First published in 1978. In this book the author has attempted to present a systematic theoretical and factual account of the role of higher mental processes in human learning and memory, and certain aspects of the psychology of perception and language. The major orienting theme of the book is its dual emphasis on nonverbal imagery and verbal processes (inner speech) as memory codes and mediators of behavior. Based on recent experimental evidence, the conceptual approach in a sense represents an integration of pre-behavioristic and behavioristic views concerning the nature of thought. The book is intended both as a textbook and as a theoretical monograph.
Explores role of imagery in lang, thought & culture-specifically, the importance of imagery in meaning, & the connections between imagery & lang. Offers teachers specific, research & theory- based strategies for integrating imagery into the teaching of
Reading the Written Image is a study of the imagination as it is prompted by the verbal cues of literature. Since every literary image is also a mental image, a representation of an absent entity, Collins contends that imagination is a poiesis, a making-up, an act of play for both author and reader. The &"willing suspension of disbelief,&" which Coleridge said &"constitutes poetic faith,&" therefore empowers and directs the reader to construct an imagined world in which particular hypotheses are proposed and demonstrated. Although the imagination as a central concept in poetics emerges into critical debate only in the eighteenth century, it has been a crucial issue for over two millennia in religious, philosophical, and political discourse. The two recognized alternative methodologies in the study of literature, the poetic and the hermeneutic, are opposed on the issue of the written image: poets and readers feel free to imagine, while hermeneuts feel obliged to specify the meanings of images and, failing that, to minimize the importance of imagery. Recognizing this problem, Collins proposes that reading written texts be regarded as a performance, a unique kind of play that transposes what had once been an oral-dramatic situation onto an inner, imaginary stage. He applies models drawn from the psychology of play to support his theory that reader response is essentially a poietic response to a rule-governed set of ludic cues.
What role does contemporary choral activity play in the construction of social and musical meaning? How can historical knowledge and analysis shed light on contemporary choral problems and possibilities? And how can choral research promote the development and expansion of new music today? Questions like these are addressed in this anthology from a wide range of disciplines and perspectives. The book comprises a selection of papers presented at the International Conference on the Concepts and Practices of Choral Singing in Lund, Sweden, in October 2012. The aim of the conference was to highlight the contemporary dynamic developments in choral research, and to explore interdisciplinary investigations and interaction between practice-based and historical approaches. The conference was also the fourth meeting of the network “Choir in Focus”, which was initiated in 2009 at Southern Choral Centre (Körcentrum Syd), a joint venture between Malmö Academy of Music, the Department of Musicology, Odeum (all at Lund University), Malmö Symphony Orchestra and Music South (Musik i Syd), Sweden. The continuous ambition of the network has been to provide a forum for co-operation across national and disciplinary borders and to encourage debates around the musical and social function of choirs in modern society as mirroring collective and individual needs for meaning, music-making and well-being. In the introductory chapter, the editors describe choral practice as a field of simultaneous (re)presentation, (re)production and (re)creation, and suggest that these three aspects may be seen as umbrella themes for the fifteen chapters of the anthology. The authors come from Sweden, Norway, Finland, Estonia, Germany, United Kingdom, Portugal and Belgium, and explore choral practice from differing theoretical and methodological starting points. Together, they contribute to a transdisciplinary discussion about the origins, functions and meanings of choral singing.
This book sheds light on the practice of learning analytics, illuminating how others approach their data analysis. At the beginning of the book, a ‘prescriptive learning analytics planning model’ gives straightforward instructions for people to follow. This book is organized into ten chapters, falling into four topical sections: Managing Learning Analytics (overview, instructional systems design (ISD), instructional design, and planning data analysis); Cognitive Performance Measurement Practices (classical test theory (CTT), Rasch measurement theory (RMT), Item response theory(IRT), Rasch Modeling Tools (research design, setting methodology); and Case Studies (corporate training settings, healthcare industry, and educational courseware design). This book is an important reference for: educational research community and instructional systems designers; corporate training developers; postgraduate course developers; and doctoral students.
