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Descriptors:
Familiarity; Brain Hemisphere Functions; Diagnostic Tests; Sentences; Correlation; Aesthetics; Task Analysis; Decision Making; Reading Materials; Proverbs; Reading Processes

Abstract:
This paper presents a neuroscientific study of aesthetic judgments on written texts. In an fMRI experiment participants read a number of proverbs without explicitly evaluating them. In a post-scan rating they rated each item for familiarity and beauty. These individual ratings were correlated with the functional data to investigate the neural correlates of implicit aesthetic judgments. We identified clusters in which BOLD activity was correlated with individual post-scan beauty ratings. This indicates that some spontaneous aesthetic evaluation takes place during reading, even if not required by the task. Positive correlations were found in the ventral striatum and in medial prefrontal cortex, likely reflecting the rewarding nature of sentences that are aesthetically pleasing. On the contrary, negative correlations were observed in the classic left frontotemporal reading network. Midline structures and bilateral temporo-parietal regions correlated positively with familiarity, suggesting a shift from the task-network towards the default network with increasing familiarity. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Stakeholders; Evaluation Methods; Proverbs; Human Services; Evaluators; African Culture; Cultural Awareness; Cultural Context; Foreign Countries; Governance; Capacity Building; African Languages; Indigenous Knowledge

Abstract:
Attention to cultural competence has significantly increased in the human services over the last two decades. Evaluators have long had similar concerns and have made a more concentrated effort in recent years to adapt evaluation methodology to varying cultural contexts. Little of this literature, however, has focused on the extent to which local cultures themselves already contain habits and patterns of evaluative thought that may serve as a basis for such work and for fuller stakeholder participation. This article explores the evaluative instincts expressed in West African proverbs against a background of related research. Consideration of the explicit message and latent meanings of a set of chosen proverbs suggests that the cultures in question are rich in evaluative perspectives. Directions for further research are proposed. (Contains 3 notes and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Familiarity; Proverbs; Stimuli; Probability; Memorization; Long Term Memory; Novelty (Stimulus Dimension); Context Effect; Cognitive Processes; Diagnostic Tests; Brain Hemisphere Functions; Task Analysis; Classification

Abstract:
Recent cognitive research has revealed better source memory performance for familiar relative to novel stimuli. Here we consider two possible explanations for this finding. The source memory advantage for familiar stimuli could arise because stimulus novelty induces attention to stimulus features at the expense of contextual processing, resulting in diminished overall levels of contextual processing at study for novel (vs. familiar) stimuli. Another possibility is that stimulus information retrieved from long-term memory (LTM) provides scaffolding that facilitates the formation of item-context associations. If contextual features are indeed more effectively bound to familiar (vs. novel) items, the relationship between contextual processing at study and subsequent source memory should be stronger for familiar items. We tested these possibilities by applying multi-voxel pattern analysis (MVPA) to a recently collected functional magnetic resonance imaging (fMRI) dataset, with the goal of measuring contextual processing at study and relating it to subsequent source memory performance. Participants were scanned with fMRI while viewing novel proverbs, repeated proverbs (previously novel proverbs that were shown in a pre-study phase), and previously known proverbs in the context of one of two experimental tasks. After scanning was complete, we evaluated participants' source memory for the task associated with each proverb. Drawing upon fMRI data from the study phase, we trained a classifier to detect on-task processing (i.e., how strongly was the correct task set activated). On-task processing was greater for previously known than novel proverbs and similar for repeated and novel proverbs. However, both within and across participants, the relationship between on-task processing and subsequent source memory was stronger for repeated than novel proverbs and similar for previously known and novel proverbs. Finally, focusing on the repeated condition, we found that higher levels of hippocampal activity during the pre-study phase, which we used as an index of episodic encoding, led to a stronger relationship between on-task processing at study and subsequent memory. Together, these findings suggest different mechanisms may be primarily responsible for superior source memory for repeated and previously known stimuli. Specifically, they suggest that prior stimulus knowledge enhances memory by boosting the overall level of contextual processing, whereas stimulus repetition enhances the probability that contextual features will be successfully bound to item features. Several possible theoretical explanations for this pattern are discussed. (Contains 4 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Semantics; Memory; Proverbs; Familiarity; Theories; Universities; Foreign Countries; Undergraduate Students; Experiments; Experimental Psychology; Models

Abstract:
Reports of superior memory for novel relative to familiar material have figured prominently in recent theories of memory. However, such "novelty effects" are incongruous with long-standing observations that familiar items are remembered better. In 2 experiments, we explored whether this discrepancy was explained by differences in the type of familiarity under consideration or by differences in the difficulty of discriminating targets from lures, which may lead to source confusion for familiar but not novel targets. In Experiment 1, we directly tested whether previously observed novelty effects were the result of novelty, discrimination demands, or both. We used linguistic materials (proverbs) to replicate the novelty effect but found that it occurred only when familiar items were subject to source confusion. In Experiment 2, to examine better how novelty influences episodic memory, we used experimentally familiar, pre-experimentally familiar, and novel proverbs in a paradigm designed to overcome discrimination demand confounds. Memory was better for both types of familiar proverbs. These results indicate that familiarity, not novelty, leads to better episodic memory for studied items, regardless of whether familiarity is experimentally induced or based on prior semantic knowledge. We argue that proposals that state that information is encoded better if it is novel are based on over-generalizations of effects arising from the distinctiveness of novel materials. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Proverbs; Urban Schools; African Culture; Story Telling; Teaching Methods; Student Diversity; Race; Critical Theory; Educational Trends

Abstract:
Although the current demographics of urban schools in the United States reflect a rapid growth of culturally and linguistically diverse students, curricula continue to emphasize mainstream culture; cultural and linguistic experiences of these diverse students are ignored. In this article, the author examines how the use of counter storytelling in the form of African proverbs can serve as a tool for teaching the concepts of social justice in the urban, U.S. school setting. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychological Patterns; Cognitive Processes; Values; Conflict; Perspective Taking; Value Judgment; Proverbs; College Students; Conflict Resolution; Gender Differences; Females; Males

Abstract:
After reading a detailed account of a serious mistake in which a similar-age other went against personal values or a prior commitment, undergraduates rated their feelings of dissonance (regret, hypocrisy, and stupidity) had they been in the actor's place. Relative to a control condition, reading relevant proverbs such as "everybody makes mistakes" or "live and learn" significantly reduced feelings of dissonance in men but not women. For men but not women, perceived applicability of the proverbs also predicted trivialization of the mistake. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Proverbs; Discourse Analysis; Educational Psychology; Epistemology; Educational Philosophy; Learning; Classical Literature; Teaching Methods

Abstract:
The proverb "chalepa ta kala" ("fine things are difficult") is invoked in three dialogues in the Platonic corpus: "Hippias Major," "Cratylus" and "Republic." In this paper, I argue that the context in which the proverb arises reveals Socrates' considerable pedagogical dexterity as he uses the proverb to rebuke his interlocutor in one dialogue but to encourage his interlocutors in another. In the third, he gauges his interlocutors' mention of the proverb to be indicative of their preparedness for a more difficult philosophical trial. What emerges in the study of these three Platonic dialogues is that Socrates believes that how he and others "describe" learning makes a tangible difference in philosophical investigation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Context Effect; Eye Movements; Humor; Cognitive Processes; Recall (Psychology); Task Analysis; Models; Reading Comprehension; Periodicals; Undergraduate Students; Statistical Analysis; Proverbs

Abstract:
Two experiments were conducted to assess the effects of various constraints on the processing of jokes. Participants read humorous jokes and nonhumorous alternatives of the jokes, which were presented in 3 conditions that manipulated discourse context (comedy, political, and control). In Experiment 1, participants rated the funniness of texts and provided some recall data. In Experiment 2, participant's eye movements were collected to examine the effects of the different contexts on the online processing of the texts. Results confirmed that context constraints reliably impact how jokes are appreciated and processed, but the patterns of results were sometimes counterintuitive--namely, constraints of the discourse context appear to influence the processing of verbal jokes early on, whereas constraints associated with the text type strongly affect later processing and the results of processing, including recall. A constraint-based model is offered as a theoretical account for these findings. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Studies; Proverbs; Social Justice; Global Approach; Photography; Visual Aids; Educational Research; Universities; Developing Nations; Textbooks; History Instruction; Criticism; Multicultural Education; Literature; Rock Music; Teaching Methods; Preservice Teacher Education; Urban Teaching; Terrorism; Values; War; Black Dialects; Teacher Attitudes; Student Attitudes; Public Policy; Foreign Policy; Critical Theory; Race; American Indian History; United States History; Meteorology; Case Studies; Information Technology; Efficiency; Social Services; Organizational Effectiveness; Museums; Nonschool Educational Programs; Historical Interpretation; Reflective Teaching; Civics; Student Interests; College Students; Comparative Analysis; Russian Literature; Poetry; Politics; Social Systems; Adults; Quality of Life; Creativity; Documentaries; Film Production; Computer Uses in Education; Preservice Teachers; Leadership Training; Student Research; Research Skills; Citizenship Education; Interdisciplinary Approach; Classroom Techniques; Critical Thinking; Textbook Content; Motivation; Death; World History; Discussion (Teaching Technique); Communication (Thought Transfer); Mass Media; Internet; Females; Disabilities; Barriers; Constitutional Law; Integrated Curriculum; College Curriculum; Conflict; Latin American History; Childrens Rights; Participation; Comparative Education; International Education; Undergraduate Study; Learner Engagement; Controversial Issues (Course Content); Questioning Techniques; Single Sex Classes; Special Education; Team Teaching; African Culture; Folk Culture; High School Students; Adolescent Literature; Citizenship; Middle School Students; Urban Areas; Community; Regular and Special Education Relationship; Racial Relations; Student Developed Materials; Assistive Technology; Computer Assisted Instruction; Games; Access to Education; Knowledge Level; Films; Social Problems; Values Education; Secondary School Curriculum; Oral History; Government (Administrative Body); Citizen Participation; Youth Programs; Municipalities; Education; Peer Teaching; Tutoring; Beginning Teachers; Teacher Leadership; Self Esteem; Immigrants; Higher Education; Foreign Students; International Educational Exchange; Patriotism; Economic Development; Cultural Differences; Asians; Service Learning; Elementary Education; Elementary School Teachers; Secondary School Teachers; Federal Legislation; European History; Foreign Countries

Abstract:
The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]

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Descriptors:
Proverbs; Activity Units; Sentences; Cues; Semantics; Language Arts; Learning Disabilities; Speech Language Pathology; Humor; Communication Skills; English; Reading Ability; Figurative Language; Educational Resources

Abstract:
Understanding ambiguous words, phrases, and sentences is an important part of reading well, communicating skillfully, and enjoying humor based on word play. With this seven-unit activity book--filled with creative, ready-to-use activities based on jokes and puns--students will learn how to decipher the language ambiguities they encounter inside and outside the classroom. Ideal for use with students in the upper elementary grades through high school and beyond, "As Far As Words Go" is what speech-language pathologists and education professionals need to: (1) improve students' literacy and communication skills, including semantic, metalinguistic, and pragmatic skills; (2) help students correctly interpret multiple-meaning words and phrases, such as homographs and homophones, idioms and proverbs, and metaphors and similes; (3) teach a wide range of students, especially those who have language or learning disability, or are learning English as a second language; (4) make learning fun with dozens of activities and a printable board game; (5) work with students in small group or one-to-one settings; and (6) promote development of the skills students need to decode language complexities and humor cues independently when they occur in everyday language. To help professionals use the activities successfully, this book includes enlightening summaries of relevant research, background information on the language concepts, and specific techniques for presenting the activities and helping students generalize new skills in other settings. SLPs and educators will also get the practical content they need to implement the activities and assess student progress. A natural follow-up to Cecile Cyrul Spector's "Sounds Like Fun," these engaging, effective activities will help students grasp the subtleties and complexities of the English language--so they can become more skillful readers and communicators. The book contains: (1) photocopiable forms for assessing a student's understanding of ambiguous language and humor; (2) full-color, easy-to-assemble game mat & both color- and icon-coded game cards--easy to print or photocopy; (3) Printable template for creating additional game cards; and (4) guide to common idioms and proverbs, including the ones used in the activities. Appended is a recording form and a glossary of idioms and proverbs. The book's TOC contains the following units: (1) Multiple-Meaning Words; (2) Multiple-Meaning Phrases; (3) Multiple-Meaning Sentences; (4) Sound Changes; (5) Switching Sounds or Words; (6) Stress and Pausing Changes; and (7) Challenge Activities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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