http://www.bibsonomy.org/burst/user/yish/IJCEELLBibSonomy BuRST Feed for /user/yish/IJCEELL2008-07-21T01:59:16+02:00http://www.bibsonomy.org/bibtex/24855e915ac970698e478567ced2fb76f/yishyish2008-05-30T05:59:38+02:00neurology CiHB mythesis cognition narrative IJCEELL <span style="color:#555555;">Kay <a href="http://www.bibsonomy.org/author/Young">Young</a> and Jeffrey <a href="http://www.bibsonomy.org/author/Saver">Saver</a> </span><em>SubStance</em><em>30(1&amp;2):72-84</em>(<em>2001</em>)Fri May 30 05:59:38 CEST 2008SubStance1&272-84The Neurology of Narrative302001neurology CiHB mythesis cognition narrative IJCEELL http://www.bibsonomy.org/bibtex/2099a94c2ce08878db6d03b02d6673075/yishyish2008-05-30T05:58:38+02:00mythesis narrative ijceell06 learning design computer IJCEELL <span style="color:#555555;">Fran&#231;oise <a href="http://www.bibsonomy.org/author/Decortis">Decortis</a> and Antonio <a href="http://www.bibsonomy.org/author/Rizzo">Rizzo</a> </span><em>Personal Ubiquitous Comput.</em><em>6(5-6):416-429</em>(<em>2002</em>)Fri May 30 05:58:38 CEST 2008Personal Ubiquitous Comput.5-6416-429New Active Tools for Supporting Narrative Structures62002mythesis narrative ijceell06 learning design computer IJCEELL http://www.bibsonomy.org/bibtex/235e51249bb837622b3192f1ef9228188/yishyish2008-05-30T05:55:24+02:00sequences-ictmt7 weblabs IJCEELL ijtme2006 cscl-2005 GmX gmr webreports mathgamespatterns cerme2005 mythesis my noe-kaleidoscope <span style="color:#555555;">Yishay <a href="http://www.bibsonomy.org/author/Mor">Mor</a> and Celia <a href="http://www.bibsonomy.org/author/Hoyles">Hoyles</a> and Ken <a href="http://www.bibsonomy.org/author/Kahn">Kahn</a> and Richard <a href="http://www.bibsonomy.org/author/Noss">Noss</a> and Gordon <a href="http://www.bibsonomy.org/author/Simpson">Simpson</a> </span><em>Micromath</em><em>20(2):17-23</em>(<em>2004</em>)Fri May 30 05:55:24 CEST 2008Micromath217-23Thinking in Progress202004sequences-ictmt7 weblabs IJCEELL ijtme2006 cscl-2005 GmX gmr webreports mathgamespatterns cerme2005 mythesis my noe-kaleidoscope http://www.bibsonomy.org/bibtex/23b8814c8320159bdfe8c3ae43fd24dd2/yishyish2008-05-30T05:27:16+02:00artificial jime08 CiHB intelligence knowledge learning narrative IJCEELL mythesis AI <span style="color:#555555;">Roger <a href="http://www.bibsonomy.org/author/Schank">Schank</a> </span><em>Northwestern University Press, </em><em>Evanston, IL, </em>(<em>1995</em>)Fri May 30 05:27:16 CEST 2008Evanston, ILTell Me a Story: Narrative and Intelligence1995artificial jime08 CiHB intelligence knowledge learning narrative IJCEELL mythesis AI How are our memories, our narratives, and our intelligence interrelated? What can artificial intelligence and narratology say to each other? In this pathbreaking study by an expert on learning and computers, Roger C. Schank argues that artificial intelligence must be based on real human intelligence, which consists largely of applying old situations, and our narratives of them, to new situations in less than obvious ways.http://www.bibsonomy.org/bibtex/23fe381beb8b1704ea928a557d44a4d63/yishyish2008-05-30T04:35:36+02:00investigation writing mathematics IJCEELL learning discourse mythesis narrative <span style="color:#555555;">Candia <a href="http://www.bibsonomy.org/author/Morgan">Morgan</a> </span><em>Falmer, </em><em>London, </em>(<em>1998</em>)Fri May 30 04:35:36 CEST 2008LondonWriting Mathematically: The Discourse of Investigation1998investigation writing mathematics IJCEELL learning discourse mythesis narrative http://www.bibsonomy.org/bibtex/21346854c89aca373393e25423666ef24/yishyish2008-05-30T04:13:51+02:00affordances CSCL mythesis learning narrative multimedia IJCEELL elearning <span style="color:#555555;">Diana <a href="http://www.bibsonomy.org/author/Laurillard">Laurillard</a> and Matthew <a href="http://www.bibsonomy.org/author/Stratfold">Stratfold</a> and Rose <a href="http://www.bibsonomy.org/author/Luckin">Luckin</a> and Lydia <a href="http://www.bibsonomy.org/author/Plowman">Plowman</a> and Josie <a href="http://www.bibsonomy.org/author/Taylor">Taylor</a> </span><em>Journal of Interactive Media in Education</em>(<em>2000</em>)Fri May 30 04:13:51 CEST 2008Journal of Interactive Media in EducationAffordances for Learning in a Non-Linear Narrative Medium22000affordances CSCL mythesis learning narrative multimedia IJCEELL elearning A multimedia CD makes an impressive resource for the scholar-researcher, but students unfamiliar with the subject-matter may not always work so effectively with such a resource. Without any narrative structure, how does the novice cope? The paper describes how we are investigating the design features that 'afford' activities that generate learning: What are the design features that encourage students to practise the role of the scholar? What encourages them to explore, but also to reflect on their analysis of the data they find? What kind of learning takes place when students are allowed to explore at will? The paper goes on to compare the learning experiences of students using commercial CDs with those using material with contrasting designs, in an attempt to identify the design features that afford constructive learning activities. It concludes with an interpretation of the findings, comparing them with work in related educational media, and situating the findings in the context of a conversational framework for learning.http://www.bibsonomy.org/bibtex/2ccfb211b0de4557391765fb3f8ef732b/yishyish2008-05-30T02:21:30+02:00constructivism narrative constructivist jime08 reading social CiHB mythesis perspectives seminar ijceell <span style="color:#555555;">Jerome <a href="http://www.bibsonomy.org/author/Bruner">Bruner</a> </span><em>Harvard University Press, </em><em>Cambridge, MA, </em><em>July1990. </em>Fri May 30 02:21:30 CEST 2008Cambridge, MAPaperbackJulyActs of Meaning : Four Lectures on Mind and Culture (Jerusalem-Harvard Lectures)1990constructivism narrative constructivist jime08 reading social CiHB mythesis perspectives seminar ijceell Jerome Bruner argues that the cognitive revolution, with its current fixation on mind as "information processor;" has led psychology away from the deeper objective of understanding mind as a creator of meanings. Only by breaking out of the limitations imposed by a computational model of mind can we grasp the special interaction through which mind both constitutes and is constituted by culture.http://www.bibsonomy.org/bibtex/2c6762efff842ab95fdf51f77b118d9cd/yishyish2008-05-30T02:20:24+02:00seminar ijceell perspectives reading constructivist mythesis CiHB constructivism social jime08 <span style="color:#555555;">Jerome <a href="http://www.bibsonomy.org/author/Bruner">Bruner</a> </span><em>Harvard University Press, </em><em>Cambridge, MA, </em><em>October1986. </em>Fri May 30 02:20:24 CEST 2008Cambridge, MAPaperbackOctoberActual Minds, Possible Worlds (The Jerusalem-Harvard Lectures)1986seminar ijceell perspectives reading constructivist mythesis CiHB constructivism social jime08 In this characteristically graceful and provocative book, Jerome Bruner, one of the principal architects of the cognitive revolution, sets forth nothing less than a new agenda for the study of the mind. Bruner examines the irrepressibly human acts of imagination that allow us to make experience meaningful; he calls this side of mental activity the "narrative mode," and his book makes important advances in the effort to unravel its nature.http://www.bibsonomy.org/bibtex/24e2fafcda4feb1b6a772872697d4bd95/yishyish2008-05-30T02:19:53+02:00jime08 CiHB mythesis education ijceell classic <span style="color:#555555;">Jerome <a href="http://www.bibsonomy.org/author/Bruner">Bruner</a> </span><em>Harvard University Press, </em><em>Cambridge, MA, </em><em>April1996. </em>Fri May 30 02:19:53 CEST 2008Cambridge, MAPaperbackAprilThe Culture of Education1996jime08 CiHB mythesis education ijceell classic In a masterly commentary on the possibilities of education, eminent psychologist Jerome Bruner reveals how education can usher children into their culture, though it often fails to do so. Going well beyond his earlier acclaimed books on education, Bruner looks past the issue of achieving individual competence to the question of how education equips individuals to participate in the culture on which life and livelihood depend.http://www.bibsonomy.org/bibtex/20eb5c6d0cc3ef0f6b6e1bc91d2b3f25e/yishyish2008-05-30T00:49:28+02:00IJCEELL events neuroimaging CiHB abstraction autobiographical narrative memory situated mythesis fMRI neurology Hippocampus Multivariate <span style="color:#555555;">Donna Rose <a href="http://www.bibsonomy.org/author/Addis">Addis</a> and Anthony R. <a href="http://www.bibsonomy.org/author/McIntosh">McIntosh</a> and Morris <a href="http://www.bibsonomy.org/author/Moscovitch">Moscovitch</a> and Adrian P. <a href="http://www.bibsonomy.org/author/Crawley">Crawley</a> and Mary Pat <a href="http://www.bibsonomy.org/author/McAndrews">McAndrews</a> </span><em>NeuroImage</em>(<em>2004</em>)Fri May 30 00:49:28 CEST 2008NeuroImage1460-1471Characterizing spatial and temporal features of autobiographical memory retrieval networks: a partial least squares approach232004IJCEELL events neuroimaging CiHB abstraction autobiographical narrative memory situated mythesis fMRI neurology Hippocampus Multivariate Conway (Conway, M.A., 1992. A structural model of autobiographical memory. In: Conway, M.A., Spinnler, H., Wagenaar, W.A. (Eds.), Theoretical Perspectives on Autobiological Memory. Kluwer Academic Publishers, Dordrecht, The Netherlands, pp. 167–194) proposed that two types of autobiographical memories (AMs) exist within a hierarchical AM system: unique, specific events and repeated, general memories. There is little research on whether retrieval of these AMs relies on different neural substrates. To investigate this issue, we used a multivariate image analysis technique, spatiotemporal partial least squares (PLS), to identify distributed patterns of activity most related to AM tasks that we have found to be associated with a medial and left-lateralized network. Using PLS, specific and general memories were more strongly associated with different parts of this retrieval network. Specific AM retrieval was associated more with activation of regions involved in imagery in episodic memory, including the left precuneus, left superior parietal lobule and right cuneus, whereas general AM retrieval was associated with activation of the right inferior temporal gyrus, right medial frontal cortex, and left thalamus. These two patterns emerged at different lags after stimulus onset, with the general AM pattern peaking between 2 and 6 s, and the specific AM pattern between 6 and 8 s. These lag differences are consistent with Conway’s theory which posits that general AMs are the preferred level of entry to the AM system. A seed PLS analysis revealed that the regions functionally connected to the hippocampus during retrieval did not differentiate specific from general AM retrieval, which confirms our earlier univariate analysis indicating that some aspects of the memory retrieval network are shared by these memories.http://www.bibsonomy.org/bibtex/29764eb15c308d4b8d22f2138e2d5be9a/yishyish2008-05-27T17:13:04+02:00Fiction Simulation abilities Theory-of-mind mythesis CiHB Empathy IJCEELL Non-fiction Story Social cognition narrative reading <span style="color:#555555;">Raymond A. <a href="http://www.bibsonomy.org/author/Mar">Mar</a> and Keith <a href="http://www.bibsonomy.org/author/Oatley">Oatley</a> and Jacob <a href="http://www.bibsonomy.org/author/Hirsh">Hirsh</a> and Jennifer dela <a href="http://www.bibsonomy.org/author/Paz">Paz</a> and Jordan B. <a href="http://www.bibsonomy.org/author/Peterson">Peterson</a> </span><em>Journal of Research in Personality</em>(<em>2006</em>)Tue May 27 17:13:04 CEST 2008Journal of Research in Personality694–712Bookworms versus nerds: Exposure to fiction versus non-fiction, divergent associations with social ability, and the simulation of fictional social worlds402006Fiction Simulation abilities Theory-of-mind mythesis CiHB Empathy IJCEELL Non-fiction Story Social cognition narrative reading While frequent readers are often stereotyped as socially awkward, this may only be true of non-fiction readers and not readers of fiction. Comprehending characters in a narrative fiction appears to parallel the comprehension of peers in the actual world, while the comprehension of expository non-Wction shares no such parallels. Frequent Wction readers may thus bolster or maintain their social abilities unlike frequent readers of non-fiction. Lifetime exposure to fiction and non-fiction texts was examined along with performance on empathy/social-acumen measures. In general, fiction print-exposure positively predicted measures of social ability, while non-fiction print-exposure was a negative predictor. The tendency to become absorbed in a story also predicted empathy scores. Participant age, experience with English, and intelligence (g) were statistically controlled.http://www.bibsonomy.org/bibtex/2f0f560b7ec45dfb2ba2e5c3a5ab3eb8d/yishyish2008-04-28T08:25:56+02:00learning computational constructionism representation mythesis notation mathematics IJCEELL <span style="color:#555555;">James J <a href="http://www.bibsonomy.org/author/Kaput">Kaput</a> and Richard <a href="http://www.bibsonomy.org/author/Noss">Noss</a> and Celia <a href="http://www.bibsonomy.org/author/Hoyles">Hoyles</a> </span><em>Handbook of International Research in Mathematics Education, </em><em>Lawrence Erlbaum, </em><em>London, </em>(<em>2002</em>)Mon Apr 28 08:25:56 CEST 2008LondonHandbook of International Research in Mathematics Education51-75Developing new notations for a learnable mathematics in the computational era2002learning computational constructionism representation mythesis notation mathematics IJCEELL Not for the first time we are at a turning point in intellectual history. The appearances of new computational forms and literacies are pervading the social and economic lives of individuals and nations alike. Yet nowhere is this upheaval correspondingly represented in educational systems, in classrooms, or in school curricula. As far as mathematics is concerned, the massive changes to mathematics that characterize the late twentieth century—in terms of the way it is done, and what counts as mathematics—are almost invisible in the classrooms of our schools and, to only a slightly lesser extent, our universities.http://www.bibsonomy.org/bibtex/21e53996c8c7994f17938350efb409cd8/yishyish2007-07-10T17:40:01+02:00noe-kaleidoscope sequences mathgamespatterns of my practice IJCEELL gmx cscl-2005 webreports gmr communities mythesis <span style="color:#555555;">Jo&#227;o Filipe <a href="http://www.bibsonomy.org/author/Matos">Matos</a> and Yishay <a href="http://www.bibsonomy.org/author/Mor">Mor</a> and Richard <a href="http://www.bibsonomy.org/author/Noss">Noss</a> and Madalena <a href="http://www.bibsonomy.org/author/Santos">Santos</a> </span><em>Fourth Congress of the European Society for Research in Mathematics Education (CERME-4), </em><em>Sant Feliu de Gu&#237;xols, Spain, </em>(<em>2005</em>)Tue Jul 10 17:40:01 CEST 2007Sant Feliu de Guíxols, SpainFourth Congress of the European Society for Research in Mathematics Education (CERME-4)Sustaining Interaction in a Mathematical Community of Practice2005noe-kaleidoscope sequences mathgamespatterns of my practice IJCEELL gmx cscl-2005 webreports gmr communities mythesis http://www.bibsonomy.org/bibtex/270782f4ed3df5a7684e1dab800443e6f/yishyish2007-07-10T17:29:38+02:00emdp mythesis Designpatterns KalDesignResearch patterns gamesresearch learning GLiSL Interactive my enhanced science IJCEELL CnE07 postdocapplication LDSE ILE experiments Technology environments chais2007 jime08 Design patternlanguagenetwork <span style="color:#555555;">Yishay <a href="http://www.bibsonomy.org/author/Mor">Mor</a> and Niall <a href="http://www.bibsonomy.org/author/Winters">Winters</a> </span><em>Interactive Learning Environments</em><em>15(1):61-75</em>(<em>2007</em>)Tue Jul 10 17:29:38 CEST 2007Interactive Learning Environments161-75Design approaches in technology enhanced learning152007emdp mythesis Designpatterns KalDesignResearch patterns gamesresearch learning GLiSL Interactive my enhanced science IJCEELL CnE07 postdocapplication LDSE ILE experiments Technology environments chais2007 jime08 Design patternlanguagenetwork Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon, 1969). We then review the application of Design Experiments (Brown, 1992) and Design Patterns (Alexander et al., 1977) and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists.http://www.bibsonomy.org/bibtex/26f0d476fbe4d4d10340bc1101b2a4c70/yishyish2007-04-30T02:09:25+02:00abstraction neuropsychology narrative discourse IJCEELL linguistics neuroimaging situated <span style="color:#555555;">Robert A. <a href="http://www.bibsonomy.org/author/Mason">Mason</a> and Marcel Adam <a href="http://www.bibsonomy.org/author/Just">Just</a> </span><em>page765-800. </em><em>Elsevier, </em><em>London, </em>(<em>2006</em>)Mon Apr 30 02:09:25 CEST 2007LondonHandbook of Psycholinguistics765-800Neuroimaging contributions to the understanding of discourse processes2006abstraction neuropsychology narrative discourse IJCEELL linguistics neuroimaging situated Neuroimaging research is providing new types of information and insight about the cortical activity underlying discourse processing. Knowing the intensity and location of the brain activity during discourse comprehension adds significantly to the information provided by behavioral measures alone. The combination of neuroimaging data and behaviorally based discourse theories indicate that discourse processing is underpinned by a system of several distinguishable cortical networks that are activated for discourse processing, above and beyond the activation evoked by comprehension at the word and sentence level. Whereas the multiplicities of the processes in discourse comprehension are sometimes seen as a drawback to behavioral experiments, it is something of a benefit in neuroimaging research. Controlled neuroimaging experiments, with their multidimensional measures, can help determine when each of these components contributes to discourse processing. By making some assumptions about the cortical regions/network that underlie this processing, we can begin to determine when an area becomes activated and to what degree it is activated as a function of the discourse properties.http://www.bibsonomy.org/bibtex/2a06ce676bac26a66209cfbfdd0edfc2e/yishyish2007-04-27T14:00:02+02:00CiHB dicourse IJCEELL jime08 lobe neuropsychology brain damage neurocognitive frontal language mythesis narrative neuroimaging review neurology neuroscience <span style="color:#555555;">Raymond A. <a href="http://www.bibsonomy.org/author/Mar">Mar</a> </span><em>Neuropsychologia</em><em>42(10):1414-&#8211;1434</em>(<em>2004</em>)Fri Apr 27 14:00:02 CEST 2007Neuropsychologia101414-–1434The neuropsychology of narrative: story comprehension, story production and their interrelation (review)422004CiHB dicourse IJCEELL jime08 lobe neuropsychology brain damage neurocognitive frontal language mythesis narrative neuroimaging review neurology neuroscience Stories are used extensively for human communication; both the comprehension and production of oral and written narratives constitute a fundamental part of our experience. While study of this topic has largely been the domain of cognitive psychology, neuroscience has also made progress in uncovering the processes underlying these abilities. In an attempt to synthesize work from both literatures, this review: (1) summarizes the current neuroimaging and patient research pertaining to narrative comprehension and production, (2) attempts to integrate this information with the processes described by the discourse models of cognitive psychology, and (3) uses this information to examine the possible interrelation between comprehension and production. Story comprehension appears to entail a network of frontal, temporal and cingulate areas that support working-memory and theory-of-mind processes. The specific functions associated with these areas are congruent with the processes proposed by cognitive models of comprehension. Moreover, these same areas appear necessary for story production, and the causal-temporal ordering of selected information may partially account for this common ground. A basic description of comprehension and production based solely on neuropsychological evidence is presented to complement current cognitive models, and a number of avenues for future research are suggested.http://www.bibsonomy.org/bibtex/2526727fc9b5ce139d0ea70230a4f3582/yishyish2007-04-27T13:39:14+02:00learning geometry constructionism mathematics cabri IJCEELL narrative mythesis <span style="color:#555555;">Lulu <a href="http://www.bibsonomy.org/author/Healy">Healy</a> and Nathalie <a href="http://www.bibsonomy.org/author/Sinclair">Sinclair</a> </span><em>International Journal of Computers for Mathematical Learning</em><em>12(1):3-21</em>(<em>2007</em>)Fri Apr 27 13:39:14 CEST 2007International Journal of Computers for Mathematical Learning13-21If this is our Mathematics, What are our Stories?122007learning geometry constructionism mathematics cabri IJCEELL narrative mythesis http://www.bibsonomy.org/bibtex/21a967703126bf6fed9164b330281014f/yishyish2007-04-27T13:24:12+02:00narrative constructivism ijceell06 IJCEELL mythesis <span style="color:#555555;">Kenneth J. <a href="http://www.bibsonomy.org/author/Gergen">Gergen</a> </span><em>Suhrkamp, </em><em>Frankfurt, </em>(<em>1998</em>)Fri Apr 27 13:24:12 CEST 2007FrankfurtIdentitat und historishces BewusstseinNarrative, Moral Identity and Historical Consciousness: a Social Constructionist Account ("Erzahlung, moralische Identiat und historisches Bewusstsein. Eine sozialkonstructionistische Darstelung.")1998narrative constructivism ijceell06 IJCEELL mythesis http://www.bibsonomy.org/bibtex/2fcd67e5b41142eb91a07ceac48ed2804/yishyish2007-04-27T13:20:05+02:00learning CiHB prefrontal context mythesis cortex events IJCEELL narrative neurocognitive <span style="color:#555555;">Keith J. <a href="http://www.bibsonomy.org/author/Holyoak">Holyoak</a> and James K. <a href="http://www.bibsonomy.org/author/Kroger">Kroger</a> </span><em>Annals of the New York Academy of Sciences</em><em>769(1):253-264</em>(<em>1995</em>)Fri Apr 27 13:20:05 CEST 2007New YorkStructure and functions of the human prefrontal cortexAnnals of the New York Academy of Sciences1253-264Forms of reasoning: Insight into prefrontal functions?7691995learning CiHB prefrontal context mythesis cortex events IJCEELL narrative neurocognitive In this paper we consider the prospects for linking research on the psychology of thinking and reasoning with research on the structure and functions of prefrontal cortex. It is generally accepted that damage to the prefrontal cortex leads to deficits in planning, complex learning, attentional control, and memory for the spatio-temporal context of events. However, these deficits do not correspond in any straightforward manner to the varieties of thinking as typically defined by cognitive psychologists, which include deductive and inductive inference, categorization, judgment and decision making, and problem solving. We consider whether certain central representational and processing elements postulated by cognitive theories of human thinking -- symbols and variables, analogical mapping, and conditional rules -- can be linked with models of frontal functions.http://www.bibsonomy.org/bibtex/2a4d5b87a73f1926c23100aad5525ebf6/yishyish2006-12-22T13:54:43+01:00NLE IJCEELL nrich narrative learning mathematics discourse web <span style="color:#555555;">Jenni <a href="http://www.bibsonomy.org/author/Back">Back</a> </span><em>Proceedings of the British Society for Research into Learning Mathematics, </em><em>25, </em><em>page7-12. </em>(<em>2005</em>)Fri Dec 22 13:54:43 CET 2006Proceedings of the British Society for Research into Learning Mathematics27-12Talking About Mathematical Problems on the Web252005NLE IJCEELL nrich narrative learning mathematics discourse web This paper outlines an initial investigation into the nature of communication about a mathematical problem on the AskNRICH discussion board on the NRICH website (www.nrich.maths.org.uk). It involves elements of collaborative problem solving but also shows some conventions adopted from other settings including those associated with classroom talk and text messaging. The webboard offer young people the opportunity to engage in dialogue about mathematics without teacher intervention or instigation and the purpose of the analysis is to gain some ideas about the nature of that communication and its value.