Ways Of Presenting Information Research Articles

Verbal and Nonverbal Ways of Presenting Information in School Discourse (Linguo-Semiotic Aspect)

The article covers the study of verbal, non-verbal and mixed type presentemes in the context of school discourse. The text of the lesson is presented as a semiotic heterogeneous discourse. Our research contains the material of particular teachers’ lesson plans from Catherine Gymnasium 36 in Krasnodar. The methodological basis of the study is a need-based information approach to phenomena of school communication which allows to define modes of coexistence of visual presentemes with verbal components of a lesson. The results of the study led to conclusion that school discourse has special features, which make it possible to distinguish it as a particular type of institutional discourse. The presence of verbal, non-verbal and mixed type presentisms in it proves that the lesson is a semiotic heterogeneous text. The impact on the pupil is one of the teacher’s speech functions, which is realized more effectively if the verbal level of communication is accompanied by a non-verbal component.

Remembering rhythm and rhyme: memorability of narratives for science communication

Abstract. Once upon a time, narratives were considered to be a non-reliable way of representing and communicating science. Nowadays, narratives are widely accepted as an accurate way of conveying science; they represent an effective emotional trigger, a lasting memory structure and a powerful aid for learning. To study how memorable different ways of presenting information can be is a fundamental task for science communication in order to evaluate materials that not only need to be understood by the general public but also need to be retained in the long term as a part of the communication process. In this paper, I will give a brief introduction to cognitive psychology and the study of memory in relation to narratives. Evidence from the field of memory studies suggests that narratives represent a good recall device. They can generate emotion, and this in turn is a way of focusing attention, promoting rehearsal in memory and inducing long-term potentiation. Similarly, a story produces semantic links that might assist in storing and retrieving information from memory. Studies suggest that memory span and paired-associate recall have implications in storing and recalling narratives. Evidence also suggests that the use of stories as modelling tools can organise information, provide schemas and allow extrapolation or prediction. Finally, literature in memory suggests that narratives have value as mnemonic devices.