semiotic
Relating to semiotics — the study of signs, symbols, and sign processes (how meaning is created, communicated, and interpreted).
28 Matching Annotations
- Last 7 days
-
openurl.ebsco.com openurl.ebsco.com
-
-
Viewing written language as just one of manysymbol systems
symbols and written languages?
-
, and not all that isthought is expressed or interpreted through language.
through symbolic means or written?
-
idiosyncratic
Peculiar to an individual or group; characterized by unique, personal, or quirky traits that deviate from the norm or standard — often in behavior, thinking, language, or style.
-
ana-logical
Relating to, based on, or expressed through analogy — a comparison between two things that are similar in some respects but otherwise different, used to explain, clarify, or reason about a concept by drawing parallels.
-
Socially Shared Symbolic System
SSS meaning
-
interdisciplinary
Involving two or more academic disciplines or fields of study that integrate concepts, methods, theories, or tools to address a common problem, question, or phenomenon — going beyond the boundaries of a single discipline.
-
methodological
Done according to a systematic or orderly plan; characterized by careful organization, step-by-step progression, and attention to detail.
-
Children, of course, in their attempts to com-municate, cannot focus on only one symbolic sys-tem.
important to have a variety?
-
It is important to remember the range of sym-bol systems considered in deriving these conclusions.They include gesture; oral language; written lan-guage; number systems; mathematical notation; sys-tems for inscription (e.g., graphs, maps); and, to alesser degree, other systems. The multiplicity of sym-bol systems considered in the volume certainly givesgreater weight and credibility to the editors' conclu-sions. This multiplicity is also powerful for us as ear-ly literacy researchers, a point to which we now turn
different symbol systems
-
Calling roses and daisies 'flowers' in-duces children to search for their similarities"
another development to similarities
-
Centner and Loewenstein's chapter focuses onthe development of analogical processing
compare and contrast the two different chapters
-
SSSS model is intended to apply sim-ilarly to other symbolic systems. It would beinteresting to see early literacy researchers apply thisframework to their own data
finding out what the sss model is intended to do
-
comparisons and seeking similarities are posited asimportant vehicles in cognitive and language devel-opment. To use Ellin Scholnick's example (from theIntroduction), "Calling roses and daisies 'flowers' in-duces children to search for their similarities" (p. 14).The kinds of similarities recognized, however, varyover time and across domain. For example, whenasked to interpret the statement "A tape recorder islike a camera," 6-years-olds tended to identify similarsurface attributes (e.g., noting that they are the samecolor), whereas 9-year-old children and adults tendedto identify similarities in Ranction, that is, that theyboth can record something for later use (Centner,1988, as cited in the chapter, pp. 96-97
everything in this block of text is important because it compares and contrasts and gives us insight to the similarities between two scholars
-
Theories that account for interactions among culturalrepresentatives—teachers/students, parents/children, peers—can be broadened by paying attention to such interactionsamong specific people who connect, compete, control, dis-sent, and feel happy or sad as a result of their interactions inreal time and space, (pp. 217-218)
ex from the reading
-
While Daiute's focus is writing development, herlens is what she terms "social relational."
Social relational ?
-
Mikhail Bakbtin, Urie Brofenbrenner, and JeromeBruner. Tbus, tbere is tbeoretical diversity amongtbe contributors, witb botb cognitive and culturalperspectives well represented.
the volumes had a bunch of diversity and a ton of different opinions represented
-
leading to tbis book does not mean tbat tbe volumeor its contributors can be simply characterized asPiagetian or Neo-Piagetian. In fact, more referencesin tbe book are to Lev Vygotsky tban to Piaget,
another name Lev Vygotsky, a soviet psychologist
-
Development andLearning: Conflict or Congruence? {Xlhtn, 1987), TheNature and Ontogenesis of Meaning (Overton &Palermo, 1994), and Culture, Thought andDevelopment (Nuccl, Saxe, &Turiel, 2000).
more books and volumes by jean Piaget society.
-
symposia
conference with 2 to 4 leading scholars
-
Language,Literacy and Cognitive Development: The Development and Consequences of SymbolicCommunication
first book mentioned
-
unprecedented
Never done or known before; without previous example or precedent.
-
"information age"
what is she referring to when talking about the information age
-
s a drastic increase in the amount of in-formation available on nearly any topic imaginable. In literacy research we are notsheltered from this change.
Her first point in making that we are not sheltered from tons of information and change through various sources
-
?^Q read-ers,
what is a RRQ reader?
-
As we point out subse-quendy here, this book did not arise from the mainstream of early literacy research.
the book is not mainstream and rather a different type of research?
-
early literacy researchers must think careful-ly about their own attention to the mass of material available.
giving them a warning as to say there is so much information available that it might interfere with their opinion or research?
-
Jean Piaget Society
The Jean Piaget Society: Society for the Study of Knowledge and Development is an international, interdisciplinary organization dedicated to exploring the developmental construction of human knowledge. Established in 1970, it draws inspiration from the work of Swiss developmental psychologist Jean Piaget (1896–1980), who pioneered theories on cognitive development, genetic epistemology, and the active role of children in constructing knowledge. piaget.org for membership, conference details, and resources.
-