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Sobre a categoriza o dos signos na Semiótica Peirceana em atividades de Modelagem Matemática
Lourdes M.Werle de Almeida,Karina A. Pessoa da Silva,Rodolfo E. Vertuan
Revista electr?3nica de investigaci?3n en educaci?3n en ciencias , 2011,
Abstract: Neste trabalho buscamos uma aproxima o entre Semiótica Peirceana, em particular, entre as categoriza es fenomenológicas e os níveis de rela es dos signos estabelecidos por Peirce e a Modelagem Matemática como alternativa pedagógica. A análise de uma atividade de Modelagemnos permite inferir que há a es que s o ‘primeiras’, a es que s o ‘segundas’ e a es que s o ‘terceiras’ durante o desenvolvimento de uma atividade de Modelagem Matemática, em sintonia com as categorias Primeiridade, Secundidade e Terceiridade caracterizadas por Peirce. A análise dos níveis de rela es (significa o, objetiva o,interpreta o) estabelecidos pelos signos e efetivados pelos alunos, implica em observar as rela es ou generaliza es conceituais emitidas por eles durante suas a es, possibilitando observar elementos indicativos do pensar refletido nas representa es apresentadas para o fen meno em estudo.
Sobre a categoriza??o dos signos na Semiótica Peirceana em atividades de Modelagem Matemática
Werle de Almeida,Lourdes M.; Pessoa da Silva,Karina A.; Vertuan,Rodolfo E.;
Revista electr?3nica de investigaci?3n en educaci?3n en ciencias , 2011,
Abstract: in this paper we looking for an approach between peircean semiotics, particularly, between the phenomenological categorizations and the signs' levels of relationships established by peirce and the mathematical modelling as a pedagogical alternative. the analysis of a modelling activity allows us to infer that there are actions that are 'firsts', actions that are 'seconds' and actions that are 'thirds' in the development of a mathematical modelling activity, in line with the peirce's categories: firstness, secondness and thirdness. the analysis of the levels of relations (signification, objectivity, interpretation) established by the signs and made effective by the students, involves observing the relations or conceptual generalizations issued by them for their actions, enabling to observe indicative elements of the thinking reflected in the representations associates to the phenomenon in study.
Eero Tarasti, Existential Semiotics  [cached]
Aurel Codoban
Journal for the Study of Religions and Ideologies , 2007,
Abstract: Eero Tarasti, Existential Semiotics Indiana University Press, Bloomington and Indianapolis, 2001
Phonics and Semiotics for Early Intervention  [cached]
Lucia Y. Lu
International Education Studies , 2010, DOI: 10.5539/ies.v3n2p17
Abstract: Clay’s Reading Recovery has been one of the most effective one-to-one tutorial sessions. To make the daily lesson more interesting and fully engage the at-risk readers, the author modified Clay’s Reading Recovery Program by conceptualizing phonics and semiotics into early intervention. In this case study, three at-risk first graders formed an authors’ circle and constructed a variety of signs such as drawing, role playing, storytelling, invented spelling, and kinesthetic movements to expand their potential for understanding and communicating their transaction with the text. The research results positively reflect that phonics and semiotics-based early intervention foster the at-risk early readers' break through the bottleneck to literacy and ensure them on the right track to educational success.
Using Triadic Semiotics in Storytelling  [PDF]
Chien-Wen Lin, Ta-Long Lin
Art and Design Review (ADR) , 2014, DOI: 10.4236/adr.2014.24010
Abstract: Researchers of this study have been making animation-related production and teaching for more than twenty years. Telling Stories with Pictures is a very common method for language and design teaching. And “idea pitching” is just like Telling Stories with Pictures; it is a significant process in developing a story for professional animation companies. This study focused on using Peirce’s Triadic Semiotics (icon-index-symbol semiotic triangle) with Story Cubes (Story Dices) in storytel-ling. By laboratory observation method, a team of students carried out the experiment contrast. After the introduction of Triadic Semiotics, testees would make stories having some associations and implications; therefore, there would be more possibilities and more imaginations in the story arrangement and structure. It is expected that the study results may provide effective recommen-dations for the production education of animation. In other design fields or knowledge management, more dynamic thinking methodology may be figured out accordingly as well.
Experimental Semiotics: A Review  [PDF]
Bruno Galantucci,Simon Garrod
Frontiers in Human Neuroscience , 2011, DOI: 10.3389/fnhum.2011.00011
Abstract: In the last few years a new line of research has appeared in the literature. This line of research, which may be referred to as experimental semiotics (ES; Galantucci, 2009; Galantucci and Garrod, 2010), focuses on the experimental investigation of novel forms of human communication. In this review we will (a) situate ES in its conceptual context, (b) illustrate the main varieties of studies thus far conducted by experimental semioticians, (c) illustrate three main themes of investigation which have emerged within this line of research, and (d) consider implications of this work for cognitive neuroscience.
Subur Laksmono Wardoyo
TEFLIN Journal , 2005,
Abstract: Decoding the dramatic situation, intertextuality, and connotation of a poetic text can be very helpful for its interpretation. How the theory of those three aspects of semiotics might be applied in Dover Beach is to be the focus of this article.
Study about the deprivation in Semiotics  [PDF]
Paulo Henrique do Espirito Santo Nestor,Sebasti?o Elias Milani
Via Litterae , 2011,
Abstract: This article of Linguistic Historiography discusses the deprivation, a component of the test in Semiotics of Greimas. The test was presented in the inventory of functions developed by Propp (1984a), who identified them through analysis of the Russian folktales. Greimas (1973) promoted a reduction of the functions of Propp and retained the notion of test linking it with other concepts of his theory. Later, Greimas and Courtés (2008) wrote that the test consists of three utterances: confrontation, domination and consequence. In consequence, the deprivation is its negative form as opposed to its positive form, the acquisition. If on the axis of the consecution the consequence is the last of the constituent utterances of the test and its resultant is deprivation, them is the closure of the axis. However, as suggested by Greimas and Courtés (2008), this axis can be replaced by the assumptions on which the consequence implies the domination, which implies the confrontation. This new focus suggests that the deprivation can stand as a determinant in the first utterance of the test, a start. It is this possibility that this article is based, in order to deepen in the theoretical issues concerning the narrative organization.
Beyond Gombrich: the recrudescence of visual semiotics  [PDF]
Paolo Fabbri
Journal of Art Historiography , 2011,
Abstract: Gombrich’s semiological project draws its theoretical and methodical coherence from the direction toward sematology taken by Karl Bühler and his school (Popper and Lorenz). His visual studies, on art in particular, have focused more on the utterance dimension – the iconological ‘lexicon’, the ‘etymology’ of decorative patterns, the ‘symbolism’ of the expression plane – than on the communicational strategies of enunciation. Yet this pronominal and interactive level finds its definition in sematology first and only later in the Benveniste and Greimas analysis. Visual and art semiotics has now widened to the ‘discursive’ dimension, which includes both components – the utterance or the product; the uttering itself as the process of enunciation – and is able to describe and explain the rhetoric that is at the basis of Gombrich’s Situational Logic. In his centenary year, Gombrich, who has preceded and influenced us, continues to lead us as a guide.
A modelagem dos comportamentos agressivos e as ciências cognitivas
Vasconcellos, Silvio José Lemos;Picon, Patrícia;Gauer, Gabriel José Chittó;
Psicologia: Teoria e Pesquisa , 2006, DOI: 10.1590/S0102-37722006000200005
Abstract: the main purpose of this article is to discuss the social information processing model relative to social competence in children and adolescents. it is assumed that a reformulation of the social information processing model (crick & dodge, 1994) presents limitations related to the connectionist approach. the authors do not contest the predictive value of the model but argue that the multiple steps of the social information processing can also be explained by means of an hybrid architecture. the main conclusion is that another reformulation of this model is possible. this article also discusses the difficulty in obtaining conclusive results regarding this question.
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