Verbal Representations Research Articles

Deficits in or Preservation of Basic Number Processing in Parkinson's Disease? A Registered Report.

Neurodegenerative diseases such as Parkinson's disease (PD) have a huge impact on patients, caregivers, and the health care system. Until now, diagnosis of mild cognitive impairments in PD has been established based on domain-general functions such as executive functions, attention, or working memory. However, specific numerical deficits observed in clinical practice have not yet been systematically investigated. PD-immanent deterioration of domain-general functions and domain-specific numerical areas suggests mechanisms of both primary and secondary dyscalculia. The current study systematically investigated basic number processing performance in PD patients for the first time, targeting domain-specific cognitive representations of numerosity and the influence of domain-general factors. The overall sample consisted of patients with a diagnosis of PD, according to consensus guidelines, and healthy controls. PD patients were stratified into patients with normal cognition (PD-NC) or mild cognitive impairment (level I-PD-MCI based on cognitive screening). Basic number processing was assessed using transcoding, number line estimation, and (non-) symbolic number magnitude comparison tasks. Discriminant analysis was employed to assess whether basic number processing tasks can differentiate between a healthy control group and both PD groups. All participants were subjected to a comprehensive numerical and a neuropsychological test battery, as well as sociodemographic and clinical measures. Results indicate a profile of preserved (verbal representation) and impaired (magnitude representation, place × value activation) function in PD-MCI, hinting at basal ganglia dysfunction affecting numerical cognition in PD. Numerical deficits could not be explained by domain-general cognitive impairments, so that future research needs to incorporate domain-specific tasks of sufficient difficulty.

“Boggy, Soggy, Squitchy Pictures”: Adaptations of Moby-Dick in the Art of Jean-Michel Basquiat

Throughout the twentieth century, Moby-Dick has inspired countless visual artists. Painters, sculptors, illustrators, all tried their hand at reimagining Melville’s great whaling epic through their works. From Karl Knaths to Jackson Pollock, from Frank Stella to Matt Kish, a diverse plethora of creators engaged with Melville’s magnus opus, tackling its everlasting legacy by means of idiosyncratic and experimental art responses. Building upon the theoretical framework of adaptation studies (Elliott, Hutcheon, Rippl), this article investigates Jean-Michel Basquiat’s visual adaptations of Moby-Dick in Untitled (1986) and Melville (1987). Basquiat’s approach, I argue, transcends conventional adaptive techniques by producing works of art that challenge the (im)possibility of representing the real and respond to Melville’s epistemological and ontological concerns in original ways. This article seeks to explore how visual and verbal representation in Basquiat’s paintings can exist as part of an adaptive process that inevitably involves a dialogic reinterpretation of Moby-Dick. My contention is that Basquiat’s aesthetic endeavor mirrors Ishmael’s intellectual quest, and his fascination with Melville’s text may stem from the writer’s manipulation of narrative conventions and structures. As Ishmael’s narration, Basquiat encompasses Ahab’s, Queequeg’s, and Fleece’s character traits, all the while probing the boundary between reality and visual depictions in an existential manner, superseding the limits between diegesis and mimesis. Simultaneously, Basquiat attempts to deconstruct language, echoing Melville’s “careful disorderliness”.

Aspectual Coercion and Lexical Semantics

Abstract In many traditions of aspectual analysis, verbs (or, rather, predications) are sorted into Aristotelian types, and grammatical aspects are seen as operators that (a) take tenseless propositions as arguments and (b) change the eventuality type of the proposition. This tradition tells us little about how state and action clauses mean what they mean, because it does not explain how aspectual markers affect the meanings of verbs with which they combine. In the present framework, aspectually sensitive constructions selectively bind to componential verb representations, permuting them. In part 1 of this series (Michaelis, 2022), I argued that by viewing such permutations as operations on a verb’s Aktionsart structure, we can explain the relationship between input and output situation types of aspectual mappings effected by verbal morphosyntax. In this article, part 2, I apply this framework to type shifts performed by the English Perfect and Progressive constructions, as well as past and present tenses.

Языковая личность синхронного переводчика: тезаурусный (лингвокогнитивный) уровень

The paper aims to identify the representatives of the thesaurus (linguocognitive) level of the professional linguistic personality of a simultaneous interpreter through verbal means. The author conducts the research within the framework of the linguo-functional approach. To achieve the stated aim, the researcher examines the phenomenon of the linguistic personality as such, distinguishes between the related concepts of “linguistic personality” and “linguistic identity”, and offers a theoretical justification for the formation of a working definition of the thesaurus (linguocognitive) level and the language units included in it. The scientific novelty of the research lies in the fact that the thesaurus (linguocognitive) level of the linguistic personality of a simultaneous interpreter is considered from the perspective of the linguo-functional approach. The author proposes a methodology for exploring the thesaurus (linguocognitive) level to determine and analyze representatives reflecting the individual’s linguistic model of the world. Examples of analyzing representatives at different levels (the level of verbal representation, the level of conceptual sphere representation, the level of extralinguistic representation) demonstrate the breadth of the thesaurus level of a simultaneous interpreter in a communication situation of translation, taking into account the manifestation of available background and special knowledge in translation.

Kinship Mental Field Verbal Representations in Modern Journalistic Discourse

The article analyzes the main representations of the kinship mental field based on the material of the contexts presented in the «Russian National Corpus», including the term «kinship» (as the name of the cultural and linguistic concept «kinship»), fixed expressions «kinship of souls», «spiritual kinship», etc., as well as the idiom «Ivan, who does not remember kinship». The discursive mastering methods of the mentioned verbal representations in journalistic texts are determined. It is noted that the main semantics’ actualizer of the term «kinship» as the main representation is its contextual compatibility with disseminators that do not contain figurative components. It is noteworthy that the aspect of the conceptual component of the term «kinship» implemented in connotation (affinity by common origin; similarity based on that affinity) and figurative meaning ('similarity, proximity in content, properties, signs') is mastered in the journalistic discourse. The results of the research allowed to conclude that the verbal representations of kinship mental field comprised in the tropes, including syncretic and stylistic figures (metaphors, epithets, comparisons, etc.), clearly demonstrate the presence of figurative and evaluative component. The analyzed material showed that expressions, the semantic center of which is the term «kinship», acquire a pronounced positive connotation in the process of discursive mastering.

KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM MENYELESAIKAN SOAL OLIMPIADE TINGKAT SMP

Mathematical representation abilities can be in the form of expressions, ideas or mathematical ideas, which originate from students' thoughts that emerge during learning in an effort to find mathematical solutions. There are three indicators of mathematical representation ability, namely verbal, pictorial and symbolic. The process of developing students' potential and thinking can be done by holding mathematics competitions or olympiads. The approach used in this research is qualitative with descriptive methods. Purposive sampling technique was used in this research to select samples with certain considerations. The aim of this research is to describe students' mathematical representation abilities in solving Olympiad questions. This research used a sample of 3 students each representing each high, medium and low representation ability group. Based on the results of research on visual representation abilities, some students already have high abilities, although there are some who are still medium or low. Meanwhile, in symbolic ability, there are many students whose abilities are high and only a few whose abilities are medium or low. For verbal representation, most students already have high abilities and only a few students have medium or low abilities

MATHEMATICAL REPRESENTATION ABILITY OF HIGH SCHOOL STUDENTS IN SOLVING PROBABILITY MATERIAL PROBLEMS BASED ON HONEY MUMFORD LEARNING STYLE

This study aims to describe the mathematical representation ability of grade XII high school students in solving permutation subsubject probability material problems based on Honey Mumford's learning style. This type of research is qualitative research with a descriptive method. The data collection techniques used were Honey Mumford's learning style questionnaire, mathematical representation ability test, and interview. The source of data in this research is grade XII students of science 5 MAN 2 Pamekasan for the 2023/2024 school year. The subjects selected were 2 students who each had a theorist learning style and an activist learning style based on questionnaires and considerations with mathematics teachers. The data analysis techniques used are data reduction, data presentation, and conclusion drawn. The results of the study show that students with a theorist learning style can meet all indicators in the aspect of representation, both visual, symbolic, and verbal representation. Meanwhile, students with activist learning styles have not been able to meet the indicators in the aspect of visual representation but can meet all indicators in the aspect of symbolic representation and verbal representation.

PENGGUNAAN MEDIA SOFTWARE GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA SMA

Mathematical representation ability is an important ability in understanding mathematical concepts as an effort to obtain clarity of meaning and understanding in solving problems. Technology-based learning media can simplify the learning process thereby helping students in representing mathematical problems. This research aims to determine the increase in students' mathematical representation abilities using Geogebra software. This research is quantitative research with a quasi-experimental type. The population is students of class XI MIPA at SMA Negeri 1 Lhoong Aceh Besar for the 2023/2024 academic year consisting of 2 classes totaling 60 people. There are 30 people in Class XI MIPA 1 as an experimental class with the Geogebra software learning media, and 30 people in XI MIPA 2 as a control class without the Geogebra program learning media. The data collection technique in this research is using Pretest and Posttest. Meanwhile, the data analysis techniques used in this research are descriptive statistical analysis and inferential statistical analysis. The results of the research showed that there was an increase in students' mathematical representation abilities who were taught using Geogebra software media in class XI MIPA students at SMA Negeri 1 Lhoong. Most students answered the questions according to indicators of mathematical representation ability in the form of visual, symbolic and verbal representations.

Profiles of preschoolers' numerical abilities across quantity representations.

Children's early numerical abilities shape their trajectories for math learning throughout schooling, and task quantity representation (e.g., nonsymbolic vs. symbolic) affects their reasoning about numerical concepts. The role of quantity representation in early numerical ability has typically been studied using variable-centered approaches. The present study builds on past work by using latent profile analysis as a person-centered approach to investigate heterogeneity in U.S. preschoolers' (N = 200, Mage = 4 years, 6 months) numerical abilities across nonsymbolic, verbal symbolic, and written symbolic representation types. The aim was to determine whether numerical ability indicators across the three representation types would result in empirically distinct ability profiles and whether preschool ability profile would predict variance on a standardized assessment of math achievement a year later, in kindergarten. We found evidence of four distinct preschool number ability profiles: (a) consistently low; (b) consistently high; (c) intermediate, with an advantage on nonsymbolic items; and (d) intermediate, with an advantage on verbal symbolic items. Although children in the consistently low and consistently high profiles performed reliably lower and higher, respectively, on the assessment of kindergarten math achievement, the two intermediate profiles performed similarly. The results reveal heterogeneity in preschool numerical ability across quantity representations and suggest that proficiency with either nonsymbolic or verbal representations may be a helpful foundation for building future math achievement. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Sensuousness and Intermediality as Stylistic Dominants in Jasmina Musabegović’s Works

This paper explores the two key features of Jasminina Musabegović's style – sensuousness and intermediality. These two features can be regarded as stylistic dominants in the works of this writer, essayist, critic, and editor, where orientation on language is always strongly present. Intermediality is in some cases realized as ekphrasis (verbal representation of a visual work of art, i.e. a painting, photograph, piece of architecture), whereas in other cases verbal devices create filmicity. so that some of the scenes in her novels look like movie frames. It is argued that there exists unity of style in all works of this author, whereby her novels contain elements of essays and other genres, and lyricism and sensuousness occupy a central place in all her texts.

Shaping Holocaust remembrance through Nazi photographs. A multimodal analysis of Israeli schoolbooks

ABSTRACT The paper examines the visual and verbal representation of the Holocaust in Israeli schoolbooks. The relations between images and texts or captions are revealed through a multimodal discourse analysis. Most photographs were transposed to Israeli schoolbooks, unattributed and de-contextualized, from Nazi archives and amateur albums. These photographs have become the icons of the Holocaust, and even the Holocaust itself, or its simulacra, for post-memory generations. Therefore, the perpetrator’s perspective often comes through as objective and factual. Schoolbooks transform these photographs to educational resources, or to means by which the state educates its young to remember. The question is, how do these images construct what the students need to remember or rather, what meaning are students prompted to make of them? In the schoolbooks, the photographs illustrate the Zionist narrative “from Holocaust to resurrection” in which the state of Israel is presented as the alternative to another Holocaust. The annihilation is graphically described in detail, but the annihilated are not narrated. Most are presented only as icons of the “final solution” and specimens of categories. This representation attests to an interest to traumatize, not to inspire mourning or arouse empathy and reverence towards the victims “we don’t want to become again”.

The Contrapuntal Melophrasis of Bob Marley’s “Buffalo Soldier” in Derek Walcott's Omeros

In his long verse poem Omeros, Derek Walcott sets the reception of Bob Marley’s “Buffalo Soldier” on a Caribbean shore. The fisherman Achille washes his canoe while he remembers the song, before seeing himself acting in a western-like phantasmagorical movie where he kills palm-tree Indians with his Winchester oar. At the end of the nineteenth century, the historic Buffalo Soldiers participated in the US Frontier Wars, and in the colonial occupations of Cuba and Puerto-Rico. I posit that Achille’s reenacting of the song constitutes a melophrasis, the verbal representation of music (Edgcombe; Vilmar), which complements the lyrics by revealing its counterpart colonial narrative. Moreover, the melophrasis works in two ways: it reshapes our understandings of Marley’s music and it sharpens the reception of Omeros’s aesthetics. Thus, we read the poem contrapuntally (Saïd), epitomizing Marley’s and Walcott’s common quarrel with history. This contrapuntal melophrasis also depicts how Omeros’s poetics reverberates Walcott’s appropriation of reggae aesthetics (Dawes). Stemming from an analysis of “No Woman, No Cry,” the aural use of caesuras exposes Walcott’s admiration for Marley’s sophisticated and popular achievement.

Students’ Translation of Verbal Representations to Graph in Solving HOTS-based SPtLDV Problem

Translation of representation is translating information presented from the source representation to the target representation based on the translation stages, including unpacking the source, preliminary coordination, constructing the target, and determining equivalence. Translation of representation is one process that plays an essential role in learning mathematics because it can be used as a strategy to solve mathematical problems. Translation of representations of verbal problems needs to be changed to other forms, such as mathematical models or tables, to facilitate understanding so that solutions to given problems can be determined. This study aims to describe the translation of high school student representation in solving HOTS-based SPtLDV problems. Data was collected in class X-1 of SMAN 1 Situbondo for the 2023/2024 school year by providing a representation translation test consisting of 1 HOTS-based SPtLDV problem item, which contained a translation of representations from verbal to graphs. Then, interviews were conducted with two selected subjects. Then, interviews were conducted with two selected subjects. The results showed that in solving the problem, both subjects had gone through four stages of translation representation. At the stage of constructing the target, a subject provides arguments related to the solution obtained by describing the results of solving the problem he encounters through representation in the form of written words. In this case, the subject can produce reasoned criticism without being instructed on the question or the teacher.

BIG BOOK: STUDENTS’ PERCEPTION OF ITS BENEFITS TO READING SKILL

This research uncovers students' perceptions of the benefits of significant books on reading skills. A purposive descriptive case study was used to explore their perceptions of the benefits of big books on reading skills and the challenges in practicing the activity. Five elementary school students who read big books became participants in this research. To fill the gap, this research aimed to describe the benefits of big books on students' reading activities. An open-ended questionnaire was used for data collection. Data were collected through structured interviews and analyzed using Interpretative Phenomenological Analysis (IPA). The results showed that students positively perceived reading using big books. They argued that this technique stimulated and encouraged their creativity. However, it was found that big book has limited verbal representation and development of other skills. This research implies that big books can enhance creativity, are easy to use, and are not fixated on technology.

Environmental Ethics in Foreign Language Teaching: an Eco-social Aesthetics Multimodality Dimension

As the twenty-first century world ecology state has created the urgent need for wholistic educational projects to be implemented, this article focuses on the actual issue of teaching environmental ethics through teaching foreign languages with an emphasis on the multimodality aspect of both verbalized and non-verbalized eco-social aesthetics as media for ecological meaning development, which constitutes its aim, thus contributing not only to foreign language education but to overall sustainability literacy within the framework of higher education. As a result of the authors’ analysis of research papers in the corresponding field, the status of the pedagogical concept ENVIRONMENTAL ETHICS as a fundamental one in modern linguodidactics has been substantiated. An experientially tested outcome approach to teaching environmental ethics within the framework of eco-social aesthetics in the process of teaching foreign languages (English, in our case) has been outlined. It has been revealed that in response to the current eco-social crisis, it is both verbally and non-verbally represented eco-social aesthetics in its multimodal dimensions that can serve as a highly efficient and intellectually challenging vehicle for pursuing integrated environmental, social, educational and cultural sustainability objectives. It has been proved that the application of an art-based eco-social aesthetics foreign language teaching increases students’ eco-language and eco-social skills, as well as a sense of connectedness with their environment. The work is methodologically based on both global educational objectives for environmental language education and internationally established CLIL principles. Our findings demonstrate that the developed ecolinguodidactic strategy with its focus on students’ engagement with the environmental social concerns through multimodal eco-art aesthetics and its verbal representations greatly encourages learners’ critical thinking, decision making and foreign language acquisition.

STUDY OF NONVERBAL COMMUNICATION OF CONFERENCE INTERPRETERS’ LINGUISTIC PERSONALITY

The article is devoted to the relevance and significance of nonverbal communication in a comprehensive approach to the study of the linguistic personality of a conference interpreter. The author explains the use of the communicative-functional approach to the analysis of verbal and nonverbal behaviour of the interpreter’s linguistic personality. The hypothesis of the study brings out that the nonverbal behaviour of the interpreter’s linguistic personality is determined by the content of the translated utterance, the interpreter’s internal motivation and intention (the pragmatic level of the linguistic personality), and it is consistently proved that nonverbal means shall be considered as part of the structural model of the linguistic personality, influencing the verbal representation of the linguistic personality. The author analyses a nonverbal sign (at its beginning, middle and end of its expression) and a translation syntagm as minimal units of study. The units of the study were collected by solid sampling from 14 video recordings of interpretation series, total study includes 105 minutes with records of nonverbal signs used by linguistic personality the interpreters participated in the study. As a result, the author classified nonverbal signs into vegetatives and somatives, and she structurally described the content of the groups of kinesic somatives, oculesic somatives and prosodic somatives, presenting the semantic content of nonverbal signs; within kinesic somatives, the author described a subgroup of comfort-gestures. The paper concludes about the prospect of further study of nonverbal communication and its importance for the study of linguistic personality in general.

Arithmetic in two languages: Localizing simple multiplication processing in the adult bilingual brain.

Verbally memorized multiplication tables are thought to create language-specific memories. Supporting this idea, bilinguals are typically faster and more accurate in the language in which they learned math (LA+) than in their other language (LA- ) . No study has yet revealed the underlying neurocognitive mechanisms explaining this effect, or the role of problem size in explaining the recruitment of different brain regions in LA+ and LA- . To fill this gap in the literature, 29 Spanish-English early bilingual adults, proficient in both languages, verified simple multiplication problems in each language while functional magnetic resonance imaging (fMRI) was acquired. More specifically, this study aimed to answer two questions: 1) Does LA+ recruit left superior and middle temporal gyri (STG/MTG) to a greater extent than LA- , reflecting more robust verbal representations of multiplication facts in LA+? In contrast, does LA- recruit the inferior frontal gyrus (IFG), reflecting more effortful retrieval, or the intraparietal sulcus (IPS), reflecting reliance on quantity processes? 2) Is there an interaction between language and problem size, where language differences are more pronounced for less practiced, large multiplication problems (e.g., 8 × 9) in comparison to more familiar, small problems (e.g., 2 × 3). Functional localizer tasks were used to identify hypothesis-driven regions of interest in verbal areas associated with verbal representations of arithmetic facts (left STG/MTG) and with the effortful retrieval of these facts (left IFG) and quantity areas engaged when calculation-based strategies are used (bilateral IPS). In planned analyses, no cluster reached significance for the direct comparison of languages (question 1) or for the interaction between language and problem size (question 2). An exploratory analysis found a main effect of problem size, where small problems recruited left STG/MTG and left IFG to a greater extent than large problems, suggesting greater verbal involvement for these problems in both languages. Additionally, large problems recruited right IPS to a greater extent than small problems, suggesting reliance on quantity processes. Our results suggest that proficient early bilingual adults engage similar brain regions in both languages, even for more difficult, large problems.

Polymodality of perception and its reflection in fiction text: Сognitive and semiotic perspectives

The issues related to the polymodality of perception and various forms of intermediality are widely discussed in linguistics whereas the aspect of their interrelation is seldom considered. This research is aimed at tracing the participation of various modes of perception in the process of interaction with the world, the reflection of this process in our consciousness and memory in the form of various images up to the manifestation of those images in the intermedial relations in fiction text. The study draws on cognitive semiotics, text linguistics, polymodality and intermediality. The theoretical analysis sugessts that the polymodality of perception results in the formation of synesthetic mental images represented in the phenomenon of intermediality. The empirical material of the research includes text fragments from the works by Virginia Woolf, James Joyce, Joyce Cary and Adam Thorpe containing samples of linguа-artistic and linguа-musical techniques of writing as forms of intermediality. The intermedial analysis of the empirical material shows how the polymodality of perception determines the specificity of the authors’ creative thinking represented in the choice of language means that activate musical and visual images in the readers’ minds. As a result, such fiction texts are constituted as related to a specific art whose forms and devices are used in it. The analysis has also revealed that in the process of verbal representation of musical or artistic images language exploits all forms of its semiotic signs: symbols (for naming colours, shades of light, sounds of music), indices (allusions to works of art or their authors) and icons (the use of forms and devices characteristic of other arts). The study confirms the productivity of exploring intermedial interaction in the cognitive and semiotic perspectives to demonstrate the relations between perception, conceptualization and the embodiment of the results in fiction text.

Analisis Kemampuan Representasi Matematis Siswa Ditinjau dari Kemampuan Awal Matematis Siswa pada Materi Himpunan

This study aims to describe students' mathematical representation abilities in terms of students' initial mathematical abilities in solving problems on set material. This type of research is a qualitative description. The subjects in this study were class VII D at SMPN 04 Singkawang. The instrument used in this research is a mathematical representation ability test. As well as interviews to support the test results in this study. Based on the results of the data analysis, it can be seen that 1) Students who have initial mathematical abilities in the upper group have moderate level of mathematical representation skills with moderate level of verbal representation skills, moderate level of symbol representation skills and moderate level of visual representation abilities. 2) Students who have early middle group mathematical ability have moderate level of mathematical representation ability with moderate level of verbal representation ability, medium level of symbol representation ability and medium level of visual representation ability. 3) Students who have early mathematical abilities in the lower group have moderate level of mathematical representation skills with moderate level of verbal representation skills, moderate level of symbol representation skills and moderate level of visual representation abilities.

How to Study Virtual Entities Historically? A Proposal

Abstract This paper will not present a case study of the historical development of a virtual entity. Rather, I will develop an outlook on virtual entities in the sciences and propose a corresponding method for studying them (historically). In essence, my presentation can be considered a synthesis of different observations from the history and philosophy of science and has its roots in my dissertational research on the development of the virtual particle. Starting with a reflection on the role of presentism for the study of concept formation and development processes, I will show, through the example of the virtual particle, how current debates and interpretations can inform our access to a historical reconstruction. Following these reflections, I will argue for a pragmatist account of concepts as tools for the scientific practitioners. According to the approach presented in my article, concepts perform their functions through representations, and I will lay special focus on verbal representations and their different functions within scientific reasoning. In conclusion, I will frame the outcome of my discussion in terms of a proposal that might, through further research, enrich our understanding of virtual entities in the sciences.