Familiar Figures Research Articles

'Slow down, one detail at the time!' the influence of reflective-impulsive cognitive style on the recollection of criminal events.

This study investigates the impact of the reflective-impulsive dimension of cognitive styles on recollection and the accuracy of a criminal events. In a VR-based experimental study, 150 participants were exposed to both criminal and neutral scenarios and subsequently asked to report everything they remembered about them. Cognitive styles were assessed using a computer-administered Matching Familiar Figures Test. The findings highlight that individuals with a reflective cognitive style consistently provided detailed descriptions of the events, irrespective of the context of encoding. In contrast, individuals with an impulsive cognitive style displayed context-specific effects, notably reduced performance when recalling emotionally charged criminal events. Notably, cognitive style did not moderate the accuracy of testimony. Given that the subjects who observed the crime achieved a lower overall accuracy rate than those who observed the neutral video, it appears that accuracy is directly affected by the criminal content.

Utilitarians, Educators, Poets: The Beginnings of the <em>Westminster Review</em> and the London Mechanics’ Institution

The Westminster Review and the London Mechanics’ Institution were established within months of each other in 1823–24. The prestige periodical, founded on faith in the power of print media to improve lives by the diffusion of knowledge through the social body, and the institution undertaking a more direct and practical route to the same end, were evidently of the same political spirit and historical moment. This article seeks to add texture to the early history of these two initiatives and the radical London milieu that produced them by delving beneath the official documented accounts into the subterranean networks that connected the Westminster and the London Mechanics’ Institution in the mid-1820s. In so doing it complicates a too easy identification of the relationship between them as simply one of shared utilitarian and party political ideology. It looks beyond public manifestos to consider other sources, such as Anna Birkbeck’s album (begun in 1825), which brings familiar figures into different relation, and introduces new names, such as Mary Shelley, into the interwoven threads that represented radical London at this time. Other stories, like that of the Greek Committee, whose secretary John Bowring, also editor of the Westminster, contributed a poem on George Birkbeck to the album, cut across the histories of the journal Bowring edited and the mechanics’ institution he supported. Other actors, such as Lord Byron, and other forms — poems, cartoons — help us to view these years more fully, and resist the binaried accounts of utilitarianism and Romanticism that run through early commentaries and subsequent scholarship. In fact, things were much less clearly defined. Such an approach reminds us that the imaginative arts were an integral part of the conception and practice of both the Westminster Review and Dr Birkbeck’s London Mechanics’ (later Literary and Scientific) Institution.

“Hello, It’s Me, Auntie Netta! I am Calling from Abroad”: Aunties and Digital Diasporas in Nimmi Harasgama’s Online Performances

The structure of diaspora in the twenty-first century cannot be fully understood without due attention to how diasporic relations to home are mediated by digital technologies. I suggest we must look in the direction of diasporic cultural production that utilizes such technologies to better understand how postcolonial spatiality is unmistakably commensurate with digital diasporas, or advancements in communication technologies that foster new cartographies. This study posits that the campy embodiment of the auntie figure by the Sri Lankan actress Nimmi Harasgama on YouTube (2009–2015) re-imagines diasporic affiliations to home/s by locating and encapsulating diaspora within circuits of digital connectivity. Harasgama’s YouTube alter-ego “Auntie Netta,” is an asylum-seeking diasporic character whose itinerary is makeshift. However, her communication with her friend “Gladys” via Skype calls remains constant. Both beyond and through the jest abundant in these clips, the calls remain an anchor to Netta’s historical sense of self and signify an embodied mapping of the transnational subjecthood occupied by both Netta and her creator, Harasgama. Through a close analysis of Harasgama’s performance and complication of the familiar figure of the auntie, I suggest that the digital diaspora is necessarily configured and co-constructed by the diasporic body, nostalgic memory, and digital connectivity.

Level of Students' Mathematical Literacy Based on Cognitive Conceptual Tempo (Reflective-Impulsive)

This research aims to describe students' mathematical literacy abilities based on their cognitive conceptual tempo. The research method used in this study is a qualitative descriptive approach. The research was conducted at SMKN 1 Ngasem in class XI-2 Design, Modeling, and Building Information. Data collection techniques in this research involved the use of tests and interviews. The tests were divided into two parts: the Matching Familiar Figures Test (MFFT) to gather data on students' cognitive styles (conceptual tempo) and a mathematical literacy test to assess the level of mathematical literacy abilities of the students. The results of this research indicate that reflective subjects were able to achieve a mathematical literacy level of 3 for S1 and level 4 for S2. Reflective students fall within the medium scale. Meanwhile, impulsive subjects achieved mathematical literacy indicators at level 1 and level 4 for S3, and level 1, level 3, and level 4 for S4. Impulsive students also fall within the medium scale. Furthermore, future researchers can explore more extensive mathematical literacy content and contexts.

Nostalgia, authenticity and writing Goth histories: ‘Would you carry the torch...?’1

In 2023, three books were published that professed to be histories of Goth: John Robb’s The Art of Darkness: The History of Goth, Cathi Unsworth’s Season of the Witch: The Book of Goth and Lol Tolhurst’s Goth: A History. Together, the books and the discussion surrounding them indicate a struggle for meaning around a shared past, occasioning what Svetlana Boym has called ‘reflective nostalgia’, a nostalgia that ‘dwells on the ambivalences of longing and belonging’. This article reflects on the tendency of Goth histories to locate nostalgia in the 1980s, asking what it means to write subcultural history and what histories are sidelined or left untold in such popular revivals. It interrogates the relationship between history-writing and Sarah Thornton’s concept of subcultural capital, identifying the conflicted subject-position of the subcultural historian, who must establish both objectivity and authenticity. It suggests that historical narratives tend to represent Goth as a subculture that is in decline, privileging a masculinized music scene over a feminized adoption of Goth style. Contrasting the works of Robb et al. with Leila Taylor’s memoir Darkly (2019) and Andi Harriman and Marloes Bontje’s visual and oral account of the subculture, Some Wear Leather, Some Wear Lace (2014), the article finds that self-proclaimed Goth ‘histories’ often consolidate subcultural capital in the familiar figures of white male musicians, while marginalizing women, people of colour and a younger generation of subcultural participants.

Strategi solve it dan kemampuan pemecahan soal cerita pada siswa: Menguji moderasi working memory, inhibitory control dan shifting

The current research aims to determine the effect of (1) the solve its strategy on the ability to solve math story problems moderated by working memory; (2) the solve its strategy on the ability to solve math story problems moderated by inhibitory control; (3) the solve its strategy on the ability to solve math story problems moderated by shifting. This experimental research used an untreated control group design model with a dependent pretest and posttest. Participants in the research were students being 4th-grade elementary school students in the city of Yogyakarta. The ability to solve story problems was measured using the test of mathematical ability (TOMA), the backward digit span task to measure working memory capacity, and the matching familiar figure test to measure inhibitory control and shifting capacity using the Wisconsin card sorting test. Data analysis uses partial least squares (PLS). The research results showed that only the moderating effect of inhibitory control was proven to support the influence of the solve-it strategy on the ability to solve math story problems. Implications for further research are discussed.

ANALISIS KEMAMPUAN LITERASI MATEMATIS SISWA DALAM MENYELESAIKAN SOAL AKM DITINJAU DARI GAYA KOGNITIF REFLEKTIF IMPLUSIF

The study aims to determine and describe students' mathematical literacy skills in solving AKM problems in terms of reflective and implusive cognitive styles. The subjects in this study were grade XI students at SMA Negeri 2 Pandeglang who had reflective and implusive cognitive styles. The method used is qualitative research with a descriptive approach. The selection of research subjects was carried out by purposive sampling technique based on using the cognitive style test instrument Matching Familiar Figure Test (MFFT). After that, a test was carried out to collect mathematical literacy skills by completing AKM questions and interviews. Analysis of mathematical literacy ability tests refers to three indicators of mathematical literacy, namely reasoning/argument, communication, and application/representation. Based on data analysis and discussion, it can be concluded that: (1) Students with refractive cognitive styles have medium category mamthematic literacy skills. (2) Students with implusive cognitive styles have low category mathematical literacy skills. The results showed that the mathematical literacy of students with reflective cognitive style was in the medium category with a percentage of 61.54%, while the mathematical literacy of students with cognitive implusive style was in the low category with a percentage of 57.14%.

괴이한 것을 대하는 승전의 태도

In this paper, focusing on several articles about monks in Zhiguai (志怪), I examined the changes in the distance between Zhiguai and Seng zhuan (僧傳 Biography of monks). It looked into the records of mysterious actions performed by monks, who, despite being outsiders, became familiar figures, observing the developments in Zhiguai and Seng zhuan. Unlike the criteria for recording monk stories in Seng zhuan, which mainly focused on spiritual aspects, Zhiguai included technical aspects and mysterious events related to ghosts in its records. Therefore, unlike the monastic focus on the maturity of monks in Seng zhuan, even monks who were not high-ranking were documented in Zhiguai during the period of Six Dynasties.
 In the early Zhiguai, non-Buddhists perceived Buddhism as a mysterious existence, recording the peculiarities of Buddhism. As a result, Zhiguai took on a new development. Buddhism ceased to be an exotic 'ritual' and began to be recognized as Buddhism itself. Moreover, by being associated with influential individuals or monks affiliated with temples, the stories of monks in Zhiguai were recorded and became part of the materials for Seng zhuan. In this way, by examining the transmission of stories about the mysterious or divine through the intermediary of the 'monk,' we have explored the interrelationship between Zhiguai and Seng zhuan.

Student misconceptions based on cognitive style

The objective of this study is to describe students’ misconception of solving problems in Math based on a cognitive style (reflective and impulsive). This study uses the Matching Familiar Figure Test (MFFT) format data collection technique to group students' cognitive styles, quadratic function test questions, interviews, and documents using the CRI (Confident Response Index). A qualitative descriptive method is used. The validity of the data used in this study relies on triangulation techniques. Based on validated written test and interview data, we show that students with a reflexive cognitive style are found to have misconceptions regarding translation, strategy, systematization, symbols, and arithmetic. Students with an impulsive cognitive style were found to have all kinds of misconceptions, including translation, conceptual, strategic, systematic, drawing, and calculation errors. The results of this study also show that the most frequent type of misunderstanding between both reflective and impulsive people is arithmetic misunderstanding. The main causes of student misconceptions are a lack of understanding of the concepts in the material and student inaccuracies when reading problems and writing down solution steps.

Exploration of students' algebraic thinking skills in solving TIMSS problems in terms of reflective-impulsive cognitive style

The algebraic thinking is very important for students to be able to abstract and generalize a mathematical problem. The purpose of this research is to reveal students' algebraic thinking processes in solving math problems based on reflective-impulsive cognitive styles. The method used is a qualitative with a case study approach. The research subjects consisted of 55 students who were then selected six students based on the reflective-impulsive cognitive style. The research instrument used consisted of an algebraic thinking test that adopted from TIMSS (Trends in International Mathematics and Science Study), MFFT (Matching Familiar Figure Test) and an interview guide. In this paper, researchers are focus on the exploration of students' algebraic thinking ability in solving problems on generalization and abstraction components. The finding showed that the reflective subjects and impulsive subjects are able to solve generalization and abstraction problems. The reflective and impulsive subjects are able to use patterns to solve problems related to generalizations. In addition, reflective and impulsive subjects are able to use symbols as an abstraction of the relationship between concepts and mathematical properties. However, the reflective subjects used the solution problem steps more systematic than impulsive subjects. The implication of the finding is that the individual differences such as cognitive style should be facilitated by the teachers so that students are more successful in learning mathematics.

Analisis Kemampuan Pemecahan Masalah Matematika Pada Materi Pola Bilangan Ditinjau Dari Gaya Kognitif Konseptual Tempo

The purpose of this study was to describe the ability of mathematical problem solving on number pattern subjects in terms of the conceptual tempo and cognitive style of class VIII students of SMP Negeri 11 Mataram. The type of research is descriptive-qualitative. The instruments used are the Matching Familiar Figure Test, the math problem-solving ability test, and interview guidelines. Data collection methods include cognitive style tests, math problem-solving ability tests, interviews, and documentation. Data analysis techniques used are data reduction, data presentation, and conclusion drawing. Indicators of Krulik and Rudnick problem-solving stages are reading and thinking, exploring and planning, selecting a strategy, finding answers, reflecting, and developing. The results showed that students with fast, accurate, and reflective cognitive styles were able to fulfill five indicators of the Krulik and Rudnick problem-solving stages. Reflective students allocate time appropriately and thoroughly in solving problems compared to fast-accurate students, so that the answers given by reflective students are more accurate than those given by fast-accurate students. Students with an impulsive cognitive style are able to run four indicators, while slow inaccurate students are able to run three indicators of Krulik and Rudnick. Slowly inaccurate students take a long time and are less thorough than impulsive students, so the answers given by slow inaccurate students are less accurate than those given by impulsive students.

Profile of Student Metacognition in Solving Elementary Linear Algebra Problems Viewed from Tempo Conceptual Cognitive Style

Metacognition is one of the factors that influences students' success in solving mathematical problems. On the other hand, the reality in the field is that students experience difficulties in solving mathematical problems related to Elementary Linear Algebra because they contain a lot of repetitive calculations, so they require high levels of perseverance and accuracy. This research aims to describe students' metacognitive profiles in solving Elementary Linear Algebra problems in terms of cognitive style. The cognitive style chosen is the conceptual cognitive style of pacing through Matching Familiar Figures Tests with research subjects being mathematics students at Nahdlatul Ulama University, Purwokerto. The resulting metacognition profile was obtained from Elementary Linear Algebra problem-solving test data and interviews, which were analyzed and concluded through a series of method triangulation processes. The research results show that students are reflective and impulsive in carrying out all activities that are indicators of metacognitive awareness and regulation, as well as several indicators from metacognitive evaluation. Fast, accurate students carry out all activities that become indicators of metacognitive awareness, regulation, and evaluation. Meanwhile, slowly, inaccurate students carry out all activities that are indicators of metacognitive awareness and several indicators of metacognitive regulation but still need to be able to carry out activities of metacognitive evaluation.

Revelatory Inebriation and Westward Projections: Bolek Polívka’s Father Figures in Mid-2000s Czech Cinema

In the mid-2000s, prominent Czech actor Bolek Polívka played palpably flawed father figures in the films Pupendo (2003) and Something Like Happiness (2005). Polívka’s patresfamilias iterate the tendencies of alcohol consumption and antiheroism common for portrayals of masculinity in Czech texts in these films, which reflect post-communist attitudes about current affairs and perspectives on the former regime. This paper applies theories pertaining to regional literature and national cinemas to explore Polívka’s peculiar roles as father figures responding to local social codes and notions about the West. The analysis assesses Polívka’s select patresfamilias against characters from his prior films as well as familiar figures in the Czech cultural canon, e.g. Josef Švejk. The discussion also proposes an understanding of alcohol use in Pupendo and Something Like Happiness as a narrative device that brings about instances of intimacy and revelation. Polívka’s acting engenders moments of truth that clarify his characters’ stances and align them with narrative developments of both films. In accordance with concentrating on the actor, this paper accounts for the complexity that Polívka’s off-screen persona and local success add to his characters.

Algebraic Thinking Profile of Junior High School Students with Reflective Cognitive Style in Solving Mathematics Problems

The differences in algebraic thinking when solving problems are determined by the characteristics of students. One of the distinguishing characteristics is cognitive style. The aim of this study was to describe the algebraic thinking profile of students who have reflective cognitive styles in solving math problems. This research is descriptive qualitative research, focusing grade 8 junior high school students with reflective cognitive style. Data collection methods using tests and interviews. This study used three types of tests, the Matching Familiar Figure Test (MFFT) to determine students' cognitive style, the Mathematics Ability Test (AMT) to measure students' mathematical abilities, and the Problem-Solving Test (PST) to obtain data related to students' algebraic thinking profile in solving math problems. Data analysis is conducted in three stages: data reduction, data presentation, and conclusion drawing. The results showed that the algebraic thinking of students with reflective cognitive style in solving problems meets the three aspects of algebraic thinking indicators, namely performing activities to generalize the pattern and determine the next term of the given pattern, represent and compare data in tabular form, and understand the meaning of variables and use variables in the form of letters or symbols as a representation of something unknown value in algebraic form. Students with a Reflective Cognitive Style in solving problems can understand the problems given well, be careful and thorough in writing the steps of completion, straightforward and coherent in answering questions so that the answers given tend to be correct.

Linda Lê in Translation: Foreignization and Domestication in the English and Vietnamese Translations of Calomnies

Abstract: This article examines the English and Vietnamese translations of Calomnies and their attempts to make Linda Lê legible through paratextual elements and different translation approaches. Bearing in mind Lê's consistent refusal of identification according to her birth country or language choice, we use Lawrence Venuti's theories of foreignization and domestication to consider how the two translations, the media and publishing industries market Lê for cultural consumption – either as a foreign author or as a familiar figure. Attending to the different strategies of translating the term métèque , we reveal translation's underlying cultural untranslatability and textual resistance.

The Nature of the Sources: An Interview with Andrey Toporkov

In the second of our continuing series of interviews with charms researchers about their scholarly life and work, we present an interview with Andrey Toporkov conducted remotely (by e-mail) early in 2022 (subsequently updated in late 2023) by Jonathan Roper, who also made the translation from Russian. Andrey Toporkov is one of the earliest members of the Committee for Charms, Charmers and Charming, having first attended our meetings in London in 2005. Since then, he has been a familiar figure at our conferences. He is a Doctor in Philology, a lead researcher at the Department of Folklore at the A.M. Gorky Institute of World Literature of the Russian Academy of Sciences. He is also a professor and a corresponding-member of Russian Academy of Sciences.

Creativity of Junior High School Students in Solving Problems Viewed From Cognitive Style

Creative thinking is the ability of every individual to process information to build new ideas that are born from encouragement from themselves and their environment. The research objective was to determine the creativity of reflective students (S-R) and impulsive students (S-I) in solving open ended questions. The indicators used to measure student creativity are fluency, flexibility, and originality. The subjects that were targeted in this study were students who were at the VIII grade level of junior high school. The data collection method used was the MFFT (Matching Familiar Figure Test), written tests, and interviews. To categorize students into reflective and impulsive cognitive styles using the MFFT test, while to reveal students' creativity in solving problems using a written test. The results of this study explain that reflective students (S-R) have a level of creative thinking at level 4, namely the very creative category (fluency, flexibility, and originality). While impulsive students (S-I) have a level of creative thinking at level 3, namely the creative category (fluency and flexibility). Reflective students in solving problems better than impulsive students.

Optimizing the Creativity of Reflective and Impulsive Students through Writing Articles Based on Information Literacy

<p style="text-align:justify">Creativity and information literacy are skills necessary for students for task completion in the learning process. One of the tasks assigned to students in learning is to write drafts of scientific articles. Furthermore, teachers must pay attention to cognitive styles in the learning process. This study aimed to describe students' creativity in writing drafts of scientific papers based on information literacy concerning reflective and impulsive cognitive styles. This research was exploratory qualitative research to explain the creativity of reflective and impulsive students in writing scientific article drafts based on information literacy. The research subjects comprised two students for each reflective and impulsive cognitive style. The cognitive style was measured using the Matching Familiar Figure Test instrument. Students' creativity was measured using a test with fluency, flexibility, originality, and elaboration indicators. The results indicated that reflective students were highly creative in writing drafts of scientific articles. Meanwhile, impulsive students were relatively creative in the same activity. In conclusion, students possessing the reflective cognitive style are more creative than students following the impulsive cognitive style in writing drafts of scientific articles based on information literacy. We recommend that writing articles based on information literacy is required to increase HOTs (Higher Order Thinking Skills).</p>

Numeracy Abilities of Reflective and Impulsive Cognitive Style Students in Solving SPLDV Problems

Numerical ability is an important ability for students to have. This study aims to analyze students’ numeracy abilities in the matter of a two-variable linear education system (SPLDV) in terms of reflective and impulsive cognitive styles, so that the research approach used is qualitative with a descriptive type of research. This study's subjects were four students divided into two reflective students and two impulsive students. The data collection technique used is the Matching Familiar Figure Test (MFFT), a numeracy skills test, interviews, and documentation. The results showed that subjects with a reflective cognitive style were able to fulfill 4 numeric indicators (understanding problems, designing problem solutions, implementing strategies, and re-examining). given has a relatively small tendency to be wrong. Whereas subjects with an impulsive cognitive style can answer all questions but only fulfill 2 numeration indicators (understanding problems and designing problem solutions), and require a fast time to solve questions, so the answers given have a relatively large tendency to be wrong.

PROSES BERPIKIR KREATIF MATEMATIS SISWA MENURUT DAVID CAMPBELL DITINJAU DARI GAYA KOGNITIF

This study aims to describe the mathematical creative thinking process of students according to David Campbell's stages in terms of reflective and impulsive cognitive styles on awakening and congruence material. This study used descriptive qualitative research method. Data collection techniques in this study used MFFT (Matching Familiar Figure Test) tests, creative thinking ability tests, and interviews. The main instruments are the researchers themselves and supporting instruments are MFFT (Matching Familiar Figure Test) test instruments and mathematical creative thinking ability test instruments. The subjects of the study were grade IX students of SMPN 1 Tasikmalaya who met all indicators of mathematical creative thinking ability in each cognitive, reflective and impulsive style and could communicate well. The data analysis techniques used are data reduction, data presentation, and conclusions. Based on the results of the study, conclusions were obtained (1) The creative thinking process of reflective students (S1R): can convey information known and asked about questions orally and in writing, show changes in their facial features, do brooding activities while playing stationery, hair and legs slowly, can choose the way of solving obtained after going through the process of guessing smoothly, can show solutions in two ways and Set his own ideas with a long enough time, equate the completion results in the first and second ways and recalculate the completion steps. (2) The creative thinking process of impulsive students (S11I): can understand the problems contained in the problem in a relatively faster time and can mention what is known and asked orally and communicate that what is written has been through calculations outside the head, pay attention to the sketches drawn and be able to write assumptions from the results of their attention, show silent activities and trial and error, can solve in two different ways even if you make a mistake several times, and only equate the final result in both ways and check the steps of the work. (3) The creative thinking process of impulsive students (S25I): can understand the problems in the problem in a relatively faster time, can mention what is known and asked orally, can do trial and error activities and recall ideas found if they have difficulties, do silent activities while playing stationery and veils worn but still look relaxed, can finish in two different ways, as well as simply equate the final result in both ways and check the pace of the work