Rebecca Gómez
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780195331059
- eISBN:
- 9780199864072
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195331059.003.0010
- Subject:
- Psychology, Cognitive Psychology, Developmental Psychology
This chapter discusses three types of processing constraints on learning. The first type arises from the learning process itself. The other two constraints arise from two naturally occurring memory ...
More
This chapter discusses three types of processing constraints on learning. The first type arises from the learning process itself. The other two constraints arise from two naturally occurring memory processes: consolidation and reconsolidation. With respect to learning constraints, the chapter discusses research suggesting that learning is a dynamically guided process, arising in the interaction of internal and external pressures, and one that is fairly robust with respect to noisy input. With respect to memory processes instrumental in learning, it describes findings that demonstrate a type of memory consolidation occurring with sleep; one that results in generalization to novel cases. Another set of findings demonstrates how the process of memory reconsolidation enables memory change. Both memory processes are important for understanding how children sustain sensitivity to prior knowledge while incorporating new information.Less
This chapter discusses three types of processing constraints on learning. The first type arises from the learning process itself. The other two constraints arise from two naturally occurring memory processes: consolidation and reconsolidation. With respect to learning constraints, the chapter discusses research suggesting that learning is a dynamically guided process, arising in the interaction of internal and external pressures, and one that is fairly robust with respect to noisy input. With respect to memory processes instrumental in learning, it describes findings that demonstrate a type of memory consolidation occurring with sleep; one that results in generalization to novel cases. Another set of findings demonstrates how the process of memory reconsolidation enables memory change. Both memory processes are important for understanding how children sustain sensitivity to prior knowledge while incorporating new information.
Henry Plotkin
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199544950
- eISBN:
- 9780191594366
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199544950.003.004
- Subject:
- Psychology, Social Psychology, Evolutionary Psychology
The relationship between individual knowledge gain and evolution is considered; the notion of Kant's a prioris is reconsidered in the light of the notion that individual learning is itself an ...
More
The relationship between individual knowledge gain and evolution is considered; the notion of Kant's a prioris is reconsidered in the light of the notion that individual learning is itself an adaptation that is constrained by the main evolutionary programme; the possibility that at least some forms of learning may occur by way of selecton processes is then reviewed and the chapter ends with wider epistemological schemes, notably that of Donald Campbell.Less
The relationship between individual knowledge gain and evolution is considered; the notion of Kant's a prioris is reconsidered in the light of the notion that individual learning is itself an adaptation that is constrained by the main evolutionary programme; the possibility that at least some forms of learning may occur by way of selecton processes is then reviewed and the chapter ends with wider epistemological schemes, notably that of Donald Campbell.
Hanno Roberts
- Published in print:
- 2006
- Published Online:
- May 2007
- ISBN:
- 9780199283361
- eISBN:
- 9780191712623
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199283361.003.0014
- Subject:
- Economics and Finance, Financial Economics
This chapter examines how existing managerial accounting mechanisms and conceptual frameworks can be brought to bear on the coordination and integration of (accumulated and generated) knowledge. The ...
More
This chapter examines how existing managerial accounting mechanisms and conceptual frameworks can be brought to bear on the coordination and integration of (accumulated and generated) knowledge. The resource-base theory (RBT) and the roles of learning processes, knowledge, and the generation of organizational capabilities are briefly discussed. The intellectual capital framework is introduced and the place that management accounting takes within that framework is considered. The implications of the intellectual capital concept for the management accounting field are discussed, focusing on the concepts of connectivity and relational networks.Less
This chapter examines how existing managerial accounting mechanisms and conceptual frameworks can be brought to bear on the coordination and integration of (accumulated and generated) knowledge. The resource-base theory (RBT) and the roles of learning processes, knowledge, and the generation of organizational capabilities are briefly discussed. The intellectual capital framework is introduced and the place that management accounting takes within that framework is considered. The implications of the intellectual capital concept for the management accounting field are discussed, focusing on the concepts of connectivity and relational networks.
Martin Bell and Paulo N. Figueiredo
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199646005
- eISBN:
- 9780199949977
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199646005.003.0002
- Subject:
- Business and Management, International Business, Innovation
This chapter draws on previous research to set the context for the new empirical studies in subsequent chapters. It opens by elaborating on basic ideas about latecomer firms, catching up, and ...
More
This chapter draws on previous research to set the context for the new empirical studies in subsequent chapters. It opens by elaborating on basic ideas about latecomer firms, catching up, and innovation capabilities at different stages of economic growth, and then.addresses two sets of questions. The first concerns the kinds of pathways, sequences, and rates that individual latecomer firms may follow through levels and types of capability. The second is about factors that help to explain inter-firm differences in those pathways. At the micro-level, the most important of these are about the mechanisms that firms use to create successive levels of innovative capability — in particular, the intensity of management effort and financial commitment to those ‘learning’ processes. The influence of wider industry-level and economy-wide incentives and institutions is also reviewed.Less
This chapter draws on previous research to set the context for the new empirical studies in subsequent chapters. It opens by elaborating on basic ideas about latecomer firms, catching up, and innovation capabilities at different stages of economic growth, and then.addresses two sets of questions. The first concerns the kinds of pathways, sequences, and rates that individual latecomer firms may follow through levels and types of capability. The second is about factors that help to explain inter-firm differences in those pathways. At the micro-level, the most important of these are about the mechanisms that firms use to create successive levels of innovative capability — in particular, the intensity of management effort and financial commitment to those ‘learning’ processes. The influence of wider industry-level and economy-wide incentives and institutions is also reviewed.
Geoffrey Hall
- Published in print:
- 1991
- Published Online:
- January 2008
- ISBN:
- 9780198521822
- eISBN:
- 9780191706677
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198521822.003.0003
- Subject:
- Psychology, Cognitive Psychology
A further consequence of repeated presentation of a stimulus is that the stimulus is only learned about slowly when it is subsequently employed as the conditioned stimulus in a classical conditioning ...
More
A further consequence of repeated presentation of a stimulus is that the stimulus is only learned about slowly when it is subsequently employed as the conditioned stimulus in a classical conditioning procedure. This chapter examines the evidence that indicates that this latent inhibition effect involves processes other than those responsible for habituation. It goes on to argue that the effect depends on an attentional learning process; specifically one that allows the associability of a stimulus to be modulated by experience of how well it predicts its consequences. Ways in which this process can be incorporated into standard associative models are discussed.Less
A further consequence of repeated presentation of a stimulus is that the stimulus is only learned about slowly when it is subsequently employed as the conditioned stimulus in a classical conditioning procedure. This chapter examines the evidence that indicates that this latent inhibition effect involves processes other than those responsible for habituation. It goes on to argue that the effect depends on an attentional learning process; specifically one that allows the associability of a stimulus to be modulated by experience of how well it predicts its consequences. Ways in which this process can be incorporated into standard associative models are discussed.
Carolyn Price
- Published in print:
- 2001
- Published Online:
- October 2011
- ISBN:
- 9780199242009
- eISBN:
- 9780191696992
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199242009.003.0007
- Subject:
- Philosophy, Philosophy of Mind, Philosophy of Science
This chapter considers two ways in which it is possible to advance beyond the minimal intentional systems described in the previous chapters. It analyses who the learning process generates ...
More
This chapter considers two ways in which it is possible to advance beyond the minimal intentional systems described in the previous chapters. It analyses who the learning process generates intentional content for and argues that a good account of a learned content will need to take account of the innate function of the mechanism that controls the process of learning. The chapter argues that the ability to represent goals is a more sophisticated capacity than the ability to signal the occurrence of some state of affairs.Less
This chapter considers two ways in which it is possible to advance beyond the minimal intentional systems described in the previous chapters. It analyses who the learning process generates intentional content for and argues that a good account of a learned content will need to take account of the innate function of the mechanism that controls the process of learning. The chapter argues that the ability to represent goals is a more sophisticated capacity than the ability to signal the occurrence of some state of affairs.
Christiane Spiel, Barbara Schober, Petra Wagner, and Monika Finsterwald
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199600496
- eISBN:
- 9780191739187
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199600496.003.0087
- Subject:
- Neuroscience, Development, Behavioral Neuroscience
The use of the term ‘neuro’ in scientific contexts has become more and more popular. Many politicians and practitioners, especially in the field of education, seem to believe that scientific work ...
More
The use of the term ‘neuro’ in scientific contexts has become more and more popular. Many politicians and practitioners, especially in the field of education, seem to believe that scientific work gets a specific aura if it is neuroscientifically based. This chapter questions whether, and if so, how neuroscience can contribute to explaining or promoting complex learning processes. To illustrate complex learning processes and the requirements associated with their enhancement, it focuses on lifelong learning (LLL). The needs of the ‘knowledge society’ have placed LLL at the centre of an intensive ongoing political debate. Essential constituents of LLL are a persistent motivation to learn and the skills to realize this motivation. Researchers in the field of education agree that schools provide the basis for LLL and therefore teachers play a decisive role for imparting relevant competences. Consequently, LLL trainings should also target teachers. As a concrete example, a training programme for teachers to enhance LLL is presented. Based on this example, the chapter discusses how bridges can be built between neuroscience and education to cooperate in explaining and promoting complex learning processes.Less
The use of the term ‘neuro’ in scientific contexts has become more and more popular. Many politicians and practitioners, especially in the field of education, seem to believe that scientific work gets a specific aura if it is neuroscientifically based. This chapter questions whether, and if so, how neuroscience can contribute to explaining or promoting complex learning processes. To illustrate complex learning processes and the requirements associated with their enhancement, it focuses on lifelong learning (LLL). The needs of the ‘knowledge society’ have placed LLL at the centre of an intensive ongoing political debate. Essential constituents of LLL are a persistent motivation to learn and the skills to realize this motivation. Researchers in the field of education agree that schools provide the basis for LLL and therefore teachers play a decisive role for imparting relevant competences. Consequently, LLL trainings should also target teachers. As a concrete example, a training programme for teachers to enhance LLL is presented. Based on this example, the chapter discusses how bridges can be built between neuroscience and education to cooperate in explaining and promoting complex learning processes.
John Child, David Faulkner, and Stephen B. Tallman
- Published in print:
- 2005
- Published Online:
- October 2011
- ISBN:
- 9780199266241
- eISBN:
- 9780191699139
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199266241.003.0018
- Subject:
- Business and Management, Strategy, Organization Studies
Partnerships are established through the relationships of companies that adopt their own dynamic and may be affected by various external changes on both the alliance and their parent companies. A ...
More
Partnerships are established through the relationships of companies that adopt their own dynamic and may be affected by various external changes on both the alliance and their parent companies. A sense of direction must be adopted in how these are able to transform and adapt to changes. This chapter attempts to examine the mature development or the evolution of cooperative arrangements that serve as a condition for their success. Alliances that are not able to evolve are likely to deteriorate into arrangements of little importance or altogether breakdown. Alliances have to possess certain characteristics to undergo successful evolution and these are said to reflect a learning process by the partners through identifying when and how to implement adjustments. The chapter identifies evolutionary schemata then considers the possible outcomes of evolutionary paths. It also explores the internal factors that influence the patterns of alliance evolution and aid in management policy.Less
Partnerships are established through the relationships of companies that adopt their own dynamic and may be affected by various external changes on both the alliance and their parent companies. A sense of direction must be adopted in how these are able to transform and adapt to changes. This chapter attempts to examine the mature development or the evolution of cooperative arrangements that serve as a condition for their success. Alliances that are not able to evolve are likely to deteriorate into arrangements of little importance or altogether breakdown. Alliances have to possess certain characteristics to undergo successful evolution and these are said to reflect a learning process by the partners through identifying when and how to implement adjustments. The chapter identifies evolutionary schemata then considers the possible outcomes of evolutionary paths. It also explores the internal factors that influence the patterns of alliance evolution and aid in management policy.
Henk Schmidt
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199583447
- eISBN:
- 9780191594519
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199583447.003.0024
- Subject:
- Public Health and Epidemiology, Public Health
Opinions differ as to whether problem-based learning (PBL) is an effective form of education. Some argue that, contrary to expectation, PBL has failed to promote in students higher levels of ...
More
Opinions differ as to whether problem-based learning (PBL) is an effective form of education. Some argue that, contrary to expectation, PBL has failed to promote in students higher levels of knowledge. Others maintain that PBL is a form of minimally guided instruction and therefore less effective and less efficient than instructional approaches that place a stronger emphasis on guidance of the student learning process. This chapter reviews the results of a large number of studies, comparing the performance of medical students and graduates of Maastricht medical school to that of medical students and graduates trained in conventional medical programmes in the same country. The results suggest that students and graduates of the PBL curriculum perform better (1) on tests of diagnostic reasoning, and (2) in the area of interpersonal and (3) medical professional competencies. In addition, (4) students in the problem-based school consistently rate the quality of their education more highly than do students in conventional schools. The same applies to national bodies of experts visiting the schools. Furthermore, the problem-based curriculum (5) turned out to be more efficient and effective, as witnessed by lower dropout and less delay. No differences were found with respect to (6) acquired medical knowledge.Less
Opinions differ as to whether problem-based learning (PBL) is an effective form of education. Some argue that, contrary to expectation, PBL has failed to promote in students higher levels of knowledge. Others maintain that PBL is a form of minimally guided instruction and therefore less effective and less efficient than instructional approaches that place a stronger emphasis on guidance of the student learning process. This chapter reviews the results of a large number of studies, comparing the performance of medical students and graduates of Maastricht medical school to that of medical students and graduates trained in conventional medical programmes in the same country. The results suggest that students and graduates of the PBL curriculum perform better (1) on tests of diagnostic reasoning, and (2) in the area of interpersonal and (3) medical professional competencies. In addition, (4) students in the problem-based school consistently rate the quality of their education more highly than do students in conventional schools. The same applies to national bodies of experts visiting the schools. Furthermore, the problem-based curriculum (5) turned out to be more efficient and effective, as witnessed by lower dropout and less delay. No differences were found with respect to (6) acquired medical knowledge.
Charles Byrne
- Published in print:
- 2005
- Published Online:
- March 2012
- ISBN:
- 9780198529361
- eISBN:
- 9780191689628
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198529361.003.0014
- Subject:
- Psychology, Music Psychology
This chapter examines the ways in which music teachers communicate with pupils in secondary music classrooms while engaged in music making, teaching, and learning. It first considers some ideas ...
More
This chapter examines the ways in which music teachers communicate with pupils in secondary music classrooms while engaged in music making, teaching, and learning. It first considers some ideas associated with communication as part of the learning process, and communication within the learning environment; links are made between these ideas, the music classroom, and the different ways teachers and students communicate. It suggests ways in which verbal and musical communication might be used to engage pupils in open-ended creative tasks using various communication strategies such as direct teaching and scaffolding. Finally, the chapter examines how verbal, non-verbal, and musical communication can be used in the classroom. It provides a template for teachers to assist in planning and implementing teaching activities with individuals and small groups.Less
This chapter examines the ways in which music teachers communicate with pupils in secondary music classrooms while engaged in music making, teaching, and learning. It first considers some ideas associated with communication as part of the learning process, and communication within the learning environment; links are made between these ideas, the music classroom, and the different ways teachers and students communicate. It suggests ways in which verbal and musical communication might be used to engage pupils in open-ended creative tasks using various communication strategies such as direct teaching and scaffolding. Finally, the chapter examines how verbal, non-verbal, and musical communication can be used in the classroom. It provides a template for teachers to assist in planning and implementing teaching activities with individuals and small groups.
Duane Rumbaugh and David Washburn
- Published in print:
- 2003
- Published Online:
- October 2013
- ISBN:
- 9780300099836
- eISBN:
- 9780300129359
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300099836.001.0001
- Subject:
- Psychology, Evolutionary Psychology
What is animal intelligence? In what ways is it similar to human intelligence? Many behavioral scientists have realized that animals can be rational, can think in abstract symbols, can understand and ...
More
What is animal intelligence? In what ways is it similar to human intelligence? Many behavioral scientists have realized that animals can be rational, can think in abstract symbols, can understand and react to human speech, and can learn through observation as well as conditioning many of the more complicated skills of life. This book explores the mysteries of the animal mind even further, identifying an advanced level of animal behavior—emergents—that reflects animals' natural and active inclination to make sense of the world. The authors unify all behavior into a framework they call Rational Behaviorism and present it as a new way to understand learning, intelligence, and rational behavior in both animals and humans. Drawing on years of research on issues of complex learning and intelligence in primates (notably rhesus monkeys, chimpanzees, and bonobos), the authors provide examples of animal ingenuity and persistence, showing that animals are capable of very creative solutions to novel challenges. They analyze learning processes and research methods, discuss the meaningful differences across the primate order, and point the way to further advances, enlivening theoretical material about primates with stories about their behavior and achievements.Less
What is animal intelligence? In what ways is it similar to human intelligence? Many behavioral scientists have realized that animals can be rational, can think in abstract symbols, can understand and react to human speech, and can learn through observation as well as conditioning many of the more complicated skills of life. This book explores the mysteries of the animal mind even further, identifying an advanced level of animal behavior—emergents—that reflects animals' natural and active inclination to make sense of the world. The authors unify all behavior into a framework they call Rational Behaviorism and present it as a new way to understand learning, intelligence, and rational behavior in both animals and humans. Drawing on years of research on issues of complex learning and intelligence in primates (notably rhesus monkeys, chimpanzees, and bonobos), the authors provide examples of animal ingenuity and persistence, showing that animals are capable of very creative solutions to novel challenges. They analyze learning processes and research methods, discuss the meaningful differences across the primate order, and point the way to further advances, enlivening theoretical material about primates with stories about their behavior and achievements.
Adrian C. North and David J. Hargreaves
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9780198567424
- eISBN:
- 9780191693656
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198567424.003.0006
- Subject:
- Psychology, Music Psychology
This chapter discusses the vast and interrelated topics of developmental social psychology of music and music education. This chapter has two broad sections: the approach adopted in the chapter to ...
More
This chapter discusses the vast and interrelated topics of developmental social psychology of music and music education. This chapter has two broad sections: the approach adopted in the chapter to musical development literature and how social perspective has influenced developmental psychology and education as a whole; and the chapter's views on musical development from infancy through to adulthood. The chapter also comments on some of the main theoretical models of musical development and evaluates their usefulness from a social psychological standpoint. The chapter discusses its outlook on the formal and informal learning processes in the field of music education. The chapter examines the international variations in music educational practices and institutions. Finally, the chapter deliberates the processes of learning and teaching music in different learning environments and the role of teachers and pupils in setting the music learning agenda.Less
This chapter discusses the vast and interrelated topics of developmental social psychology of music and music education. This chapter has two broad sections: the approach adopted in the chapter to musical development literature and how social perspective has influenced developmental psychology and education as a whole; and the chapter's views on musical development from infancy through to adulthood. The chapter also comments on some of the main theoretical models of musical development and evaluates their usefulness from a social psychological standpoint. The chapter discusses its outlook on the formal and informal learning processes in the field of music education. The chapter examines the international variations in music educational practices and institutions. Finally, the chapter deliberates the processes of learning and teaching music in different learning environments and the role of teachers and pupils in setting the music learning agenda.
Kazuo Koike
- Published in print:
- 1994
- Published Online:
- October 2011
- ISBN:
- 9780198288152
- eISBN:
- 9780191684579
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198288152.003.0003
- Subject:
- Economics and Finance, South and East Asia
This chapter examines the character and content of workers' skills on the shop-floor in production workshops and makes clear the learning process in which the skills are formed. It also delves into ...
More
This chapter examines the character and content of workers' skills on the shop-floor in production workshops and makes clear the learning process in which the skills are formed. It also delves into the incentive systems, which need to be different from ordinary ones. The chapter stresses the importance of the worker's capacity to adapt to changes in tasks and cope with unforeseen events such as machine breakdown, as distinguished from the operational skills useful for performing routine tasks. On the basis of this distinction, the chapter identifies two types of work organization: the separate system, in which standard operating tasks and problem-solving tasks are entrusted to different specialized workers, and the integrative system, in which two types of tasks are integrated in individual workers. The chapter argues that the essence of what appears to be teamwork or group-oriented behaviour at the Japanese factory is actually not so much collective as the exercise of the individual's ‘intellectual skill’ in performing the non-routine element of tasks in the integrative system. This chapter discusses incentive and monitoring schemes for promoting and rewarding the formation of such skill on the basis of field observation of a Japanese car manufacturing plant. This chapter aims to illuminate the learning systems with which workers acquire skills and the incentive systems which promotes skill acquisition in contemporary Japan.Less
This chapter examines the character and content of workers' skills on the shop-floor in production workshops and makes clear the learning process in which the skills are formed. It also delves into the incentive systems, which need to be different from ordinary ones. The chapter stresses the importance of the worker's capacity to adapt to changes in tasks and cope with unforeseen events such as machine breakdown, as distinguished from the operational skills useful for performing routine tasks. On the basis of this distinction, the chapter identifies two types of work organization: the separate system, in which standard operating tasks and problem-solving tasks are entrusted to different specialized workers, and the integrative system, in which two types of tasks are integrated in individual workers. The chapter argues that the essence of what appears to be teamwork or group-oriented behaviour at the Japanese factory is actually not so much collective as the exercise of the individual's ‘intellectual skill’ in performing the non-routine element of tasks in the integrative system. This chapter discusses incentive and monitoring schemes for promoting and rewarding the formation of such skill on the basis of field observation of a Japanese car manufacturing plant. This chapter aims to illuminate the learning systems with which workers acquire skills and the incentive systems which promotes skill acquisition in contemporary Japan.
Howard Eichenbaum
- Published in print:
- 2002
- Published Online:
- May 2009
- ISBN:
- 9780195141740
- eISBN:
- 9780199865741
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195141740.003.0013
- Subject:
- Neuroscience, Behavioral Neuroscience, Molecular and Cellular Systems
This chapter begins by summarizing the anatomy of the prefrontal cortex. It then reviews the functional role of the prefrontal cortex, including a consideration of whether the prefrontal area is ...
More
This chapter begins by summarizing the anatomy of the prefrontal cortex. It then reviews the functional role of the prefrontal cortex, including a consideration of whether the prefrontal area is involved in memory per se, or other cognitive processes related to memory, and whether the expansive prefrontal area has specialized subdivisions between or within the hemispheres. It considers parcellation of functions and cooperation between the prefrontal cortex and other higher-order cortical areas. Finally, some of the main points made in earlier chapters are reviewed, with the aim of considering how the entire brain participates in ordinary learning and memory processing.Less
This chapter begins by summarizing the anatomy of the prefrontal cortex. It then reviews the functional role of the prefrontal cortex, including a consideration of whether the prefrontal area is involved in memory per se, or other cognitive processes related to memory, and whether the expansive prefrontal area has specialized subdivisions between or within the hemispheres. It considers parcellation of functions and cooperation between the prefrontal cortex and other higher-order cortical areas. Finally, some of the main points made in earlier chapters are reviewed, with the aim of considering how the entire brain participates in ordinary learning and memory processing.
Leonardo Morlino
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199572533
- eISBN:
- 9780191731082
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199572533.003.0010
- Subject:
- Political Science, Democratization, Comparative Politics
The four key theoretical mechanisms that came out of the entire research are recalled and the prospects for future research on the field are proposed. Finally, the issue of what policy ...
More
The four key theoretical mechanisms that came out of the entire research are recalled and the prospects for future research on the field are proposed. Finally, the issue of what policy recommendations should be addressed is discussed.Less
The four key theoretical mechanisms that came out of the entire research are recalled and the prospects for future research on the field are proposed. Finally, the issue of what policy recommendations should be addressed is discussed.
Eugenio Barba
- Published in print:
- 2010
- Published Online:
- September 2011
- ISBN:
- 9789622099944
- eISBN:
- 9789882207394
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099944.003.0003
- Subject:
- Society and Culture, Asian Studies
This chapter focuses on the learning process which will offer a social and theatrical context for the further investigation of jingju performances. It discusses the importance of “basic techniques” ...
More
This chapter focuses on the learning process which will offer a social and theatrical context for the further investigation of jingju performances. It discusses the importance of “basic techniques” and the “mouth/heart” method in training actors for a total theatre of “singing, speaking, dance-acting, and combat”, and how they are trained to reconcile the formalized rules of performance with the ability to be creative. It notes that performers are the key to the process; through their lengthy, rigorous, and strictly disciplined training, actors acquire competence in the skills needed in this stylistic theatre. The chapter emphasizes that this groundwork leads the trainees towards conventionalization, the principle described by Li Yuru as “the soul of jingju”, which raises physical skills to the level of performance art.Less
This chapter focuses on the learning process which will offer a social and theatrical context for the further investigation of jingju performances. It discusses the importance of “basic techniques” and the “mouth/heart” method in training actors for a total theatre of “singing, speaking, dance-acting, and combat”, and how they are trained to reconcile the formalized rules of performance with the ability to be creative. It notes that performers are the key to the process; through their lengthy, rigorous, and strictly disciplined training, actors acquire competence in the skills needed in this stylistic theatre. The chapter emphasizes that this groundwork leads the trainees towards conventionalization, the principle described by Li Yuru as “the soul of jingju”, which raises physical skills to the level of performance art.
Jason Lawrence
- Published in print:
- 2011
- Published Online:
- July 2012
- ISBN:
- 9780719069147
- eISBN:
- 9781781702543
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719069147.003.0002
- Subject:
- Literature, 16th-century and Renaissance Literature
This chapter examines how teachers of Italian language in England encouraged their private students and readers alike to attempt translation exercises both from and into the target language as an ...
More
This chapter examines how teachers of Italian language in England encouraged their private students and readers alike to attempt translation exercises both from and into the target language as an essential element of their language-learning habits. The language-learning process emphasized Italian literary texts, particularly the vernacular poetry of Petrarch. This chapter suggests that the English desire to read Italian fluently in the sixteenth and early seventeenth centuries was predicated primarily on a specifically literary interest.Less
This chapter examines how teachers of Italian language in England encouraged their private students and readers alike to attempt translation exercises both from and into the target language as an essential element of their language-learning habits. The language-learning process emphasized Italian literary texts, particularly the vernacular poetry of Petrarch. This chapter suggests that the English desire to read Italian fluently in the sixteenth and early seventeenth centuries was predicated primarily on a specifically literary interest.
GABRIEL HORN
- Published in print:
- 1991
- Published Online:
- March 2012
- ISBN:
- 9780198521983
- eISBN:
- 9780191688492
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198521983.003.0005
- Subject:
- Psychology, Cognitive Psychology
Visual imprinting leads to changes in a nervous system that may not have been marked by previous visual experience, and so encourages the hope of discovering the neural bases of the learning process. ...
More
Visual imprinting leads to changes in a nervous system that may not have been marked by previous visual experience, and so encourages the hope of discovering the neural bases of the learning process. The intermediate and medial part of the hyperstriatum ventrale, a sheet of cells within the cerebral hemispheres, plays a crucial role in visual imprinting, particularly in the memory process of recognition. The cellular and sub-cellular changes that take place in this part of the hyperstriatum ventrale after imprinting are described. The right and left hyperstriatum ventrale regions play different roles in the imprinting process, and evidence is given for the existence of multiple memory systems in the chick brain.Less
Visual imprinting leads to changes in a nervous system that may not have been marked by previous visual experience, and so encourages the hope of discovering the neural bases of the learning process. The intermediate and medial part of the hyperstriatum ventrale, a sheet of cells within the cerebral hemispheres, plays a crucial role in visual imprinting, particularly in the memory process of recognition. The cellular and sub-cellular changes that take place in this part of the hyperstriatum ventrale after imprinting are described. The right and left hyperstriatum ventrale regions play different roles in the imprinting process, and evidence is given for the existence of multiple memory systems in the chick brain.
Anat Ninio
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780199565962
- eISBN:
- 9780191725616
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199565962.001.0001
- Subject:
- Psychology, Cognitive Psychology, Developmental Psychology
This book places the syntactic learning process under close scrutiny. The focus of the book is on the characteristics of linguistic input and the resultant output, which, the book shows, do not ...
More
This book places the syntactic learning process under close scrutiny. The focus of the book is on the characteristics of linguistic input and the resultant output, which, the book shows, do not necessarily follow the orderly uniform processes assumed by some versions of formalistic linguistic theory. Unique to this book is its reliance on very large English corpora of parental speech and child utterances, revealing surprising new facts about the input and output of syntactic development. Drawing on linguistic theory (the Minimalist Program, grammaticalization), Complexity Theory (Self-Organizing Criticality) and quantitative linguistics (corpus linguistics, Zipf curves), it analyzes the input and output languages both theoretically and empirically, building on the contribution of the different source theories in a detailed and explicit manner.Less
This book places the syntactic learning process under close scrutiny. The focus of the book is on the characteristics of linguistic input and the resultant output, which, the book shows, do not necessarily follow the orderly uniform processes assumed by some versions of formalistic linguistic theory. Unique to this book is its reliance on very large English corpora of parental speech and child utterances, revealing surprising new facts about the input and output of syntactic development. Drawing on linguistic theory (the Minimalist Program, grammaticalization), Complexity Theory (Self-Organizing Criticality) and quantitative linguistics (corpus linguistics, Zipf curves), it analyzes the input and output languages both theoretically and empirically, building on the contribution of the different source theories in a detailed and explicit manner.
Leonardo Morlino
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199572533
- eISBN:
- 9780191731082
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199572533.003.0005
- Subject:
- Political Science, Democratization, Comparative Politics
In addition to providing a definition of regime change and its key features the chapter shows the characteristics of ‘first’ transitions and installations. The subsequent transitions are also ...
More
In addition to providing a definition of regime change and its key features the chapter shows the characteristics of ‘first’ transitions and installations. The subsequent transitions are also analysed with a specific emphasis on the wide range of variations and on the different, relevant explanatory factors. The chapter also addresses, first, the issue of the role of parties and possible patterns of change towards democracy grounded on elite continuity, party continuity, and elite and party discontinuity; and then, that of the process or the key reason accounting for all those political changes that affected the lives of millions of people during the last decades of the twentieth century and beyond. Such a process is a collective learning at elite and mass levels that has been gradually spreading out because of failures of alternative regimes. Despite specific events and unavoidable ups and downs, there has been consequently a gradual legitimation of democracy as the most flexible of all institutional arrangements.Less
In addition to providing a definition of regime change and its key features the chapter shows the characteristics of ‘first’ transitions and installations. The subsequent transitions are also analysed with a specific emphasis on the wide range of variations and on the different, relevant explanatory factors. The chapter also addresses, first, the issue of the role of parties and possible patterns of change towards democracy grounded on elite continuity, party continuity, and elite and party discontinuity; and then, that of the process or the key reason accounting for all those political changes that affected the lives of millions of people during the last decades of the twentieth century and beyond. Such a process is a collective learning at elite and mass levels that has been gradually spreading out because of failures of alternative regimes. Despite specific events and unavoidable ups and downs, there has been consequently a gradual legitimation of democracy as the most flexible of all institutional arrangements.
