Imaginary Context Research Articles

‘NFT문화콘텐츠’와 파생실재(hyperréel)공동체의 향유

The purpose of the study is twofold. First, we would like to propose the concepts of “NFT contents” and “NFT culture contents” by identifying the characteristics and characteristics of contents produced using NFT (non-replaceable tokens). Second, the identity of the enjoyment community formed in the process of consuming NFT culture contents will be named a derivative real community and the implications of the “imaginative communication space” will be explained. According to the results of the study, simply defining “NFT contents” can be said to be content that has proven ownership with NFT technology, and there are various types. Determining the value of NFT contents is not the original value of real objects, but the symbolic value of virtual objects transferred on the web. In particular, if NFT content issued with non-replaceable tokens is NFT culture contents by embodying tangible and intangible cultural elements, it can cover concepts such as “NFT art” and “NFT culture and artistic contents.” It can also acquire the possibility of reconsidering culture contents terms that are already being used on a new technology basis. Today, NFT culture contents is expanding the possibility of interaction through imaginary preference values in the production and distribution process, which is an important reference point for discussing the utility of NFT contents. It is noteworthy that in the case of NFT culture contents, the value of the “imaginative communication space” is confirmed by the storytelling effect of the enjoyment community derived around it. Accordingly, this paper explained the power of the “imaginative communication space” driven by the NFT culture contents in the term “Hyperréel Community.” Based on these theoretical discussions, this article analyzes two representative examples of NFT contents. The series of NFT contents work attempted by Banksy and the ‘Hunminjeongeum Haeryebon’, published as an NFT by the Kansong Museum of Art, are examples of the nature of the “imaginative communication space” and the flowing power of the “Hyperréel Community.” These works have something in common as consumer goods with a new imaginary context, erasing the boundaries between the web and the real world. On the other hand, it was found that there was a difference in the process of creating imaginary preference values and the supermediated aspect of the derivative real community.

Literature text as world reversing

Abstract Because translators begin where authors end – with a completed text – their task may be conceptualized as a reverse worlding, or ascent from actual text to imaginary context. This article argues that the same is true, mutatis mutandis, for all verbal art, and that within verbal art, it is truer of the texts that Hasan (1985, 101) refers to as ‘literature text’ and less so of those she calls ‘literary text’ that have some extra-artistic purpose. We demonstrate this empirically using an extreme example, the lipogrammatic French novel La disparition (Perec 1969) and its English translation A Void (Perec 2008). We also argue for a certain chastity in theory – a theory of translation for verbal art which excludes both the nonverbal and texts that are not purposefully artistic. Moreover, we say that there needs to be a corresponding chastity in practice – a theory of world inversion that rests not on a political program, but rather on a scientific understanding of the world and the proper place of words within it.

Bringing Joy to School: Engaging K–16 Learners through Maker Literacies and Playshops

BackgroundFor too many youths, school has become a place for students to withstand and kill time until they can leave and learn about things that matter to them. Instead, schools should be inviting and exciting places to learn but also nurturing spaces where all students feel they belong. Drawing upon expanded definition of literacies that include play and making, this study examines how the maker literacies—media production where multimodal, digital, and artifact-based literacies converge—creates opportunities for youth to critically engage their favorite toys and media in school. While the preponderance of research on media literacy has focused on critical consumption of multimedia, research on play-based literacies has focused largely on early childhood (K–2) spaces. This article examines student engagement in the intersection of critical media production and play-based literacies for older youth, specifically play, toymaking, and filmmaking in classroom makerspaces.PurposeThe goal of the ongoing Literacy Playshop studies is to explore the meaning-making and participation that youth experience through production-oriented maker literacies (e.g., toy(re)making, filmmaking) in P–12 settings. Maker literacies enable students to critically respond to pervasive stereotypes in popular media by producing their own films by “toyhacking” or remaking physical features of toys that also enable revised character identities and alternative storylines. The research within this article aimed to understand how preservice and in-service teachers approach play-based media production as a participatory literacy for students in classroom makerspaces.Research DesignUsing mediated discourse analysis, toy remaking and filmmaking is examined to unpack the tangles of meanings, bodies, and toys in the action texts and imaginary contexts of play. Researchers looked across three sites, including a third-grade classroom, a literacy methods course for preservice elementary teachers, and a methods course for secondary English/Language Arts preservice teachers, all of which implemented a curricular framework for play-based makerspaces. Using ethnographic methods, multimodal video analysis, and mediated discourse analysis, researchers compared critical media literacy strategies in these three sites. Data sources included: video data of students’ toyhacking, hacked toys, student-created films centering toys, researcher fieldnotes, written reflections of preservice teachers, and interviews with the in-service teacher.FindingsFindings suggest student engagement was significantly increased through the collaborative digital film process, which often gave preservice and inservice teachers the chance to expand their conception of literacy. Teaching children and preservice teachers to engage in play-based literacies allowed participants to more actively participate in their own education, assisting them in creating their own media, responding critically, productively, and multimodally to a world filled with popular animated films, television, video games, and digital media texts.ConclusionsOverall, findings align with calls to reconceptualize and update literacy curricula across K–12 and teacher education programs to center student meaning-making, agency, and critical response. More research is needed to understand the intersections of participatory literacies, mass media, critical literacy, and social justice.

Laboratory Methods with Imaginary and Simulated Contexts to Assess Noise Annoyance: A Comparison in Terms of Annoyance Model Testing

Noise annoyance models using only mean energy-based indices provide weak prediction. Actually various factors influence noise annoyance. different studies from the literature are carried out in laboratory conditions to understand some factors with the long-term aim of enhancing noise annoyance models. Laboratory experiments of assessing noise annoyance are based on imaginary or simulated context. The method with imaginary context is often questioned as participants listen to noise sequences. The current study aims at comparing the two methods in terms of total annoyance model testing. It revealed that annoyance models, respectively built within imaginary and simulated contexts, provided similar prediction when they were tested using in-field annoyance responses. Thus, the laboratory method with imaginary context seems to be as suitable as the method with simulated context to assess annoyance in laboratory conditions.

Efficacy of Teaching Program about Efficient Patient Communication Using Role-play Strategy on Technical Nursing Students’ Practice

Background: Technical nursing students’ courses contents not give opportunity to apply nursing theory and skills of effective communication with patient in practice area lead to nursing students required improving their communication competencies through using role-play strategy. They need information for developing the idea by the sender, transmission of message and decoding, and providing feedback. Role play is a teaching method could be used for experiential learning and that provides an imaginary context in which issues and behaviors may be explored by students. Objective: Aim of the study was to determine efficacy of teaching program about efficient patient communication using role-play strategy on technical nursing student’s practice. Setting: Study was conducted at Tanta Health Technical Institute General Nursing Division and students’ training areas at El Minshawi Hospital affiliated to Ministry of Health at El-Gharbiya Governorate. Subject: The study subjects included all (n=65) second academic year technical nursing students at 2017-2018. Tool: Three tools was used, the effective patient communication and role-play teaching strategy knowledge test, technical nursing students’ actual performance of patient communication process observational checklist, and technical nursing students’ perception about role- play teaching strategy. Result: Pre-program 86.2% of technical nursing students were at poor level of total knowledge changed to be 1.5% post program. Pre-program 89.2% of them had unsatisfactory level of total performance changed to be 93.8% at good total performance level post program and the rest were at satisfactory level. Technical nursing students 93.8% showed high level of overall perception about role-play teaching strategy. Highly significant correlation detected between knowledge and practice of technical nursing students pre and post program. Conclusion: Absent of applying theoretical part of nursing administration course results in lacking of effective patient communication among technical nursing students. Proper implementation of teaching program about efficient patient communication using role-play strategy improved technical nursing student’s communication knowledge and practical skills significantly than pre educational program. Technical nursing students’ perception about using role-play teaching strategy patient communication program showed high level. Recommendation: Attention to educate course of effective patient communication at first and second year of technical nursing student’s curriculum. Attention to supervise technical nursing students training on patient communication skill at clinical practice areas. Internship training programs should include active, practice-oriented strategies about patient communication for nursing interns.

On Theoretical Incomprehensibility

This contribution tentatively outlines the presumed conceptual duality between the issues of incompleteness and incomprehensibility—The first being more formal in nature and able to be declined in various ways until specified in the literature as theoretical incompleteness. This is theoretical and not temporary, which is admissible and the completion prosecutable. As considered in the literature, theoretical incompleteness refers to uncertainty principles in physics, incompleteness in mathematics, oracles for the Turing Machine, logical openness as the multiplicity of models focusing on coherence more than the optimum selections, fuzziness, quasiness, e.g., quasi-crystals, quasi-systems, and quasi-periodicity, which are intended as the space of equivalences that allow for coherent processes of emergence. The issue of incomprehensibility cannot be considered without reference to an agent endowed with cognitive abilities. In this article, we consider incomprehensibility as understood here as not generally scientifically explicable, i.e., with the available knowledge, as such incomprehensibility may be temporary, pending theoretical and technological advances, or deemed to be absolute as coincident with eventual definitive, theoretical non-explicability, and incomprehensibility. We considered the theoretically incomprehensibility mostly in three main ways: as the inexhaustibility of the multiplicity of constructivist reality as given by the theoretically incomprehensible endless loop of incomprehensible–comprehensible, and by existential questions. Moreover, theoretical incomprehensibility is intended as evidence of the logical openness of both the world and of understanding itself. The role of theoretical incomprehensibility is intended as a source of theoretical research issues such as paradoxes and paradigm shifts, where it is a matter of having cognitive strategies and approaches to look for, cohabit, combine, and use comprehensibility and (theoretical) incomprehensibility. The usefulness of imaginary numbers comes to mind. Can we support such research for local, temporary, and theoretical incomprehensibility with suitable approaches such as software tools, for instance, that simulate the logical frameworks of incomprehensibility? Is this a step toward a kind of artificial creativity leading to paradigm shifts? The most significant novelty of the article lies in the focus on the concept of theoretical incomprehensibility and distinguishing it from incomprehensibility and considering different forms of understanding. It is a matter of identifying strategies to act and coexist with the theoretically incomprehensible, to represent and use it, for example when dealing with imaginary numbers and quantum contexts where classical comprehensibility is theoretically impossible. Can we think of forms of non-classical understanding? In this article, these topics are developed in conceptual and philosophical ways.

Sobre el mapa: estrategias de gestión de la información en la cartografía actual

El mapa se ha transformado en el soporte ideal sobre el que gestionar múltiples las capas de información que afectan al territorio. Históricamente, las estrategias gráficas empleadas para la representación y comunicación de toda esa información, merece nuestra consideración en la medida en la que pueden extrapolarse estrategias proyectuales aplicables sobre el territorio. Tomando como punto de partida una serie de cartografías que, a lo largo de los años, han supuesto un avance en materia de comunicación gráfica, se hace un repaso de la contribución cultural que supone este soporte. Desde unos inicios que evidencian un tránsito desde el espacio topológico al de representación cartesiana, pasando por la búsqueda de herramientas de gestión gráfica de elementos cambiantes, así como la incorporación del Big Data en cartografías más próximas al diagrama que al mapa tradicional, podemos observar una necesaria confluencia de todos esos niveles de información. Todos estos recursos, sirven en la actualidad a los arquitectos y urbanistas, como punto de partida que permite no solo representar los aspectos más intangibles del proyecto, sino también explorar nuevas formas de comunicación multidimensional. En definitiva, nos otorga la capacidad de cartografiar no solo lo real, también lo imaginado.

Creating an imaginary context: teacher’s use of embodied enactments in addressing learner initiatives in a beginner-level adult ESOL classroom

ABSTRACTPrevious research has illustrated that learner initiatives have the potential to generate learning opportunities in second language (L2) classrooms. Despite a small body of recent research indicating that teachers’ responses to learner initiatives play a significant role in facilitating learning opportunities in teacher–student interactions, more work is needed to understand the resources teachers draw upon in their responses. This study contributes to this by examining how a teacher employs what we term ‘embodied enactments’ as a pedagogical tool to contingently respond to learner initiatives. Using Conversation Analysis, we examine a single case taken from a corpus of video data collected in a beginner-level adult English for Speakers of Other Languages classroom in the United States. The findings reveal that the teacher contingently and multimodally enacts imaginary contexts which help students to understand how the target vocabulary and phrases can be used in everyday life. In doing this, the teacher and students are bridging the gap between classroom discourse and language use outside of the classroom, providing interactional space for promoting L2 learning.

The Persistence of Buildings and the Context Problem

Raising the persistence question about architectural entities consists in asking what is necessary and sufficient for a past or future architectural entity, like a building, to exist now. In this paper I investigate how the persistence question about buildings is affected by their spatial relocation. Why do we normally doubt that Notre Dame can survive its meticulous stone-by-stone transfer to Las Vegas? I argue that, since architectural plans are not capable of specifying all the constitutive properties of a building, the source of differentiation among constitutive and non-constitutive properties for buildings lies in a property’s being eligible or not eligible to be aesthetically relevant in the aesthetic judgements about them. As a matter of fact, our aesthetic judgements about buildings often concern, and are grounded on, extrinsic contextual properties. This explains why buildings can usually not survive relocation: because normally there is no basis for ruling out any extrinsic contextual feature of the building as inessential. I also try to explain why the change from thirteenth century Paris to contemporary Paris proved not to be lethal to Notre Dame’s persistence, in spite of its being more significant than other imaginary context changes that we would easily count as fatal.

Experimenter's Pantomimes Influence Children's Use of Body Part as Object and Imaginary Object Pantomimes: A Replication

Young children asked to pretend to use a series of absent objects typically pantomime by using a body part as the object (BPO) rather than by acting as if using an imaginary object (IO). This replication of Lyons's work (1983, 1986) examines whether different pretend contexts when requesting pantomimes influence children's use of IO and BPO pantomimes. Forty-three children aged 3;6 to 6;6 were asked to pretend to use 8 objects in 1 of 3 contexts: request, request after participating in an experimenter-provided imaginary context, and request after seeing the adult model the requested pretend action. The experimenter used IO pantomimes in the last 2 contexts. Children produced, on average, the most IO pantomimes in the modeling context, fewer in the imaginary context, and the fewest in the request context. Older children overall produced more IO pantomimes than did younger children; however, when pretend contexts were examined separately, ontogenetic differences in IO pantomimes were present for the request condition only. Externally directed actions resulted in more IO pantomiming than self-directed actions for only the youngest children.

Boundary Objects Revisited: A Comparative Analysis of World Making in Avant-Garde Fashion Design and Animal Husbandry

Drawing on Susan Leigh Star’s conceptualization of boundary objects as a corpus of actions through which an imaginary context for doing social work emerges, this article examines how two seemingly disparate sites of cultural production can be comparatively brought into conversation with one another. These sites include specific expert communities where actors within the fields of fashion design and livestock husbandry both evaluate and theorize new social possibilities. By attending to how these practices unfold through an experimental rendering of expertise this article employs the notion of a boundary object to comparatively analyzing the speculative practices of these two sites.

Second rate Java Jaunters: soccer football, the imaginary grandstand, cultural diplomacy and Australia's Asian context

This paper seeks to fill one of the knowledge gaps in the history of Australian sport. Its focus is the motivations behind, and the experiences of, Australia's first dedicated national sporting team tour of Asia. Within the framework of Australia's Asian context, the paper tests one of the major theoretical approaches to Australian sports history, the notion of the ‘imaginary grandstand’. Further, it explores the tour as an exercise in cultural diplomacy and considers the Indonesian context to this tour.

Peep

This article discusses Peep, a one-to-one performance inside a constructed confessional booth. Peep invited participants to play at performing a penance and what was experienced was an extraordinary series of private performances through a peep-hole that affected most players to the point of altering their physical and emotional states in both real and imaginary contexts. The paper also explores the methods used to maintain an ethical way of engaging in one-to-one performance – protecting the participant from revealing their sins through a strategy created by the artist/confessor named as the ‘unsent confession’. This paper argues that certain play strategies offer the participant a sense of liberty within intimate performance and thus producing the works' efficacy. The writing frames the notion of conceptual adaptation in practice and describes how hybrid characters relating to self and other can enable a participant to engage in transformation. The article also argues for the work as a positive alternative to traditional notions of confession and as an empowering participatory experience as witnessed in the slippage between a ‘synchronicity (in relation to undisclosed knowledge) and synchronicity (the collaboration involved in a playful one-to-one).

Seltsame Schauspiele. Torsten Fogelqvists Deutschlandreise 1934

In 1934 Torsten Fogelqvist, a prominent member of the Swedish Academy and a well-known journalist and intellectual, visits Nazi Germany. He writes about his visit to the Third Reich in 17 articles published in the Stockholm daily newspaper Dagens Nyheter. The author, highly critical of the Hitler regime, scrutinizes several aspects of the nazified German society such as the attempts to re-educate the German citizen in accordance with the ideology of the new regime, the hero cult in the Nazi movement, and the relationship between the German state and the churches. In order to further an understanding of political and social developments in Germany Fogelqvist uses a specific strategy. He “translates” them into an imaginary Swedish context. This paper compares his views with those of other Swedish visitors.

Teaching Content Outrageously Instruction in the Era of on-Demand Entertainment

What do you do when students are bored? How do you explain content that seems too abstract for most students to understand? could rely on the old standby: You need to learn it because it's on the test. could make the lesson and tell students, You'll understand why this is important when you're older. But the best solution is to convert those lessons into learning experiences that are so fascinating that students cannot help but be drawn into them and hang onto every word and gesture. That is, you can teach the same content outrageously. Outrageous Instruction links teaching specific objectives to students' sense of imagination and how they view the world. The techniques of Outrageous Instruction make it possible to draw all students deeply into any content. These techniques work on even the oldest and most jaded students who are the most resistant to learning, particularly learning that requires thought and active participation. These techniques evolved from my work with teachers in the Higher Order Thinking Skills (HOTS) and Supermath programs (Pogrow 1990, 2004, 2005). These programs used imaginative alternative contexts for teaching content and for developing both basic and problem-solving skills. In Outrageous Instruction, the teacher uses a dramatic, humorous, and suspenseful storyline to create an imaginary context in which the need for the content objective is critical to solving a problem of interest to students. When the storyline taps into students' sense of imagination and self, it is then Creatively Authentic. The creatively authentic lesson or unit then becomes the primary method for teaching that content objective. This is a departure from traditional uses of dramatic techniques in education, which tend to focus on self-expression for its own sake, for learning about theater, or for the reinforcement or enrichment of content already learned. The best way to understand Outrageous Instruction is to observe a lesson. Meet Dwight. Dwight's Outrageous Lesson I had observed Dwight's high school sophomore class several times. It was a difficult class to teach because the majority did not like to participate and some delighted in being unruly. Most students looked bored, a group I came to think of as loungers. Whenever Dwight tried to teach new content, 15 minutes were lost to student groans, excuses, requests for pencils, requests to go to the bathroom, and so on. Sound familiar? Dwight was getting frustrated with teaching this class, but he agreed to develop an outrageous lesson and use it to teach a critical learning objective. The lesson begins. When the students finally are settled, a supervisor announces that Dwight is home sick, but there will be a special guest who will make them an exciting offer. Dwight then comes in disguised with a huge, bushy, white beard and an Amish-style black hat. He is dressed in overalls and carries a real tree stump. He emphatically puts the tree stump on the floor and announces in a booming voice: I am a master salesman and have heard that all of you in this room have wonderful social skills and would make great salespeople. I am here as part of a national search to find the next generation of salespeople to sell a new, exciting line of products, the next great product, a complete line of stumps! By now, the students have recognized Dwight and are starting to titter a bit, though they are also curious. Dwight continues: I see that you are skeptical about the importance and sales potential of stumps. Well, let me tell you all the things that you can do with stumps, and I am sure that in five minutes you are all going to want to know how to find out where you can buy one. Dwight then talks like a TV car salesman for five minutes. He gives a confident, nonstop monologue about all the benefits of having a stump. …

A Study on the Content of the Writing Education supposed the Imaginary Writing Context

A Study on the Content of the Writing Education supposed the Imaginary Writing Context

Fantasy or reality? The use of enterprise in education as an alternative to simulated and imaginary contexts for raising pupil attainment in functional writing

Much of the debate surrounding the use of contexts for pupils' writing focuses on the need for purpose, relevance and a sense of audience outwith the immediate classroom environment. This article seeks to explore whether there is any evidence to suggest that the use of enterprise in education may have a greater beneficial effect on the quality of pupils' functional writing than other types of contexts in the primary school. The author reports on the assessment data emerging from a small, exploratory case study of 50 pupils, and the interview data emerging from a wider sample of 130 pupils and their teachers. Although the findings are tentative, the emerging data suggest that some short‐term benefits may emerge from enterprise contexts for some children, but that other strategies may result in as much, if not more, benefit to others.

Literature as a Source of Information and Values

Stories create opportunities for readers to consider values that guide human action in both the imaginary context of the story and the real context of their lives, Mr. Estes and Ms. Vasquez-Levy remind us. EVERY TEACHER can recall incidents that turned out to be watershed events. For Thomas Estes (Tom) such a moment occurred a few years ago, when he taught a short story by Molly Picon to a group of Level-4 10th- graders - those labeled as not bound for college. The story is titled I'll Give You Law!1 The plot is simple. A boy and his grandmother find a very expensive lavaliere, which the grandmother turns over to the lost-and-found department at the local police station. The officer at the desk explains to her that, if no one claims the necklace within 90 days, then by law it is hers to keep. Every day, she goes to the station to admire the found treasure, and every day, to her relief, she learns that no one has claimed it. Finally, the day of her dreams arrives, and the pendant belongs to her to wear forever and to cherish as an heirloom for her grandson. And then the inevitable - a woman comes to her door to claim the necklace, despite the police officer's protest that by law she has no right to it. The dilemma arises on the next-to-last page of the story. When the class got to this point, Tom asked the students to predict what the grandmother would do. Would she give the necklace back or keep it? What would the students do if they were in the same situation? We don't know exactly what the students got from the conversation that followed. They had read enough stories to know how this one would end, and Tom knew enough not to tell the students what they should say, but there was no way he could be truly neutral on the question either. At that moment, Tom realized that this story was about values - and that perhaps all stories are. Stories create opportunities for readers to consider values that guide human action in both the imaginary context of the story and the real context of their lives. Stories provide insight but never closure. As we reflect on the students' experience with this story, we realize that the whole curriculum of schooling is, at a bedrock level, about the same thing: how we should conduct ourselves as human beings in relation to one another. In what follows, we elaborate on that insight and explore what it would mean for teaching all that we can to all those we teach. We assert at the outset that the debate over whether we should or should not teach values in the schools is empty, fodder for bad letters to the editor from the extremes of the political and religious spectrums. The argument is full of sound and fury, signifying nothing. We always teach values. The choice lies in which values and in how we teach them. The choice not to teach values explicitly or to maintain a stance of neutrality with respect to value-laden issues teaches volumes to children about values. Furthermore, the values we do teach are conveyed not in what we choose to say about values but in what we choose to do and how we respond to what children say. As to which values we will teach, that too is a red herring. Our culture, like all cultures, is based on values that are the foundation of our way of being. They're in the Declaration of Independence, they're in the Constitution, they're in the code of every state and are the basis of legal arguments and decisions ranging from the Magna Carta to the suits against tobacco companies. We do not mean to imply that values are easy to deal with - only that we must deal with them both in school and out of school. We want to comment about the specifics of a values-centered curriculum. Actually, and this should come as good news, we don't need anything to teach values other than what we already have before us. There are values in the history we teach, in the sciences, in the language arts, in the mathematics, and in every curricular and extracurricular endeavor we nurture and promote. …

HOW RATIONAL BELIEFS AND IRRATIONAL BELIEFS AFFECT PEOPLE'S INFERENCES: AN EXPERIMENTAL INVESTIGATION

Rational Emotive Behaviour Therapy (REBT) hypothesizes that the functionality of inferences is primarily affected by the preferential and demanding nature of rational and irrational beliefs, respectively. It is then, secondarily, influenced by the functional and dysfunctional contents to which rational and irrational beliefs, respectively, refer. This hypothesis was tested by asking 96 participants to imagine themselves holding one of four specific beliefs: a rational belief with a preference and a functional content, an irrational belief with a demand and a dysfunctional content, a rational belief with a functional content and no preference, and an irrational belief with a dysfunctional content and no demand. Participants imagined themselves holding their belief in an imaginary context, whilst rating the extent of their agreement to 14 functional and dysfunctional inferences. Contrary to REBT theory, results indicated that rational and irrational beliefs had the same magnitude of effect on the functionality of inferences, whether they referred to a preference/demand+contents, or only contents. The discussion maintains that preferences and demands may not constitute the principal mechanism through which rational and irrational beliefs affect the functionality of inferences. Instead, consistent with Beck's cognitive therapy, belief contents may constitute this primary mechanism.

Zone of Potential Development for 4-Year-Olds Attempting to Simulate the Use of Absent Objects

The zone of potential development for 4-year-olds attempting to pretend to use objects was examined. Previous studies found that during standardized tests 4-year-olds tend to position their hands as if their hands were the object as opposed to positioning their hands as if they were holding the object. The present study proposed that, while 4-year-olds tend to produce the less mature responses when asked to pretend to use objects, the ability to produce realistic responses is within their zone of potential development. This means that with experimenter assistance they would be able to select and execute the more realistic responses. Seventy-two 4-year-olds were assigned to one of four conditions: verbal, practice, demonstration, and imaginary context. Each child was asked to pretend to use eight objects. The results showed that the demonstration group produced significantly more realistic responses than the other groups. The imaginary context group produced significantly more realistic responses than the verbal and practice groups. The findings are discussed as an illustration of how knowledge of children's zone of potential development for this and for other tasks can help therapists plan more effective treatment.