences of Goodman's Nominalism for his Terminology.- The Epistemology.- Twentieth Century Epistemology.- Constructionalism.- The Effects of Goodman's Nominalist Constructionalism on his Epistemology.- Influences on Goodman's Philosophy.- The Effects of Goodman's Epistemology on his Terminology/Concepts.- The Aesthetics.- Goodman's Expression as Reference.- Goodman's Metaphorical Exemplification.- Aesthetics as a Branch of Epistemology.- The Effects of Goodman's Nominalism and Worldmaking on his Aesthetics.

Greek coordinated compounds: synchrony and diachrony

Abstract: The present paper deals with coordinated compounds in the history of Greek: it proposes morphological and semantic criteria for their classification, and provides detailed exemplification from Ancient Greek, Medieval Greek, and Modern Greek dialects.

Five ways of (not) defining exemplification

Abstract: The notion of exemplification is essential for Goodman’s theory of symbols. But Goodman’s account of exemplification has been criticized as unclear and inadequate. He points out two conditions for an object x exemplifying a label y: (C1) y denotes x and (C2) x refers to y. While (C1) is uncontroversial, (C2) raises the question of how “refers to” should be interpreted. This problem is intertwined with three further questions that consequently should be discussed together with it. Are the two necessary conditions (C1) and (C2) conjointly sufficient? Do they amount to a definition of “exemplification”? Which notions of Goodman’s theory are basic, and hence undefined? In this paper, we address these questions and defend a reconstruction of the notion of exemplification that interprets “refers to” in (C2) as exemplificational reference and hence treats “exemplification” as a basic notion of Goodman’s theory. Firstly, we argue that even though the notion of exemplification is not defined, it is still sufficiently clear. This ensures its contribution to Goodman’s theory of symbols. Secondly, we show that our account is plausible as an interpretation of Goodman’s and Elgin’s writings, although it implies that some of Goodman’s theorems about selfreference have to be weakened. Thirdly, we argue that it is the only materially adequate reconstruction of Goodman’s notion of exemplification, whereas the alternative definitional accounts fail.

What is physicalism

Abstract: Although 'most contemporary analytic philosophers [endorse] a physicalist picture of the world' (A. Newen; V. Hoffmann; M. Esfeld, 'Preface to Mental Causation, Externalism and Self-Knowledge', Erkenntnis, 67 (2007), p. 147), it is unclear what exactly the physicalist thesis states. The response that physicalism is the thesis that everything is physical does not solve the problem but is a precise statement of the problem because 'the claim is hopelessly vague' (G. Hellman; F. Thompson, 'Physicalism: Ontology, Determination, and Reduction', Journal of Philosophy, 72 (1975), p. 552). I argue that physicalism in fact should be the thesis that every existing particular essentially exemplifies properties the exemplification of which does not conceptually entail the existence of conscious beings. Physicalism thus is a purely philosophical thesis with no intrinsic relation to physics.'.

Forms of Our Life: Wittgenstein and the Later Heidegger

Abstract: The paper argues that an internal debate within Wittgensteinian philosophy leads to issues associated rather with the later philosophy of Martin Heidegger. Rush Rhees's identification of the limitations of the notion of a “language game” to illuminate the relation between language and reality leads to his discussion of what is involved in the “reality” of language: “anything that is said has sense-if living has sense, not otherwise.” But what is it for living to have sense? Peter Winch provides an interpretation and application of Rhees's argument in his discussion of the “reality” of Zande witchcraft and magic in “Understanding a Primitive Society”. There he argues that such sense is provided by a language game concerned with the ineradicable contingency of human life, such as (he claims) Zande witchcraft to be. I argue, however, that Winch's account fails to answer the question why Zande witchcraft can find no application within our lives. I suggest that answering this requires us to raise the question of why Zande witchcraft “fits” with their other practices but cannot with ours, a question of “sense” which cannot be answered by reference to another language game. I use Joseph Epes Brown's account of Native American cultures (in Epes Brown 2001) as an exemplification of a form of coherence that constitutes what we may call a “world”. I then discuss what is involved in this, relating this coherence to a relation to the temporal, which provides an internal connection between the senses of the “real” embodied in the different linguistic practices of these cultures. I relate this to the later Heidegger's account of the “History of Being”, of the historical worlds of Western culture and increasingly of the planet. I conclude with an indication of concerns and issues this approach raises, ones characteristic of “Continental” rather than Wittgensteinian philosophy.

Dynamic Equilibrium of a Market and Corporate Strategies - A Game Theoretic Approach

Abstract: The present paper introduces a model of dynamic equilibrium in a market, based on game theoretic approach, with specific development for capital markets and corporate strategies The model allows to study some aspects of structural change in markets, both its dynamics and qualitative aspects An empirical research in the Polish capital market, in a sample of 79 non-financial firms listed in the Warsaw Stock Exchange, follows as an exemplification

12. Quality in healthcare interpreter training

Abstract: This paper presents an interpreter training program recently implemented at an Italo-American healthcare facility and illustrates how the notion of “norm”, as developed within Descriptive Translation Studies, successfully shifted the trainees’ attention away from externally imposed instructions onto internally generated behavioural patterns The process of critical rethinking was carried out through guided self-assessment of both authentic and simulated interpreting performances, based on transcript analysis Exemplification is provided here by the use of first vs third person Given the highly specific context of the medical institution in question, the experience described in this study is significant only insofar as it indicates how to make rigid and undifferentiated rules superfluous while, at the same time, assuring quality services and enhancing the professionalisation of healthcare interpreting

Apontamentos sobre ensino e formação de professores intermulticulturais Notes on teaching and formation of intermulticultural teachers

Abstract: The article defends the conception of teacher as intellectual, as professional with critical conscience, capable of establishing a critical dialogue with the world. It adopts the conceptions of culturally relevant pedagogy and intermulticultural teacher. It advocates, for the formation of this professional, especially the establishment of relations of knowledge with the social, the importance of teaching methodology and sensitivity. For exemplification, it relates some experiences, such as ACIEPE (Integrated Curricular Activity of Teaching, Research and Extension) offered by the author of this text at Universidade Federal de Sao Carlos (UFSCar). Key-words Teacher education. Culturally relevant Pedagogy. Intermulticultural teacher.

Using an Exemplification Exercise to Teach Psychological Disorders

Abstract: At the beginning of the semester, 2 introductory psychology classes took 1 pretest requiring them to match 12 psychological disorders with the correct definitions and another requiring them to match the disorders with appropriate examples. Twelve weeks later, both classes heard lecture material on the disorders. One class also performed an exercise in which students wrote an original example of each disorder. At the end of the period in each class, students took posttests identical to the pretests. The lecture-plus-exercise class performed significantly better than the lecture-only class on the posttests but not on the pretests, reflecting the teaching effectiveness of the exemplification exercise as a supplement to lecture material.

The Emergence of Oedipus's Blessing: Evoking Wolfgang Iser

Abstract: In these pages I present my interpretation of Iser’s model of emergence. I emphasize that what I am presenting is my understanding and exemplification of the relations among the chief terms in Iser’s model, namely, recursion, negativity, and emergence. At the same time, what I offer is, I believe, an extrapolation from what we know of Iser’s terms. I propose that the recursive relations and emergences traced by Iser in effect constitute an interactive experience of that which he called the “imaginary.” This recursive experience is a way of collectively taking part in the emergence of imagined being. This is to suggest that in his theoretical work Iser was moving from a theory of the individual act of reading to a theory of cultural and artistic transformation that is necessarily a shared activity. In its fully specified form I believe that this theory must have profound ontological implications, in other words, for how we participate in the being that, via negativity and the imaginary, we are presently helping to bring into being. Iser, I believe, had begun to explain how the greatest works of art and culture enact an interactive, transformative, and emergent way of being in recursion. The exemplifications of emergence that I analyze are from the works of Sophocles, Milton, and Kant.

On truth, abnormal worlds, and necessity

Abstract: Various semantic theories (e.g., truth, exemplification, and more) are underwritten by so-called depth-relevant logics. Such logics afford non-trivial theories that enjoy unrestricted semantic principles (e.g., T-biconditionals, comprehension, etc.). Standard semantics for such logics are so-called non-normal-worlds semantics, which add ‘abnormal worlds’ (or ‘non-normal worlds’) to an otherwise standard possible-worlds framework. (All of these ideas are briefly reviewed below.) Once worlds (of any sort) are in the picture, questions about other worldsinvolving notions emerge. One issue concerns the addition of standard alethic modalities—e.g., necessity—into the picture. In this paper, I note that the addition of such modalities (e.g., necessity, on which I focus here) is not entirely straightforward. In particular, the problems that motivate the target (depthrelevant) semantic theories—namely, Curry-paradoxical problems—equally constrain the treatment of alethic modalities.1 The paper runs as follows. §2–§3 review Curry’s paradox and its upshot for target semantic theories. §4 sketches the target (abnormal-worlds) semantics as background to the main issue. The main issue is discussed in §5 and §6. A solution to the target problem is given in §7, with §8 giving a few closing remarks.

"Possession plus reference" - Nelson Goodmans Begriff der Exemplifikation

Abstract: Goodman's creative symbol-constructional philosophy concerns fundamental aspects of human cognition and practice. It is argued that especially his deeply interrelated conceptions of exemplification, induction and worldmaking provide us with a subtle understanding of the connections between cognition, creativity, youth-culture and education. I will try to show that youth-culture contains a fundamental potential for aesthetic and creative practice with an immense cognitive value that should be taken seriously by the cognitive sciences. This potential should be encouraged from scratch within our educational system and needs to be protected comprehensively from depreciation through narrow-minded (education-)policy and exploitation through the entertainment industries.

Language Interpretation and Meaning

Abstract: A central concern in science pedagogy is that of addressing the issue of science making sense and having meaning for the learner. The mechanism and structure of how individuals access knowledge and construct meaning have formed the focus of research into the congruence of the learner’s interpretation of phenomena with that of scientific explanations. The problem of meaning, concerned with the communication of science knowledge in science education discourse, raises the central issue of language, and this has become increasingly significant in contemporary debate within science education research (see e.g. Carlsen 2007). In particular, socio-cultural theorists’ claims that learning science is a discursive process (Mercer et al. 2004) derived from the traditions of Vygotsky (1978) conceptualise language as a tool for reasoning. In this chapter, we explore this perspective in relation to the presentation of science knowledge in the science curriculum and examine the epistemological notions that both implicitly and explicitly underpin this. We offer exemplification from practice which questions the idea that through language, we can somehow access the world directly to determine what there really is ‘out there’. In challenging the perception that language is a tool that is applied to developing an understanding of concepts encountered in learning science, there is a subtle shift in emphasis from the idea that reality is ‘out there’ as phenomena reflected in language, towards a notion that reality is produced by language; an ontology compatible with a dialogic in which meaning is derived in discourse between teacher and learner and through peer group interaction.

Kripke’s Paradox of Meaning

Abstract: Given the common-sense assumption that words possess distinctive meanings — e.g. that Jan’s word, ‘pies’, has the property of meaning DOG — we can reasonably address ourselves to the question of where such phenomena come from, how facts of this sort are to be explained.1 More specifically: To what, if anything, are meaning-properties, such as ‘w means DOG’, conceptually (a priori) analyzable? To what, if anything, are they empirically (a posteriori) reducible? Which causal processes, if any, are responsible for their exemplification?