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Format: 1 online resource (352 pages)

Edition: 1st ed.

ISBN: 9789819968114

Note: Intro -- Design Dictionary -- Acknowledgements -- Contents -- List of Figures -- List of Tables -- Changemakers: Designers in Healthcare -- 1 Why a Design-Led Approach Is Needed in Healthcare -- 2 The Promise and Perils of Technology -- 3 The Challenge of Changing Healthcare -- 4 Designers as Agents of Change -- 5 How to Read this Book -- 6 Part 1: Placemakers -- 7 Part 2: Makers -- 8 Part 3: Advocates -- 9 Part 4: Strategists -- 10 Part 5: Instigators -- 11 Part 6: Practitioners -- References -- Part I: Placemakers -- Reference -- Parrot Murals and Feather Floors: Co-designing playful wayfinding in the Queensland Children's Hospital -- 1 Wayfinding in Children's Hospitals -- 2 Our Approach: Co-Designing Playful Wayfinding at the QCH -- 3 The Collaborative Design Ideation Process for Playful Wayfinding at QCH -- 4 Sharing Design Power: Tracing and Negotiating for Best Outcomes -- 5 The Lift Zones: Arrival Landmarks -- 6 The Value of Mock-Ups -- 7 The Final Design -- 8 Conclusion -- References -- 'It Takes a Village': The Power of Conceptual Framing in the Participatory Redesign of Family-Centred Care in a Paediatric Intensive Care Unit -- 1 The Design of Environments for Paediatric Family-Centred Care -- 2 The Queensland Children's Hospital (QCH) PICU Partnership Project Design Challenge -- 3 Defining the Conceptual Approach for Participation in the PICU Partnership Project -- 4 Participatory Design Methods -- 5 Outcomes -- 6 Reflections on the Importance of Design Concepts and Metaphors for Participatory Health Design Projects -- References -- Designing Hospital Emergency Departments for a Post Pandemic World: The Value of a BaSE Mindset-Biophilia (Natural), Salutogenesis (Healthy), and Eudaimonia (Contentment) in Architectural Design -- 1 Flexible and Adaptive Spatial Environments in Hospital Emergency Departments. , 2 The Importance of Healing Architecture -- 3 Biophilic Architecture: Element One of the BaSE Mindset -- 4 Salutogenic Architecture: Element Two of the BaSE Mindset -- 5 Eudaimonic Architecture: Element Three of the BaSE Mindset -- 6 Our HEAL Project -- 7 What Works (and What Doesn't) in Emergency Department Design? -- References -- Transforming the NICU Environment for Parent and Staff Wellbeing: A Holistic and Transdisciplinary Supportive Design Approach -- 1 Engaging Differently -- 2 A Holistic & -- Transdisciplinary Approach -- 2.1 Spatial Design -- 2.2 Visual Communication Design -- 2.3 Service Design -- 3 Developing Solutions with Cross-Benefits for Parents and Staff -- 4 Supportive Design Theory for Neonatal Environments -- 4.1 Application of Theory: Perceived Sense of Control -- 4.2 Application of Theory: Positive Distraction -- 4.3 Application of Theory: Social Support Opportunities -- 5 Transforming the Neonatal Unit: An Overview of Six Supportive Design Concepts -- 5.1 A Place for Parents: Re-Designing the Parent Hub for Dining, Working, and Resting -- 5.2 From Parent Craft to Parent Retreat: Transforming the Parent Craft into a 'home away from home' -- 5.3 Placemaking and Creative Wayfinding: Creating Zones and a Sense of Identity for the Neonatal Unit -- 5.4 Bringing the Outside-in: Fostering Connection to Nature through Photographic Artworks of Australian Native Flora -- 5.5 Creating a Comforting Place for Private Conversations: Re-Imagining the Xray Room -- 5.6 Creating a Place for Connection: Re-Imagining the Conference Room -- 6 The Challenges and Limitations of a Holistic & -- Transdisciplinary Supportive Design Approach for Creating Change within a NICU Environment -- References -- Part II: Makers -- Reference -- Prototyping for Healthcare Innovation -- 1 Understanding Prototyping in the Design Research Process. , 2 Design Thinking, Co-Design and Prototyping in Human-Centred-Design for Healthcare Innovation -- 3 The Value of Prototyping -- 4 My Approach as an Industrial Designer in Design for Health -- 5 Project a: PPE for Paediatric Wards-Co-Designing Child Friendly Facial PPE -- 5.1 The Need for Person-Centred Solutions: A Mix-Methods Approach -- 6 Project B: Assessing Pain in Paediatric Hospital Wards -- 6.1 The Need for Person-Centred Solutions: A Collaborative Approach to Designing TAME -- 7 Challenges in Design for Health Research -- 8 Challenges to the Process of Designing the Paediatric PPE -- 9 Challenges to the Process of Designing TAME -- 10 Design Thinking Prototyping in Design for Health: Emerging Principles -- 11 Principle 1: Making for Engaging-Prototyping Is Essential for Stakeholders' Engagement -- 12 Principle 2: Making Meaning: Prototyping Brings out Context and Knowledge -- 13 Principle 3: Making Stories: Prototyping Helps Envision Scenarios -- 14 Principle 4: Making Language: Prototyping Is 'Design Doing' in your Own Way -- 15 Conclusions -- References -- Graphics and Icons for Healthcare with a Focus on Cultural Appropriateness, Diversity, and Inclusion -- 1 A History of Medical Graphics and Icons -- 1.1 Universal Symbols in Medical Graphics -- 1.2 Cross-Cultural Understanding of Graphic Images and Information -- 2 Case Study: Innovating Healthcare Design for Diversity and Inclusion -- 2.1 Introduction -- 3 Project Overview -- 4 Design Intervention -- 5 Discussion -- 6 Design Process -- 7 Poster Layout -- 8 Typography -- 9 The Myriad Font -- 10 Colour Palette -- 11 Illustration and Iconography -- 12 The Final Poster -- References -- Agency and Access: Redesigning the Prison Health Care Request Process -- 1 How Prisoners Currently Access and Experience Healthcare -- 2 Why Prison Healthcare Matters: And Current Priorities. , 3 Rethinking the Prison Health Request Process: A Queensland Case Study -- 4 The Queensland Prison Health System -- 5 Barriers to Accessing Timely and Appropriate Health -- 6 Redesigning the Prison Health Request Form -- 7 The New Visual Form -- 8 Conclusion -- References -- Part III: Advocates -- In a Heartbeat: Animation as a Tool for Improving Cultural Safety in Hospitals -- 1 Why Animation? -- 2 Re-Defining the Problem and Designing an Intervention -- 3 Step 2: Working Together towards a Script and a Visual Style -- 4 Defining a Visual Style -- 5 Animation Resources, Camera Placement and Sound -- 6 Creating a Storyline -- 7 Connecting with Users -- 7.1 The Co-Design Workshop with Clinicians -- 7.2 Findings from the Workshop -- 8 Crafting the Experience -- 9 The Final Version /Presentation/Current Uses -- 10 Reflections -- 11 Conclusion -- References -- Co-creating Virtual Care for Chronic Disease -- 1 Process -- 1.1 Mapping -- 1.2 Collaboratively Designing -- 1.3 Sensemaking -- 1.4 Implementing -- 1.5 User Testing -- 1.6 Improving -- 1.7 Expanding -- 2 Outcomes -- 3 What we Learned -- 4 Conclusion -- References -- Improving Interpreter Service Uptake and Access to Just Healthcare for CALD Consumers: Reflections from Clinicians and Designers on Animation and Experience-Based Co-design (EBCD) -- 1 Context/Problem -- 2 Background/Literature -- 2.1 The Rise of Design in Healthcare -- 2.2 Embedding Lived Experience to Promote a Culture of Access and Inclusion -- 2.3 Education Animation in Healthcare for Informing Behaviour Change -- 3 Project -- 3.1 Design Process/Stages -- 4 Reflections on Co-design and Service Design Process -- 4.1 Ruby Chari, Multicultural Mental Health Coordinator -- 4.2 Karen Beaver, Multicultural Mental Health Coordinator -- 4.3 Janice Rieger, Designer -- 4.4 Sarah Johnstone, Designer -- 4.5 Thalia Brunner, Animator. , 5 Discussion -- 6 Conclusion -- References -- Co-designing the Palliative Care Hospital Experience with Clinicians, Patients, and Families: Reflections from a Co-design Workshop with Clinicians -- 1 The Palliative Care Context -- 2 The Value of Co-design -- 3 The Co-design Workshop for Clinicians -- 3.1 Step 1: Connection and Creativity-Creating a Psychologically Safe Space Which Fosters a Co-design Learning Mindset -- 3.2 Step 2: Personas and Empathy Mapping-Imagining and Learning About the User Group's Experience -- 3.3 Step 3: Creative Ideation-'Wild Ideas' for 'Disrupting the System' -- 3.4 Step 4: Identifying Barriers to Change-Staff, Space, Social, and System -- 3.5 Step 5: Idea-Storming-Brainstorming and Formulating Creative Solutions -- 3.6 Stage 6: Prototyping and Designing Change -- 4 Conclusion -- References -- Part IV: Strategists -- Empathy in Action: A Rapid Design Thinking Sprint for Paediatric Pain-Perspective-Storming, Pain Points, and the Power of Personas -- 1 This Design Sprint Challenge: Reducing Procedural Pain for Children -- 2 Design Sprints-Origins, Role, and Philosophical Underpinnings -- 3 Creating 'Liminal Spaces' for Transformative Learning Experiences -- 4 The Six Steps in This Design Thinking Sprint -- 4.1 Step 1: Empathy-User Personas and the Empathy Mapping Task -- 4.2 Step 2: Define -- 4.3 Step 3: Ideate -- 4.4 Step 4: Prototype -- References -- Asking the Right Questions: Cancer Wellness and Stroke Care -- 1 Case Study 1: Cancer Wellness -- 1.1 The Problem -- 1.2 The Process -- 1.2.1 Reimagining -- 1.2.2 Co-designing -- 1.2.3 Sensemaking -- 1.2.4 Developing -- 1.2.5 Evaluating -- 1.3 Learnings -- 2 Case Study 2: Stroke Care -- 2.1 The Problem -- 2.2 The Process -- 2.2.1 Sensemaking -- 2.2.2 Stakeholder Workshops -- 2.2.3 Outcomes -- 2.3 Learnings -- 3 Conclusion: Asking the Right Questions -- References. , The Art of Transformation: Enabling Organisational Change in Healthcare Through Design Thinking, Appreciative Inquiry, and Creative Arts-Based Visual Storytelling.

Additional Edition: Print version: Miller, Evonne How Designers Are Transforming Healthcare Singapore : Springer,c2024 ISBN 9789819968107

Language: English

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Format: 1 online resource (528 pages)

Edition: 1st ed.

ISBN: 9783030156367

Series Statement: ICME-13 Monographs

Note: Intro -- Preface -- Contents -- Contributors -- Empirical Methods -- 1 Argumentation Analysis for Early Career Researchers -- Abstract -- 1.1 Toulmin's Functional Model of Argumentation -- 1.2 Local and Global Arguments -- 1.3 Reconstructing Arguments in Classrooms -- 1.3.1 Reconstructing the Sequencing and Meaning of Classroom Talk -- 1.3.2 Turn by Turn Analyses -- 1.3.3 Analysing Arguments and Argumentation Structures -- 1.3.3.1 Functional Reconstruction of Local Arguments -- 1.3.3.2 Functional Reconstruction of Intermediate Argumentation Streams -- 1.3.3.3 Reconstructing the Argumentation Structure of Proving Processes in Class -- 1.4 Comparing Argumentation Structures and Revealing Their Rationale -- 1.4.1 Knipping's French-German Comparison -- 1.4.1.1 The Source-Structure -- 1.4.1.2 The Reservoir-Structure -- 1.4.1.3 Comparison -- 1.4.2 Knipping and Reid's Spiral Versus Source Comparison -- 1.4.2.1 Spiral-Structure -- 1.4.2.2 Comparison -- 1.4.3 Abductions in the Reservoir-Structure Versus Ms James' Lesson -- 1.4.4 Shinno's Research -- 1.4.5 Cramer's Comparisons -- 1.4.6 Potari and Psycharis' Comparisons -- 1.4.7 Papadaki, Reid and Knipping's Comparisons -- 1.5 Concluding Remarks -- References -- 2 Topic-Specific Design Research: An Introduction -- Abstract -- 2.1 Introduction -- 2.2 What Is Design Research? -- 2.2.1 Dual Aims and Common Characteristics -- 2.2.2 General Structure of a Design Experiment -- 2.2.3 Differences Between Various Design Research Approaches -- 2.2.4 Striving for Topic-Specific Design Research Rather Than Only Generic Educational Design Research -- 2.3 Learning from Examples of Topic-Specific Design Research -- 2.3.1 Exploratory Design Research-An Example Project for Instantaneous Speed in Grade 5 -- 2.3.2 Structuring Learning Trajectories-An Example Project on Exponential Growth for Grade 10 -- 2.4 Looking Back. , 2.4.1 When Is Topic-Specific Design Research a Suitable Methodology? -- 2.4.2 Meeting Major Methodological Concerns -- References -- 3 A Naturalistic Paradigm: An Introduction to Using Ethnographic Methods for Research in Mathematics Education -- Abstract -- 3.1 Introduction -- 3.2 A Naturalistic Paradigm -- 3.2.1 An Ethnographic Stance -- 3.2.2 Ecological Validity -- 3.2.3 Context -- 3.3 Research Design Issues for Ethnographic Data Collection -- 3.4 Video as an Ethnographic Research Methodology -- 3.4.1 Advantages and Disadvantages of Using Video Data -- 3.4.2 Transcription and Translation as Theory -- 3.4.3 Analysing Mathematical Activity -- 3.5 Analyzing Mathematical Activity Using a Naturalistic Paradigm and Ethnographic Methods -- 3.5.1 An Ethno-Mathematical Perspective as an Example of an Ethnographic Stance -- 3.5.2 Two Studies as Examples of Using an Ethnographic Stance and Designing Ecologically Valid Tasks -- 3.6 Learning to Use Ethnographic Methods -- References -- 4 An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm -- Abstract -- 4.1 Introduction -- 4.2 A Short Positioning of Grounded Theory -- 4.2.1 What Is Grounded Theory? -- 4.2.2 What Kind of Research Questions Are Appropriate for a Grounded Theory Study? -- 4.3 A Short Introduction to the Methods and Techniques of Grounded Theory -- 4.3.1 Theoretical Sensitivity and Sensitizing Concepts -- 4.3.2 Interdependence of Data Collection, Analysis, and Development of Theory -- 4.3.3 Data Analysis -- 4.3.3.1 Open Coding -- 4.3.3.2 Axial Coding -- 4.3.3.3 Selective Coding -- 4.3.3.4 Memos and Diagrams -- 4.4 The Role of Theory Within Grounded Theory and the Coding Paradigm -- 4.4.1 Examples from Studies in Which the Coding Paradigm Was Changed -- 4.4.1.1 A Modification of the Coding Paradigm from the Perspective of Learning and Educational Theory. , 4.4.1.2 Personal Meaning When Dealing with Mathematics in a School Context -- 4.4.1.3 Learning Mathematics with Textbooks -- 4.5 Concluding Remarks -- References -- 5 Interactional Analysis: A Method for Analysing Mathematical Learning Processes in Interactions -- Abstract -- 5.1 Introduction -- 5.2 Mathematics Learning from an Interactionist Perspective -- 5.3 Theory Development in Interpretive Research -- 5.4 Basic Concepts: The Negotiation of Mathematical Meaning -- 5.5 Interactional Analysis -- 5.5.1 Setting of the Interactional Unit -- 5.5.2 Structure of the Interactional Unit -- 5.5.3 Displaying Transcript of Selected Sequence -- 5.5.4 General Description of Selected Sequence -- 5.5.5 Detailed Sequential Interpretation of Individual Utterances -- 5.5.6 Turn-by-Turn Analysis -- 5.5.7 Summary of the Interpretation -- 5.6 Conclusion -- Appendix -- References -- 6 Planning and Conducting Mixed Methods Studies in Mathematics Educational Research -- Abstract -- 6.1 Introduction -- 6.2 Methodological Background of Mixed Methods Research -- 6.2.1 What Is Mixed Methods Research? -- 6.2.2 What Kind of Research Questions Does Mixed Methods Research Require? -- 6.2.3 What Is the Purpose of Doing MMR? And Why Should I Choose This Methodological Approach? -- 6.3 Special Features of MMR in Mathematics Education -- 6.4 Choosing a Research Design -- 6.5 Mixed Data Analysis: Integrating Qualitative and Quantitative Findings-Joint Displays -- 6.6 Methodological Challenges for MMR -- 6.7 Summary: How to Conduct a Mixed Methods Study -- References -- 7 The Research Pentagon: A Diagram with Which to Think About Research -- Abstract -- 7.1 Introduction -- 7.2 The Research Pentagon Embedded in Research as an Inquiry Practice -- 7.3 The Research Pentagon as a Model for Practicing Research -- 7.3.1 Hidden Views on Formulas. , 7.3.2 Language Demands in Qualitative Calculus -- 7.4 The Research Pentagon Illustrating a Case of Networking of Theories -- 7.4.1 Abstraction in Context (AiC) -- 7.4.2 Interest-Dense Situations (IDS) -- 7.4.3 Comparing and Contrasting the Two Theories -- 7.4.4 A Case of Networking Between AiC and IDS -- 7.4.5 Reflecting on the Case Study -- 7.5 What Is Networking of Theories About? -- 7.6 Final Comments -- Acknowledgements -- Appendix -- References -- 8 Qualitative Text Analysis: A Systematic Approach -- Abstract -- 8.1 Introduction: Qualitative and Quantitative Data -- 8.2 Key Points of Qualitative Content Analysis -- 8.3 The Analysis Process in Detail -- 8.4 Summary and Conclusions -- References -- 9 Problematising Video as Data in Three Video-based Research Projects in Mathematics Education -- Abstract -- 9.1 Introduction -- 9.2 Video-Based Research in Education -- 9.3 Three Research Projects in Mathematics Education Employing Video -- 9.3.1 The Learner's Perspective Study (LPS) -- 9.3.2 The Social Unit of Learning Project -- 9.3.3 The International Classroom Lexicon Project (The Lexicon Project) -- 9.4 Ontological Grounding in Terms of Researcher Role and Status of the Video in Each Project -- 9.4.1 The Ontological Grounding of the Three Metaphors -- 9.5 The Co-determining Nature of the Role of the Researcher and the Status of the Video Material -- 9.6 The Role of the Researcher and the Status of the Video Material in the Three Projects -- 9.7 Implications -- References -- Important Mathematics Educational Themes -- 10 Approaching Proof in the Classroom Through the Logic of Inquiry -- Abstract -- 10.1 Introduction -- 10.2 Argumentations and Proofs: Education to Rationality as a Learning Goal in Secondary School -- 10.3 The Theoretical Basis of Our Proposal -- 10.3.1 The Model of Stephen E. Toulmin -- 10.3.2 The Logic of Inquiry by Jaako Hintikka. , 10.4 Educating to Rationality Through an Inquiring-Game Activity -- 10.5 Discussion -- Acknowledgements -- References -- 11 A Friendly Introduction to "Knowledge in Pieces": Modeling Types of Knowledge and Their Roles in Learning -- Abstract -- 11.1 Introduction -- 11.1.1 Overview -- 11.1.2 Empirical Methods -- 11.2 Two Models: Illustrative Data and Analysis -- 11.2.1 Intuitive Knowledge -- 11.2.2 Scientific Concepts -- 11.3 Examples in Mathematics -- 11.3.1 The Law of Large Numbers -- 11.3.2 Understanding Fractions -- 11.3.3 Conceptual and Procedural Knowledge in Strategy Innovation -- 11.3.4 Other Examples -- 11.4 Cross-Cutting Themes -- 11.4.1 Continuity or Discontinuity in Learning -- 11.4.2 Understanding Representations -- References -- 12 Task Design Frameworks in Mathematics Education Research: An Example of a Domain-Specific Frame for Algebra Learning with Technological Tools -- Abstract -- 12.1 Introduction -- 12.2 Brief History of the Emergence of Design-Related Theoretical Work from the 1960s Onward -- 12.2.1 Influences from Psychology -- 12.2.2 Early Design Initiatives of the Mathematics Education Research Community -- 12.2.3 The 1990s and Early 2000s: Development of Design Experiments -- 12.2.4 From Early 2000 Onward -- 12.2.5 A Key Issue -- 12.3 A Conceptualization of Current Theoretical Frameworks and Principles for Task Design in Mathematics Education Research -- 12.3.1 Introduction -- 12.3.2 Grand Theoretical Frames -- 12.3.3 Intermediate Level Frames -- 12.3.4 Domain-Specific Frames -- 12.4 A Domain-Specific Frame for the CAS-Supported Co-emergence of Technique and Theory within the Activity of Algebraic Factorization -- 12.4.1 The Theoretical Underpinnings of the Design Study -- 12.4.2 The Implementation of the Design Study -- 12.4.3 Theorizing Resulting from the Implementation of the Proving Phase of the Design Study. , 12.5 Concluding Remarks.

Additional Edition: Print version: Kaiser, Gabriele Compendium for Early Career Researchers in Mathematics Education Cham : Springer International Publishing AG,c2019 ISBN 9783030156350

Language: English

Subjects: Mathematics

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Format: 1 online resource (462 pages)

Edition: 1st ed.

ISBN: 9783031564888

Series Statement: New ICMI Study Series

Note: Intro -- Foreword -- Members of ICMI Study 25 IPC -- Members of the International Program Committee -- Contents -- Contributors -- Part I: Introduction -- Chapter 1: Introduction -- 1.1 The Need for the Study -- 1.2 The Scope and Aims of the Study -- 1.3 The Study Conference: Its Program, Structure and Outcomes -- 1.4 Structure of the Study Volume -- 1.5 Editorial Overview of Thematic Working Groups Chapters and Plenary Chapters -- 1.5.1 Thematic Working Group Chapters -- 1.5.1.1 Theme A -- 1.5.1.2 Theme B -- 1.5.1.3 Theme C -- 1.5.1.4 Theme D -- 1.5.2 Plenary Chapters -- 1.5.2.1 Theme A -- 1.5.2.2 Theme A Reaction -- 1.5.2.3 Theme C -- 1.5.2.4 Theme D -- 1.5.2.5 Plenary Panel -- 1.5.3 Commentary Chapters -- 1.6 Reflections on the Study and the Study Volume -- References -- Part II: Theme Working Group Chapters -- Chapter 2: Theoretical Perspectives on Studying Mathematics Teacher Collaboration -- 2.1 Introduction -- 2.1.1 Background -- 2.1.1.1 ICME-13 Survey and Four Theoretical Perspectives -- 2.1.1.2 Connections with ICMI Study 25: Discussion Document in Review -- 2.1.1.3 ICME-13 Survey and Methodological Approaches -- 2.1.2 Questions of the Discussion Document -- 2.1.3 Work Methodology and Structure of the Chapter -- 2.2 Generalities of Theories -- 2.2.1 What Is a Theory? -- 2.2.2 The Roles of Theory in Mathematics Education -- 2.2.3 A Coda on Epistemological Awareness -- 2.3 Diversity of Theories Related to Teacher Collaboration -- 2.3.1 Diversity as a Result -- 2.3.2 Roles of Theories -- 2.3.2.1 Example 1: Theoretical Constructs for Understanding Lesson Study Within ATD -- 2.3.2.2 Example 2: PLC as a Perspective for Designing a PD Program -- 2.3.2.3 Example 3: Fractals as a Perspective for Designing Teacher Collaboration and Research -- 2.3.3 Origins of Theories and Their Foci. , 2.3.3.1 Example 1: A Theory Originated in Mathematics Education Research -- 2.3.3.2 Example 2: A Theoretical Perspective Originated in General Education -- 2.3.3.3 Example 3: A Theoretical Approach Originated in a Social Practice Perspective -- 2.3.4 Research Issues on Theory: Developing, Enhancing, Networking, Analysing -- 2.3.4.1 Example 1: Adapting and Theorising -- 2.3.4.2 Example 2: Combining Theories as a Networking Practice -- 2.3.4.3 Example 3: Comparing and Analysing Different Models for Teacher Collaboration -- 2.3.5 To Conclude -- 2.4 Conceptualising Teacher Collaboration -- 2.4.1 Introduction -- 2.4.2 Collaboration to Solve a Problem or Deal with an Issue -- 2.4.2.1 Collaborative Projects -- 2.4.2.2 Collaborative Activities -- 2.4.2.3 Collaboration in the Frame of Existing Organisations -- 2.4.3 Professional Development Activities -- 2.4.3.1 Pre-service Teacher Education -- 2.4.3.2 In-Service Teacher Education -- 2.4.3.3 Lesson Study -- 2.4.4 To Conclude -- 2.5 Conclusion -- 2.5.1 Summary of Our Reflections -- 2.5.2 Responses to the Initial Questions -- 2.5.3 Perspectives for Future Studies -- References -- Chapter 3: Contexts, Forms and Outcomes of Mathematics Teacher Collaboration -- 3.1 Introduction -- 3.1.1 Backgrounds and Purpose -- 3.1.1.1 Early Contributions -- 3.1.1.2 ICME 13 Survey: Expanding Ideas and Contributions -- 3.1.1.3 Guiding Questions of Theme B -- 3.1.2 Conceptual Framework for Synthesising Papers -- 3.1.2.1 Forms of Collaboration -- 3.1.2.2 Context -- 3.1.2.3 The Nested Nature of Teachers ́Professional Work -- 3.1.2.4 Teachers ́Professional Development as Multi-level System -- 3.1.3 Analytical Approach for Analysing the Papers -- 3.1.4 Layout of the Rest of the Chapter -- 3.2 The Multifaceted Nature of Collaborative Work: Contexts, Origins, Needs and Goals -- 3.2.1 Introduction. , 3.2.2 Contexts and Origins of the Collaboration -- 3.2.3 Needs and Concerns at the Origin of Collaborative Work -- 3.2.4 Main Goals of the Teacher Collaboration -- 3.2.5 Summary and Comments -- 3.3 Exploring Forms, Settings and Conditions Related to Teachers ́Collaboration -- 3.3.1 Introduction -- 3.3.2 Settings, Forms and Contexts of Collaboration -- 3.3.2.1 Face-to-Face Settings and Forms -- 3.3.2.2 Blended Forms -- 3.3.3 Collaborative Settings: Focus, Scale and Participants -- 3.3.3.1 Foci and Goals Beyond Innovation -- 3.3.3.2 Scale (Time and Size) -- 3.3.3.3 Participants and Communities -- 3.3.4 Collaborative Settings and Arenas: A Brief Reflection on Conditions That May Inhibit or Foster Collaboration -- 3.3.5 Summary and Comments -- 3.4 A Comprehensive Examination of Outcomes Related to Teachers ́Collaboration -- 3.4.1 Introduction -- 3.4.2 Products Developed as Result of Collaboration and Their Levels of Application -- 3.4.3 Outcomes Related to Learning, Professional Development, Knowledge, Beliefs and Practices -- 3.4.4 Unexpected Outcomes: Difficulties or Problematic Issues Encountered at Work -- 3.4.5 The Sustainability, Dissemination and Sharing of Outcomes -- 3.4.6 Summary and Comments -- 3.5 Mathematics Content and Context for the Collaborative Activity or the Case of a Small-Scale Frame for Collaboration -- 3.5.1 Introduction -- 3.5.2 Nature and Role of Mathematics-Related Content -- 3.5.3 Selection, Design and Use of Mathematical Content/Tasks -- 3.5.4 Interacting with Mathematics-Related Tasks and Teacher Learning -- 3.5.5 Summary and Comments: Mathematics Content Is a Mediating Factor Influencing the Nature and Effects of Collaboration -- 3.6 Conclusions -- 3.6.1 A Summary -- 3.6.2 Answers to Five Interconnected Questions -- 3.6.2.1 Forms of Teachers ́Collaborative Work: Affordances and Limitations. , 3.6.2.2 Blended Form: Affordances, Limitation, Benefits and Challenges -- 3.6.2.3 Models, Outcomes, Content, and Contexts -- 3.6.3 Further Research Directions -- References -- Chapter 4: Roles, Identities and Interactions of Various Participants in Mathematics Teacher Collaboration -- 4.1 Introduction -- 4.2 Methodologies for Researching Roles in Collaboration -- 4.2.1 Various Methods Used to Research Different Roles Within Mathematics Teacher Collaboration -- 4.2.2 Methodological Challenges, Issues and Considerations Framed Within Research on Mathematics Teacher Educators -- 4.2.2.1 A Lack of Commonly Shared Constructs -- 4.2.2.2 The Pursuit of Conceptual Frameworks, Research Methods and Strategies -- 4.2.2.3 The Predominance of Self-Studies -- 4.2.3 Tensions Within Research Methods -- 4.2.3.1 Tension in Investigating Content-Specific Versus Generic Aspects of Practice -- 4.2.3.2 Tensions Between Specifying Roles and Attending to the Complexity of Roles -- 4.2.3.3 Tension in Pursuing a Situated Research Approach While Investigating Groups of Teachers -- 4.2.4 Methodological Issues in Researching Roles Within Teacher Collaboration: Looking Ahead -- 4.3 Conceptualising the Role of Facilitators in Promoting Mathematics Teacher Collaboration -- 4.3.1 A Brief Account of Constructs, Frameworks and Models to Conceptualise the Facilitatorś Role -- 4.3.2 The Facilitator of Collaborative Teacher Learning as a Professional Expert -- 4.3.3 Situational Challenges of Promoting Collaboration -- 4.3.3.1 Starting and Managing the Discussion -- 4.3.3.2 Establishing and Maintaining Norms -- 4.3.3.3 Observing, Redirecting and Sharing Responsibility -- 4.3.4 Co-facilitation -- 4.4 Exploring Professional Trajectories of Facilitators of Mathematics Teacher Collaboration -- 4.4.1 Becoming a Facilitator. , 4.4.2 Preparation of Facilitators of Mathematics Teacher Collaboration -- 4.4.2.1 Design Principles for the Preparation of Facilitators -- 4.4.3 Development and Change in Different Aspects of Facilitators ́Work -- 4.4.3.1 Development and Change in Facilitators ́Identity, Knowledge, Beliefs and Attitudes -- 4.4.3.2 Development and Change in Facilitators ́Practices -- 4.4.3.3 Influence of Collaboration and Interaction on Facilitators ́Changes and Development -- 4.4.4 Shifts in Agency of Facilitators of Mathematics Teacher Collaboration -- 4.4.5 Supporting Facilitators ́Professional Development -- 4.4.5.1 The Need for Support and Challenges Associated with It -- 4.4.5.2 Models of Support -- 4.4.5.3 Means of Support -- 4.4.5.4 Features of Effective Support for Facilitators ́Professionalisation -- 4.5 The Role of the Environment in Mathematics Teacher Collaboration -- 4.5.1 Environments of Collaboration in Research: Review of Existing Models -- 4.5.2 The Environment Created by Different Actors Within a Collaboration -- 4.5.3 Cultural Aspects of Environments in which Various Actors Collaborate -- 4.5.4 Institutional Systems and the Provision of Time for Participants to Collaborate -- 4.5.5 Collaboration Without Support of a Facilitator -- 4.6 Concluding Comments -- References -- Chapter 5: Tools and Resources Used/Designed for Teacher Collaboration and Resulting from Teacher Collaboration -- 5.1 Introduction -- 5.2 Resources, Tools and Collaboration: Essential Issues -- 5.2.1 Presentation of the Chapter, in Continuity with the Past -- 5.2.2 This Chapter in the Book -- 5.2.3 Participants and Collaboration in Theme D -- 5.2.4 Towards a Shared Glossary on Tools and Resources -- 5.2.5 Structure of the Chapter -- 5.3 Resources for Teaching That Develop and Evolve Through Collaboration -- 5.3.1 Supporting the Implementation of a New Curriculum. , 5.3.2 Supporting the Deepening of Teachers ́Mathematical Content Knowledge.

Additional Edition: Print version: Borko, Hilda Teachers of Mathematics Working and Learning in Collaborative Groups Cham : Springer International Publishing AG,c2024 ISBN 9783031564871

Language: English

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Format: X, 399 p. 86 illus., 62 illus. in color. , online resource.

Edition: 2nd ed. 2024.

ISBN: 9783031701498

Series Statement: Contributions to Management Science,

Content: This book offers a comprehensive exploration of research methods for investigating business management processes, emphasizing the integration of academia and practice. It introduces innovative approaches that acknowledge the business community as stakeholders and advocates for their active involvement in the research process. With a focus on understanding the thoughts and behaviors of business managers, the book showcases a range of contemporary research methods. It challenges traditional research designs by presenting fresh perspectives on literature reviews, interviews, and observation studies. Additionally, it explores cutting-edge techniques such as vignettes, workshops, improvisation, theater, and computer-based simulation. The book also addresses data capture, generation, and analysis, incorporating various models, computer-aided text analysis, and innovative data display methods. By linking research philosophy with different research methods, the book highlights the importance of aligning reality and beliefs in driving knowledge creation. Ultimately, the book advocates for a more collaborative and co-created approach to research, fostering rigorous relevance in business market contexts. Written by experienced researchers in both academia and applied business research, the book presents carefully curated chapters that provide valuable insights into business management processes. It appeals to business researchers aiming to bridge the gap between theory and practice, engaging both practitioners and the academic audience in meaningful research endeavors.

Note: Part I: Introductory remarks -- 1. Doing quality collaborative research with business -- Part II: Research Models and Processes -- 2. A Framework for Undertaking Conceptual and Empirical Research -- 3. Theory building using abductive search strategies -- 4. Literature Reviews Unleashed: Unlocking three approaches for the Critical Realist -- Part III: Research Methods for Information Gathering and Generating -- 5. Unlocking the Impact of Paradigms in Personal Interviews -- 6. Workshops as a Research Method in Business Research -- 7. Tangible Business Research -- 8. Multi-Method Systematic Observation: Theory and Practice -- Part IV: Analysis and Presentation of Findings -- 9. Analysis of qualitative data: Using automated semantic analysis to explore and validate text -- 10. On Displaying Research Results -- 11. Cases studies: A matter of paradigmatic stance -- 12. Five research strategies for increasing rigour in Action Research -- Part V: Researching in the Present and Future -- 13. Vignettes in Collaborative Business Research -- 14. Improvising in Research: Drawing on Theatre Practices -- 15. Collaborating with Managers to Develop flight simulators to address complex problems using Agent Based Models -- Part VI: Overview and Conclusion -- 16. Bringing it all together and leaving it all up to you!.

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Additional Edition: Printed edition: ISBN 9783031701481

Additional Edition: Printed edition: ISBN 9783031701504

Additional Edition: Printed edition: ISBN 9783031701511

Language: English

DOI: 10.1007/978-3-031-70149-8

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Format: 1 online resource (2066 pages)

Edition: 1st ed.

ISBN: 9782384761524 , 2384761528

Series Statement: Advances in Social Science, Education and Humanities Research Series ; v.785

Content: The 'Proceedings of the International Joint Conference on Arts and Humanities 2023' is a compilation of scholarly papers presented at various international conferences organized by Universitas Negeri Surabaya. The volume encompasses diverse topics within the fields of social sciences, education, arts, and humanities, highlighting research from authors across 14 countries. The proceedings aim to disseminate innovative ideas, foster intellectual discussion, and enhance scientific publication in these fields. The collection includes peer-reviewed papers that cover subjects such as psychology, sociology, education, and cultural studies, providing valuable insights and fostering an interdisciplinary approach to academic research.

Note: Intro -- Preface -- Organization -- Contents -- Peer-Review Statements -- Culture and Linguistics -- An Analysis of Interpersonal Meaning and TranslationQuality in Short Story Entitled Aladdin and TheWonderful Lamp by Andrew Lang -- 2 Wendy B. Faris Magical Realism -- 3 Method -- 4 Results & -- Data Analysis -- 4.1 The Irreducible Elements -- 4.2 The Phenomenal World -- 4.3 Merging Realms -- 4.4 The Unsettling Doubts -- 4.5 Disruptions of Time, Space and Identity -- Author's Contributions -- Author One prepared research documents/manuscripts and conducted the research. Author Two was in charge of the study direction and research manuscript completion. Author Three also conducted the research direction and guidance on completing research manuscripts. -- Acknowledgements -- Thank you for all parties who have helped this research process to run smoothly, especially for the Bantengan Panji Siliwangi group which has become a research partner. -- 1.1 Academic Manuscripts -- 1.2 Art and Culture -- 1.3 Development Goals -- 2 Methods -- 2.1 Research Approach -- 2.2 Data Collection Technique -- 2.3 Product Development Technique -- 3 Results and Discussion -- 3.1 The Vision of the Center for Excellence in Arts and Culture of UNESA -- 3.2 Mission of the Center for Excellence in Arts and Culture of UNESA -- 3.3 The Objectives of UNESA Center for Excellence in Arts and Culture -- 3.4 The Strategy of UNESA Center for Excellence for Arts and Culture -- 4 Conclusion -- Acknowledgments -- References -- Valuing Diverse Styles of Communication between Maleand Female in Translation Class: A SociolinguisticsPerspective -- 2 Method -- 2.1 Discover -- 2.2 Define -- 2.3 Develop -- 2.4 Deliver -- 3 Results and Discussion -- 4 Conclusion -- References. , Crossing Gender Boundaries: An Analysis ofRepresentation, Social Roles, And Feminist Perspectivesin Su Zhexian's Film " 夏天" (Summer) -- 2 Method -- 3 Results and Discussion -- 3.2 Characteristics of the Sandur Supporting Society -- Linguistic Characteristics. The supporting community of Sandur Bojonegoro is linguistically speakers of the Javanese dialect of Mataraman, a language spoken by the people of the former Madiun, Kediri, and Bojonegoro residency areas [23.]. The term Mataraman refers to the East Java sub-culture area that was once controlled by the Mataram kingdom as it has been explained that the cultural value of Java Mataraman has spread in various East Java region is included in terms of linguistic dialects. Th -- Spiritual Characteristics and Knowledge. The spiritual of the Sandur supporting community is identical to the culture of the Mataram kingdom which has distinctive and unique characteristics in the development of Islam in Java. The rise of Islam in Java cannot be isolated from a series of disputes that occurred at the end of the nineteenth century between Islamic teachings and Kejawen rooted in Hindu-Buddhist traditions. This tension arose during the socio-religious dialog between Javanese cultur -- Livelihood Characteristics (Economic). The livelihood and economic characteristics of the community that supports Sandur Bojonegoro were initially (pre-transformed) integrated with the historical, socioeconomic values of the former Mataram kingdom and geographical location of Ledok Kulon Bojonegoro area. Geographically, Ledok Kulon Village is surrounded by a stretch of the Bengawan Solo River -- the existence of the river certainly has an important role in the circulation of people's livelihoods a -- 3.3 Sociocultural in Sandur Scene. , Language Wisdom in Sandur Scenes. Sandur's performance language reflects the language of daily interaction of the people of Ledok Kulon Village Bojonegoro. The language used refers to the Javanese dialect of Mataraman, which is identical to the Javanese Ngoko narrative and has smoother intonation of pronunciation than the Javanese Arek Ngoko dialect (the language in Ludruk art). The use of Javanese Mataraman language in the presentation of Sandur cannot be separated from historical elements, the -- Spiritual Wisdom and Knowledge in Sandur Scene. The scenes in Sandur's art are inextricably linked to spirituality and knowledge embraced by the supporting community as it refers to the teachings of Javanese Islam Mataraman. It combines mysticism and Javanese wisdom with Islamic Sufism and Sufistic traditions. The spiritual teachings of Javanese Islam form a philosophical knowledge system as a way of thinking and behavior based on vertical relations of human connection with God (error) and horiz -- Economic Wisdom of Sandur in Supporting the Community. The scenes of Sandur Bojonegoro's art cannot be separated from the reflection of the supporting community's social and economic wisdom. Social wisdom refers to the sophistication of manners, harmony, and togetherness that can maintain the integrity of the Javanese Mataraman community's social life. Meanwhile, economic wisdom conceptualizes the fulfillment of the Javanese Mataraman people's livelihood in everyday life based on manners that pr -- 3.4 Sociocultural in Sandur Stage Setting -- 4 Conclusion -- References -- 2 Methods -- 3 Results and Discussion -- 3.1 The Ideal Theater Arts Learning for Children -- 3.2 The Psychology of Child Development in Theater Learning According to Lev Vygotsky's Constructivist Theory. , Zone of Proximal Development (ZPD). The ZPD in Vygotsky's constructivism also has a central role. ZPD refers to the distance between what an individual can achieve independently and what can be achieved with the help of another, more experienced person [2] . Through collaboration with others, individuals can acquire new, more complex knowledge and skills. The concept of ZPD in Vygotsky's theory is very relevant in children's theater learning. ZPD refers to the distance between a child's actual -- Collaboration. Use a collaborative approach where children work together with adults or peers who are more experienced in theater. This collaboration allows children to achieve higher theater abilities and skills through guidance and assistance. -- Mentoring. Adults or more experienced actors can act as mentors or instructors who help children develop their skills in theater. Mentors can provide guidance, feedback, and direction appropriate to children's developmental levels. -- Distribution of Tasks. In theater performances or activities, children can be given tasks that are appropriate to their abilities but also challenging to expand their ZPD. For example, children can be assigned minor roles that allow them to learn and grow while still receiving support from adults or more experienced peers. -- The Role of Language and Symbols. Vygotsky considered language to be the primary tool in the construction of knowledge. Language plays an essential role in shaping individual thinking and facilitating communication and social interaction. In addition to verbal language, symbols and signs are also used in the process of knowledge construction [2] . Here are some ways in which the role of language and symbols can be applied in children's theatre learning:. , Dialogue and Communication. Language is used to communicate between children while collaborating in theatrical activities. They can discuss, share ideas, and convey their ideas using language. Through dialogue, children can clarify their understanding, solve problems, and develop new ideas. -- Script. Children can understand how to create scripts as well as dialogues in their performances. This process involves using language to articulate characters, stories, emotions, and interactions between characters. In creating a script, children think of the best way to convey their message through words. -- Singing and Memorizing Lyrics. Language is also related to musical elements in theater. Children can learn to sing songs related to their staging. Children acquire linguistic, rhythm, and emotional expression skills through singing and memorizing lyrics. -- Use of Gestures. Symbols and body language can be used in children's theater learning. Children can use body gestures to communicate ideas, characters, or situations in a staging. It helps them understand and translate language into visual forms and physical movements. -- Text Interpretation and Analysis. As children read and study theatrical scripts, they develop interpretive and analytical skills. They can identify themes, characters, and conflicts and delve deeper into the meaning of the text. They can use text comprehension to bring characters and life stories into their staging. -- Cultural Tools. In Vygotsky's constructivism, cultural tools, such as physical equipment, technology, and symbolic systems, are considered important sources in forming individual understanding. The use of these tools assists individuals in understanding and organizing their world [2] . Here are some examples of the role of cultural tools in children's theater learning:. , Setting-property and Dress. Setting props and dress are used in children's theater performances to gain an understanding of the characters, situations, and context of the story. Children can use property-setting and dress to reveal themselves, feel the roles of their characters, and visualize elements in the story.

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Language: English

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Format: X, 559 p. 32 illus., 19 illus. in color. , online resource.

Edition: 1st ed. 2023.

ISBN: 9783030916282

Content: This highly-readable book addresses how to teach effective communication in science. The first part of the book provides accessible context and theory about communicating science well, and is written by experts. The second part focuses on the practice of teaching communication in science, with 'nuts and bolts' lesson plans direct from the pens of practitioners. The book includes over 50 practice chapters, each focusing on one or more short teaching activities to target a specific aspect of communication, such as writing, speaking and listening. Implementing the activities is made easy with class run sheets, tips and tricks for instructors, signposts to related exercises and theory chapters, and further resources. Theory chapters help build instructor confidence and knowledge on the topic of communicating science. The teaching exercises can be used with science students at all levels of education in any discipline and curriculum - the only limitation is a wish to learn to communicate better! Targeted at science faculty members, this book aims to improve and enrich communication teaching within the science curriculum, so that science graduates can communicate better as professionals in their discipline and future workplace.

Note: Part 1. THEORY CHAPTERS -- Chapter 1. The Rhetorical Triangle -- Chapter 2. The social brain and the neuroscience of storytelling -- Chapter 3. Good Science Communication Considers Audience -- Chapter 4. On establishing trust -- Chapter 5. Intentional and unintentional messaging -- Chapter 6. Science graduates & communication in the workplace -- Chapter 7. Models of group decision-making -- Chapter 8. Data Visualisation -- Chapter 9. Misinformation and how to respond -- Chapter 10. Communicating in a space of conflict -- Chapter 11. Critical appraisal of information -- Chapter 12. Communicating risk and uncertainty -- Part 2. PRACTICE Engaging -- Chapter 13. The 5-box talk template for structuring a presentation to any audience -- Chapter 14. Getting students to express an opinion -- Chapter 15. Understanding your target audience through writing their biography -- Chapter 16. Using active learning techniques to engage audiences in oral presentations -- Part 3. PRACTICE Writing -- Chapter 17. Nominalisations - the battle against -me t, -tion, and -ery -- Chapter 18. Learning to write from the way you read -- Chapter 19. How to deconstruct when reading and construct when writing an abstract -- Chapter 20. Using the de-jargonizer and readability scores to help you write clearly -- Part 4. PRACTICE Distilling -- Chapter 21. Statements of Critical Significance (SOCS) for communicating succinctly -- Chapter 22. Infographics -- Chapter 23. Hooks & Headlines -- Chapter 24. Poetry as a device to distil science -- Chapter 25. Put the slides to one side - replacing static slides with a prop -- Part 5. PRACTICE Speaking -- Chapter 26. The think aloud protocol for obtaining feedback on writing -- Chapter 27. Show and speak to design compelling graphs & diagrams -- Chapter 28. Using Sentence Frames and Question Cards to scaffold verbal discourse - Scaffolded practice for engaging in discourse and argumentation in science -- Chapter 29. The power opening - how to grab your audience at the start of your talk -- Chapter 30. Physical presence - how to use your voice and body to be more dynamic speaker -- Chapter 31. Building powerful presentations through framing and a call to action -- Part 6. PRACTICE Listening -- Chapter 32. Mirror-mirror - learning to listen to your audience -- Chapter 33. See it, speak it, draw it and learn to communicate in simple language -- Chapter 34. Understanding the hidden meanings of words using The Word-Association Game -- Chapter 35. Learning to be part of the conversation through blogging and blog commenting -- Part 7. PRACTICE Investigating -- Chapter 36. Using a KLEWS chart to collect and organize information during investigations -- Chapter 37. The RADAR framework for evaluating sources of information -- Chapter 38. Forming a research question -- Part 8. PRACTICE Storytelling -- Chapter 39. Narrative arc, the hero, the villain, and the goal of a story -- Chapter 40. A practical guide to storytelling frameworks -- Chapter 41. The 5 fact story -- Chapter 42. Using the message triangle to distil complex research into a story -- Chapter 43. One-line stories as connections between slides -- Chapter 44. Iconic stories: learn and practice the principles of storytelling using visual cues with and, but, therefore narrative structures -- Chapter 45. Using art and reflection to do a deep dive into science -- Part 9. PRACTICE Communicating with intent -- Chapter 46. So what? Writing an impact statement -- Chapter 47. The Communicate with Intent Framework -- Chapter 48. The values affirmation exercise -- Chapter 49. Identifying personal beliefs and values through group sense making -- Chapter 50. Finding your authentic voice -- Chapter 51. Communicating for inclusion - using powerful images and language to support diversity in science -- Part 10. PRACTICE Genre -- Chapter 52. The Genre Switch Game -- Chapter 53. Creative Podcasting to Develop Content Knowledge and Communication Skills -- Chapter 54. A step-by-step procedure for developing and testing an effective analogy -- Chapter 55. The Conclusion - how to end a scientific report in style -- Part 11. PRACTICE Joining the conversation -- Chapter 56. Interactive writing - speaking with (not at) your audience -- Chapter 57. The "yes, and..." games and exercises to develop active listening and meaningful conversations -- Chapter 58. Active listening - learning through interviewing -- Chapter 59. The research roleplay: understanding the process of research and the role of research stakeholders -- Chapter 60. Embracing communication failures with joy -- Part 12. PRACTICE Arguing and organising -- Chapter 61. How to construct an evidence-based argument -- Chapter 62. Organising your communication using mind maps -- Chapter 63. Writing a project plan -- Part 13. PRACTICE Working -- Chapter 64. Building your personal pitch using a message framework -- Chapter 65. How to be a functional team member -- Chapter 66. Effective notetaking -- Chapter 67. My favourite no - How to Critique the Reasoning of Others -- Chapter 68. Understanding and articulating your value as a science graduate -- Chapter 69. How to conduct elicitation interviews with clients.

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Additional Edition: Printed edition: ISBN 9783030916275

Additional Edition: Printed edition: ISBN 9783030916299

Language: English

Subjects: General works

DOI: 10.1007/978-3-030-91628-2

URL: https://doi.org/10.1007/978-3-030-91628-2

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Format: 1 online resource (455 pages)

Edition: 1st ed.

ISBN: 9783030109912

Series Statement: History, Philosophy and Theory of the Life Sciences Series ; v.24

Note: From Assessing to Conserving Biodiversity -- Contents -- About the Contributors -- Part I: Estimating Biodiversity: Data Collection and Monitoring Challenges -- Chapter 1: Biodiversity Healing -- 1.1 Assessing and Diagnosing the Patient. Estimating Biodiversity: Data Collection and Monitoring Challenges -- 1.2 Are We Taking Care of the Right Patient? Characterising Biodiversity: Beyond the Species Approach -- 1.3 Treating the Patient. Conserving Biodiversity: From Science to Policies -- 1.4 The Way Ahead: Interdisciplinary Solutions to Biodiversity Healing -- References -- Chapter 2: The Hidden Biodiversity Data Retained in Pre-Linnaean Works: A Case Study with Two Important XVII Century Italian Entomologists -- 2.1 Introduction -- 2.2 Parasitoid and Predatory Wasps -- 2.3 Diacinto Cestoni's Letter -- 2.4 Gall Wasps and Other Gall Insects -- 2.5 Discussion -- References -- Chapter 3: Marine Biodiversity Databanks -- 3.1 Introduction -- 3.2 What Does It Mean and What Does It Take to Know Biodiversity? -- 3.2.1 Our Current Knowledge of Biodiversity and the Difficulties It Faces -- 3.2.2 Improving Our Knowledge of Biodiversity via Cyber-Infrastructures -- 3.2.2.1 A Brief History of Biodiversity Databanks -- 3.2.2.2 Biodiversity Cyber-Infrastructures -- 3.2.2.3 What Are Data in Biodiversity Databanks? -- 3.3 Uses of Biodiversity Databanks -- 3.3.1 What Do Scientists Do with the Data They Retrieve from Biodiversity Databanks? -- 3.3.2 Databanks vs. Catalogs -- 3.3.3 Databanks' Organization and the Dynamics of Biodiversity Knowledge -- 3.4 On the Properties of Useful Biodiversity Databanks: Concluding Remarks -- References -- Chapter 4: Problems and Questions Posed by Cryptic Species. A Framework to Guide Future Studies -- 4.1 Introduction -- 4.2 Why It Is Important to Recognize Cryptic Species -- 4.3 How to Detect and Classify Cryptic Species. , 4.3.1 Identification of Genetic Isolation and Biological Species -- 4.3.2 Morphological Differentiation -- 4.4 Identifying the Multiple Causes of Cryptic Species -- 4.4.1 Taxonomic Process -- 4.4.2 Other Causes Besides the Taxonomic Process -- 4.4.2.1 Recent Divergence -- 4.4.2.2 Deceleration in the Accumulation of Diagnostic Morphological Differences or in Morphological Divergence Relative to Genetic Divergence -- 4.4.3 How to Determine If a Cause Is Likely to Explain a CGI Case -- 4.5 Preliminary Results -- 4.6 Concluding Remarks on the Use of Morphospecies for Biodiversity Assessment -- References -- Chapter 5: The Importance of Scaling in Biodiversity -- 5.1 Introduction -- 5.2 An Example from Fractals -- 5.3 Scaling and the Species-Area Relationship -- 5.4 Scaling and Species Abundance Distributions -- 5.5 Final Remarks -- References -- Chapter 6: Measures of Biological Diversity: Overview and Unified Framework -- 6.1 Richness -- 6.2 Entropies and Diversity -- 6.3 Effective Numbers -- 6.4 Parametric Measures of Diversity -- References -- Chapter 7: Essential Biodiversity Change Indicators for Evaluating the Effects of Anthropocene in Ecosystems at a Global Scale -- 7.1 Introduction -- 7.1.1 The Need for Essential Biodiversity Variables -- 7.1.2 The Challenges of Biodiversity Change Indicators -- 7.1.3 The Need for Surrogates of Biodiversity Change -- 7.1.4 The Importance of Drivers Limiting or Impacting Biodiversity Change -- 7.1.5 The Nature and Intensity of the Drivers from the Past to the Future -- 7.2 Objective and Rationale -- 7.3 How to Choose Biodiversity Change Metrics in Relation to Driver's Intensity -- 7.3.1 Low Intensity Drivers may Change Biodiversity Metrics from Genetic Composition to Species Populations -- 7.3.2 Intermediate Intensity Drivers May Change Biodiversity Metrics from Species Traits to Community's Composition. , 7.3.2.1 Intraspecific Trait Variation -- 7.3.2.2 Functional Trait Metrics -- 7.3.2.3 Multi-trait Metrics -- 7.3.2.4 Taxonomic Diversity Metrics -- 7.3.3 Surrogates of Ecosystem Structure and Functioning Change from Remote Sensing -- 7.4 Final Remarks -- References -- Part II: Characterizing Biodiversity: Beyond the Species Approach -- Chapter 8: Are Species Good Units for Biodiversity Studies and Conservation Efforts? -- 8.1 Introduction -- 8.2 Species as the Units of Biodiversity and Conservation -- 8.3 Why Species Are Not Good Units of Biodiversity and Conservation -- 8.4 What to Do with the Species Concept? -- 8.5 Concluding Remarks -- References -- Chapter 9: Why a Species-Based Approach to Biodiversity Is Not Enough. Lessons from Multispecies Biofilms -- 9.1 Microbial Biodiversity and Bacterial Modes of Living -- 9.2 How Multispecies Biofilms Increase Phenotypic and Genetic Diversity -- 9.3 Multispecies Biofilms as Drivers of Evolution -- 9.3.1 The Origin of Biodiversity -- 9.3.2 Are MPB and BSCs Evolutionary Individuals? -- 9.4 Conclusions -- References -- Chapter 10: Considering Intra-individual Genetic Heterogeneity to Understand Biodiversity -- 10.1 Introduction to Intra-individual Genetic Heterogeneity -- 10.2 Examples of IGH -- 10.2.1 Mosaic Individuals -- 10.2.2 Chimeric Individuals -- 10.2.3 Mosaic vs. Chimeric Individuals -- 10.3 The Importance of IGH in Ecology and Evolution -- 10.3.1 The Metazoan Bias -- 10.3.2 Biological Organization, Hierarchy and Relevance -- 10.4 Conclusions -- References -- Chapter 11: Biodiversity, Disparity and Evolvability -- 11.1 A Concern for Biodiversity: Evolution's Products at Risk -- 11.1.1 Beyond Species Number -- 11.1.2 Disparity vs. Diversity -- 11.1.3 Functional Diversity -- 11.1.4 Phylogeny vs. Function -- 11.1.5 Antiquarian Sensibility -- 11.2 Conserving Evolutionary Processes. , 11.3 Evo-Devo: Evolvability, Robustness, Plasticity -- 11.4 A Lesson from Past Mass Extinctions? -- References -- Chapter 12: Probing the Process-Based Approach to Biodiversity: Can Plasticity Lead to the Emergence of Novel Units of Biodiversity? -- 12.1 Entity-Based and Process-Based Approaches Are Complementary -- 12.2 Entity-Based Approaches to Biodiversity Are Deficient -- 12.2.1 The Limits of Conservation Fundamentalism -- 12.2.2 Towards an Entity and Process-Based Approach to Conservation -- 12.3 Does a Process-Based Approach to Biodiversity Make Sense? -- 12.4 Can Phenotypic Plasticity Confer Evolutionary Potential? -- 12.4.1 A Model of Plasticity -- 12.5 Conclusion -- References -- Chapter 13: Between Explanans and Explanandum: Biodiversity and the Unity of Theoretical Ecology -- 13.1 Introduction -- 13.2 The Unity of Ecology -- 13.3 The Explanatory Reversibility of Diversity -- 13.4 Diversity as an Explanandum: Conceptual and Historical Aspects of the Ecological Coexistence Issue -- 13.5 Diversity as an Explanans -- 13.6 A "Conceptual Space" Approach to the Diversity Concept -- 13.7 Conclusion -- References -- Chapter 14: Functional Biodiversity and the Concept of Ecological Function -- 14.1 Introduction -- 14.2 Ecological Functions and Levels of Selection -- 14.3 Ecological Functions in Functional Ecology -- 14.3.1 Ecological Context vs. Selective History -- 14.3.2 The Explanatory Aim of Ecological Functions -- 14.3.3 By-Products and the Notion of "Functioning as" -- 14.4 What Is an Ecological Function, Then? -- 14.5 Conclusion -- References -- Chapter 15: Integrating Ecology and Evolutionary Theory: A Game Changer for Biodiversity Conservation? -- 15.1 Introduction -- 15.2 On the Relationship Between Biodiversity and Ecosystem Services -- 15.2.1 Ecosystem Services in Brief. , 15.2.2 Ecosystem Services and Biodiversity: Epistemological and Ethical Troubles -- 15.2.3 Ecosystem Services and Biodiversity: An Ecologist's Perspective -- 15.3 Eco-Evolutionary Feedback Theory -- 15.3.1 EEFB and Contemporary Evolution: Three Empirical Cases -- 15.3.1.1 Alewives and Zooplankton -- 15.3.1.2 Trinidad Guppies and Nutrients Cycling -- 15.3.1.3 Populus and Soil Nutrients Levels -- 15.3.2 EEFB, Niche Construction, and Ecosystem Engineering -- 15.3.3 EEFB and Environmentally-Mediated Gene-Associations -- 15.4 Eco-Evolutionary Feedback Theory: Some Consequences for Biodiversity Conservation -- 15.4.1 Ecosystem Engineers First? -- 15.4.2 Genetic Diversity: Better Safe than Sorry -- 15.4.3 EEFB Theory and Evolutionary-Enlightened Management -- 15.5 Conclusions -- References -- Part III: Conserving Biodiversity: From Science to Policies -- Chapter 16: On the Impossibility and Dispensability of Defining ''Biodiversity'' -- 16.1 The Integrative Power of 'Biodiversity' -- 16.2 On Defining 'Biodiversity' -- 16.3 Representing Biodiversity -- 16.4 The Hybridization of Facts and Values in 'Biodiversity' -- 16.5 Conclusion: Biodiversity as an Absolute Metaphor -- References -- Chapter 17: The Vagueness of "Biodiversity" and Its Implications in Conservation Practice -- 17.1 Introduction -- 17.2 The False Transparency of the Definition of Biodiversity -- 17.2.1 Diverging Definitions of "Biodiversity" Coexist -- 17.2.2 The Various Disciplinary Studies "of Biodiversity" Do Not Study the Same Things -- 17.2.3 The Various Disciplinary Studies "of Biodiversity" Presuppose that they Study Various Aspects of a Common Entity -- 17.2.4 Defining "Biodiversity" Thanks to the Notions of Diversity or Variety Is Insufficient to Identify such a Common Entity -- 17.3 How False Transparency Creates Concrete Problems for Conservation Science and Action. , 17.3.1 The False Transparency of "Biodiversity" Can Impair the Coordination of Interacting Conservation Actions.

Additional Edition: Print version: Casetta, Elena From Assessing to Conserving Biodiversity Cham : Springer International Publishing AG,c2019 ISBN 9783030109905

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Subjects: Agriculture, Forestry, Horticulture, Fishery, Domestic Science , Biology , General works

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ISBN: 1-108-96265-3 , 1-108-95583-5

Content: Researchers have studied non-human primate cognition along different paths, including social cognition, planning and causal knowledge, spatial cognition and memory, and gestural communication, as well as comparative studies with humans. This volume describes how primate cognition is studied in labs, zoos, sanctuaries, and in the field, bringing together researchers examining similar issues in all of these settings and showing how each benefits from the others. Readers will discover how lab-based concepts play out in the real world of free primates. This book tackles pressing issues such as replicability, research ethics, and open science. With contributors from a broad range of comparative, cognitive, neuroscience, developmental, ecological, and ethological perspectives, the volume provides a state-of-the-art review pointing to new avenues for integrative research.

Note: Title from publisher's bibliographic system (viewed on 01 Aug 2022). , Cover -- Half-title -- Title Page -- Copyright Imformation -- Contents -- List of Figures -- List of Tables -- List of Contributors -- Acknowledgments -- 1 The Purpose of Primate Cognitive Studies -- Understanding the Origins of Human Cognition -- Do Nonhuman Primates Do What Human Primates Do and What Do They Do Differently? -- The Nonhuman Primate Brain as a ''Simple'' Version of the Human Brain -- Ecological Approaches to Primate Cognition -- Some Thoughts for Readers of This Volume -- References -- 2 A History of Primates Studying Primates -- References -- 3 Genetic and Environmental Influences on Chimpanzee Brain and Cognition -- Heritability in Chimpanzee Intelligence or ''g'' and the Brain -- Cognition -- Brain -- The Effect of Rearing Experiences on Chimpanzee Cognition and the Brain -- Potential Role of Adverse Rearing -- Potential Role of Human Enculturation -- Phenotypic Associations between ''g'' and Brain -- Phenotypic and Genetic Associations between Brain and Other Dimensions of Chimpanzee Cognition as Measured by the PCTB -- Attention-Getting Vocalizations and Behavior -- Receptive Joint Attention -- Concluding Thoughts -- The Construct Validity of ''g'' as Assessed by the PCTB -- Greater Transparency and Presentation of Individual Performance Data -- Additional Descriptive Studies on Individual Differences in Brain Morphology -- Whole Genome Analyses -- Acknowledgment -- References -- 4 The Evolution of Cognition in Primates, Including Humans -- Theoretical Perspectives on Cognitive Adaptations -- ''Prime Movers'' in Primate Cognitive Evolution -- Cognitive Capabilities in Primates Previously Considered to Be Uniquely Human -- Insight Learning -- Tool Use -- Use of Symbols -- Theory of Mind -- Deception -- Comprehension of Speech -- Mental Rotation -- Metacognition -- Imitation -- Pantomime -- Intentional Communication. , Pointing Production -- Comprehension of Pointing -- Conclusions -- References -- 5 State of the Field: Developmental Primate Cognition -- Methods -- Information Sources and Original Search Strategy -- Study Selection and Eligibility Criteria -- Data Collection Process and Data Items -- Risk of Bias -- Synthesis of Results -- Results -- Study Selection -- Study Characteristics -- Results of Individual Studies -- Discussion -- Summary of Evidence -- Limitations -- Conclusions -- References -- 6 Current Perspectives on Primate Perception -- Perceptual Processing Mode -- Geometric Illusions -- Size and Line-Length Illusions -- Motion Illusions -- Illusory Motion from Static Stimuli -- Illusory Motion Different from Physical Stimulation -- Perceptual Completion -- Amodal Completion -- Illusory Contours -- Conclusions -- References -- 7 The Comparative Study of Categorization -- Natural-Kind Categories and Perceptual Categorization -- Prototype Theory -- Exemplar Theory: A Universal Algorithm for Categorization -- Exemplar Processes Insufficient -- The Family-Resemblance Assumption -- Isolating the Exemplar Process -- The Phylogenetic Depth of Prototypes -- An Evolutionary Tuning -- Rules, Hypotheses, and Dissociable Systems of Learning -- Implicit-Procedural Learning -- Explicit-Declarative Learning -- Rule Abstractness and Generalizability -- Alternative Reinforcement Environments -- Macaques' Learning under Displaced Reinforcement -- A Broader Comparative Perspective -- Relational Concepts and Conceptual Categorization -- Background -- Pigeons' ''Ancestral'' Same-Different Capacity -- Primates' Transitional Same-Different Capacity -- Primates in Higher-Order Relational-Cognition Tasks -- Epilogue: From Primate Categorization to Vertebrate Cognition -- Author Note -- References -- 8 Numerical Cognition in Nonhuman Primates. , Approximate Number System in Humans -- ANS Comparison between Human and Nonhuman Primates -- Ordinal Rule Use in Nonhuman Primates -- The Semantic Congruity Effect -- The ANS and Food-choice tasks -- Expanding the Range of Tested Species, with a Focus on Prosimian Primates -- Object File System -- Evaluating the ''Last Resort'' Hypothesis -- Neural Signature of Numbers -- Arithmetic Abilities -- Addition -- Subtraction -- Multiplication -- Conclusion -- References -- 9 The Natural History of Primate Spatial Cognition: An Organismic Perspective -- Behavior and Cognition -- Comparative Methods -- Species Polarities -- Selection of Species -- Selection of Species for Comparison with Titi Monkeys (Family Pitheciidae) -- Plan for Species Comparisons and Limitations in the Comparative Database -- Behavioral Dispositions, Use of Space, and Performance in Spatial Learning Tasks -- Field Observations -- Behavior in Novel Environments and Travel Tasks: Titis and Squirrel Monkeys -- Memory for Food Locations and Quantities: Titis, Squirrel Monkeys, and White-Faced Sakis -- Focus on Contextual Details and Behavioral Sources of ''Arboreality'' in Titi Monkeys -- Contrasting Patterns of Decision Making in Travel Tasks: Titis and Squirrel Monkeys -- Speed of Response and Rate of Habituation: Titis and Squirrel Monkeys -- Behavioral Inhibition: Titis and Squirrel Monkeys -- Behavioral Dispositions in Feeding: Titis and Squirrel Monkeys -- Physiological Contributions to Contrasting Lifestyles: Titis and Squirrel Monkeys -- Implications of Social and Physiological Characteristics for Spatial Cognition -- Acquisition of Spatial Habits and Knowledge by Titis -- Formation of Travel Routines and Resolution of Conflicts -- Reinstatement of Memories and Travel Routines -- Possible Origins of Titi Monkey Spatial Cognition within the New World Monkeys. , Evolutionary Background for Parasympathetic Dominance and Behavioral Inhibition -- Fitness Benefits of Fine-tuned Physiological Feedback with Behavioral Activation and Inhibition -- Hypotheses concerning the Evolution of Pair Living -- Emergence of Biparental Care in Titis -- Wider Comparisons -- References -- 10 Progress and Prospects in Primate Tool Use and Cognition -- Comparative Approach -- Developmental Approach -- Evaluating the Ecological Drivers of Tool Use -- Outline placeholder -- Necessity Hypothesis -- Opportunity Hypothesis -- Relative Profitability Hypothesis -- Evaluating the Socio-cognitive Drivers of Tool Use -- Exploratory Tendency Hypothesis -- Social Learning Hypothesis -- Cultural Intelligence Hypothesis -- An Integrated Comparative Socio-ecological and Developmental Approach -- Conclusions -- References -- 11 Sequencing, Artificial Grammar, and Recursion in Primates -- Chomsky Hierarchy and Grammar Complexity -- Associative Chains and Transitional Probabilities -- Variable Sequences and Probabilistic Patterns -- Ordinal Position Learning -- Algebraic Patterns -- Long-Distance Dependence and Mixed-Complexity Sequences -- Recursion -- AnBn Grammars -- Indexed AnBn Grammars -- Indexed AnBn Grammars - Beyond Associative Strategies -- Center-Embedded Spatial Sequences -- Open Questions and Avenues Forward -- Conclusion -- References -- 12 The Evolution of Episodic Cognition: The Sense of Time -- Episodic Cognition -- The Phenomenological Aspect -- An Impasse for Comparative Research: Autonoesis Awareness -- Measuring Episodic Memory -- Episodic Memory Involves Remembering the Spatial-Temporal Components of a Past Event -- Episodic Recollection Can Be Distinguished from Familiarity -- Episodic Memory Contributes to Future Thinking -- Planning -- Planning and Memory -- Episodic Memory: Uniquely Human?. , Episodic Memory Involves Remembering the Spatial-Temporal Component of a Past Event -- Episodic Memory Contributes to Future Thinking -- What Is Special about Episodic Memory That Current Paradigms Are Not Measuring? -- A Timely Look: What about the Sense of Time? -- Final Thoughts -- References -- 13 Metacognition -- What Is Metacognition? -- Overview of Nonhuman Animal Metacognition -- What Is Known and What Is Not Known -- Apes -- Old World Monkeys (Primarily Rhesus Monkeys) -- New World Monkeys and Prosimians (Primarily Capuchin Monkeys) -- A Broader Comparative Perspective: Non-Primate Species -- What We Still Don't Know and Why -- Interpreting Results, ''Metacognitive Errors,'' and Future Research -- Ecology -- Conclusions -- References -- 14 Bridging the Conceptual Gap between Inferential Reasoning and Problem Solving in Primates -- The Many Meanings of Insight -- Cups and Tools: Spatio-temporal vs. Causal Relations -- Tool-Use Tasks -- Cup Tasks -- Heuristics, Association, and Inference -- Cup Tasks -- Tool-Use Tasks -- Causal Inferences: A Bridge between Cups and Tools -- Beyond Inference by Exclusion and Insight -- Conclusion -- References -- 15 The Eyes Have It: Using Non-Invasive Eye Tracking to Advance Comparative Social Cognition Research -- Looking-Time Studies in the Field -- Looking-Time Studies in the Lab -- Traditional Looking-Time Measures -- Eye-Tracking Paradigms -- A Case Study: Attention and Social Learning -- Case Study Description -- Summary and Future Directions -- References -- 16 Social Cooperation in Primates -- Experimental Approaches to Primate Cooperation -- Joint Action Cooperative Tasks -- Economic Game Tasks -- The Extent of Cooperation in Primates -- References -- 17 Primate Communication: Affective, Intentional, or Both? -- Affective Communication in Primates -- Primary Affective Modes in Primate Communication -- Vocalizations.

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Language: English

Keywords: Aufsatzsammlung

URL: https://doi.org/10.1017/9781108955836

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Format: 1 online resource (386 pages)

Edition: 1st ed.

ISBN: 9783110785845 , 3110785846

Content: Over the past few years, scientists and philosophers have discussed the concept of gesture as promising to overcome hyper-intellectualist conceptions of human beings. Its ascendancy reaffirmed the importance of the pragmatic, relational dimension in human experience and cognitive processes. Many questions arise when we focus on the cognitive role of gestures, especially in the new cultural landscape shaped by the digital revolution. Does the idea of gestures highlight the preeminence of bodily experiences? Does it lead to the thinning of the distinction between humans and nonhuman animals? Do gestures help us rethink the allegedly higher human capacities in an antireductionist vein? Do gestures involve reasoning? Are they purely external actions? Do they serve to communicate, or is all communication a form of gesture? What kinds of social relations are involved in the concept of gesture? According to a multidisciplinary orientation, the book inquiries into the possibilities and issues opened up by attending to a philosophy of gestures in philosophy, sociology, psychology, anthropology, and communication studies. Given the current centrality of gestures, the general aim of the book is to reconsider the meaning of "gestures" and try to answer old and new questions.

Note: Intro -- Contents -- Introduction -- Part I: Gestures in Philosophy -- Chapter 1 Communication and Knowledge: A Proof of Completeness -- Chapter 2 Are There Ambiguous Gestures? -- Chapter 3 Between Saying and Doing: What Logic for Gestures? -- Chapter 4 Transcendental Gestures -- Chapter 5 Understanding Others: Theodor Lipps as Philosopher of Gestures -- Part II: Gestures in the Social Sciences -- Chapter 6 Gestures, Habits, and Cultural Transmission: From "Organic Memory" to the Social Sciences -- Chapter 7 A Relational Reading of Gesture -- Chapter 8 The Problem of Museum Accessibility: A New Perspective from Relational Sociology and Communicative Gesture -- Chapter 9 The Socio-Relational Roots of the Creative Gesture -- Chapter 10 Gesture, Labor, and Semiosis: Some Research Hypotheses for a Theoretical Convergence between Semiotics and Dialectics -- Part III: Gestures in Psychology and the Cognitive Sciences -- Chapter 11 Toward a Psychology of Gesture -- Chapter 12 Psychoanalysis as a Science of Incomplete Gestures -- Chapter 13 Gesturing Language -- Chapter 14 Two Kinds of Perspectival Representations and the Role of Gestures in Perceptually Anchoring Inner Speech -- Chapter 15 Continuity through Change: How Gestures Inform Current Debates on the Ontogeny of Embodied Narrative -- Part IV: Gestures in Anthropology, Aesthetics, and Arts -- Chapter 16 Gesture and Things: A Working Definition and Material Engagement -- Chapter 17 Reason, Language, and Life: Frank Lorimer's Critical Development of Dewey's Approach -- Chapter 18 Handling Things Together: Artistic Practice as Research -- Chapter 19 Indeterminacy and Vagueness in Improvisation and in Experimental Music -- Chapter 20 The Self as Multiplicity in Virginia Woolf's Orlando: Tracing Identity by Way of Pragmatism -- Contributors -- Index of Concepts -- Index of Names. , Issued also in print.

Additional Edition: ISBN 9783110785753

Additional Edition: ISBN 3110785757

Language: English

Keywords: Electronic books. ; Electronic books.

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Edition: 1st ed.

ISBN: 1-139-17939-X , 1-107-22478-0 , 1-283-37845-0 , 1-139-18898-4 , 9786613378453 , 1-139-18770-8 , 1-139-19029-6 , 1-139-18307-9 , 1-139-18539-X , 1-139-01948-1

Series Statement: Cambridge studies in cognitive and perceptual development ; 13

Content: Because we engage with the world and each other through our bodies and bodily movements, being able to represent one's own and others' bodies is fundamental to human perception, cognition and behaviour. This edited book brings together, for the first time, developmental perspectives on the growth of body knowledge in infancy and early childhood and how it intersects with other aspects of perception and cognition. The book is organised into three sections addressing the bodily self, the bodies of others and integrating self and other. Topics include perception and representation of the human form, infant imitation, understanding biological motion, self-representation, intention understanding, action production and perception and children's human figure drawings. Each section includes chapters from leading international scholars drawn together by an expert commentary that highlights open questions and directions for future research.

Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015). , Cover; Early Development of Body Representations; Title; Copyright; Contents; Figures; Tables; Contributors; Part I The bodily self; 1 Primordial sense of embodied self-unity; Primordial sense of embodied self-unity; Embodied sense of self and unity at birth; Presumed mental weakness of the pre-verbal child; Distinguishing the experiential from the conceptual; Criteria and evidence for basic experiential embodied unity at birth; Primordial sense of an embodied self; Embodied self-experience at birth; Conclusions: from implicit to explicit embodied self-awareness in development; References , 2 The development of body representations: the integration of visual-proprioceptive informationVisual-proprioceptive intermodal perception in infants; What is the temporal threshold of visual-proprioceptive integration?; How might the temporal discrimination threshold vary?; Visual-proprioceptive integration and the development of the objective self; Conclusion; References; 3 Emergence and early development of the body image; Neural representation of the body and body parts; Precursors in infancy: the body schema; Emergence of the body image: early developments in body self-awareness , Body structureBody topography; Body parts; Summary: early own-body knowledge; Future directions; References; 4 Gulliver, Goliath and Goldilocks: young children and scale errors; Documentation of the existence of scale errors; Scale errors and the use of visual information for planning versus executing actions on objects; Conclusion; References; Commentary on Part I The embodied mini-me: tracing the development of body representations and their role for self-awareness; The body in the wonderland; The multisensory body; Looking for myself; Mind the body; References; Part II The bodies of others , 5 Developing expertise in human body perceptionExpert body perception in adulthood; How does visual expertise for the human body arise?; Body detection develops relatively late in infancy; Stimulus generalisation effects in infants' body detection; Conclusion and future directions; References; 6 Children's representations of the human figure in their drawings; Children's early mark-making; The beginnings of representation; The first, recognisable figures; The development of a conventional figure; How universal are children's attempts to draw the human figure? , The representation of the human figure in different culturesThe sources of cultural influence on children's drawings; Individual characteristics and experiences; Summary; References; 7 Understanding of human motion, form and levels of meaning: evidence from the perception of human point-light displays by infants and people with autism; Levels of human bodily motion; Human motion and PLDs; Development of levels of understanding in infancy; Early sensitivity to human motion; 'Knowledge constraints'; Evidence for perception of the physical properties of the hidden human form , Attribution of psychological properties in infancy , English

Additional Edition: ISBN 1-107-68649-0

Additional Edition: ISBN 0-521-76382-7

Language: English

URL: https://doi.org/10.1017/CBO9781139019484

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