Search (23 results, page 1 of 2)

  • × language_ss:"e"
  • × theme_ss:"Information"
  • × year_i:[1970 TO 1980}
  1. Bransford, J.D.; Johnson, M.K.: Contextual prerequisites for understanding : some investigations of comprehension and recall (1972) 0.02 
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    Footnote
    Enthält das Beispiel 'Vom Wäschewaschen', das von R.E. Mayer zitiert wird
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  2. Bruner, J.: From communication to language (1975) 0.02 
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    Abstract
    Bruner war der erste Erforscher des Spracherwerbs von Kindern, der Wittgensteins Problem zu würdigen wußte und eine Antwort darauf vorschlug. Wittgensteins allgemeinem Ansatz folgend, behauptete Bruner, daß das Kind den konventionellen Gebrauch eines sprachlichen Symbols dadurch erwirbt, daß es lernt, an einer Interaktionsform (Lebensform, Szene gemeinsamer Aufmerksamkeit) teilzunehmen, die es zunächst nichtsprachlich versteht, so daß die Sprache des Erwachsenen in geteilten Erfahrungen verankert werden kann, deren soziale Bedeutung es schon begreift. Eine Schlüsselkomponente dieses Prozesses ist zunächst ein Kind, das Erwachsene als intentionale Wesen auffassen kann, so daß es in bestimmten Kontexten seine Aufmerksamkeit mit ihnen teilen kann. Eine andere Komponente ist jedoch die bereits existierende, äußere soziale Welt, in der das Kind lebt. Um Sprache zu erwerben, muß das Kind in einer Welt leben, die strukturierte soziale Tätigkeiten aufweist, die es verstehen kann, so wie unser hypothetischer Besucher Ungarns das Kaufen von Fahrkarten und das Reisen mit Zügen verstand. Für Kinder bedeutet das häufig die Wiederkehr derselben routinemäßigen, allgemeinen Aktivität, so daß sie erkennen können, wie diese Aktivität aufgebaut ist und wie die verschiedenen sozialen Rollen in ihr funktionieren. Wenn wir am Spracherwerb interessiert sind, muß der Erwachsene außerdem ein neues sprachliches Symbol auf eine solche Weise verwenden, die das Kind als relevant für die gemeinsame Tätigkeit erkennen kann (nämlich im Gegensatz zur unvermittelten Ansprache des Ungarn auf dem Bahnhof). Wenn ein Kind in eine Welt geboren werden würde, in der dieselbe Art von Ereignis nie wiederkehrte, derselbe Gegenstand nie zweimal erschiene und Erwachsene nie dieselben Ausdrücke im selben Kontext verwendeten, dann würde im allgemeinen schwer zu sehen sein, wie dieses Kind eine natürliche Sprache erwerben könnte, welche kognitiven Fähigkeiten es auch immer haben möge. Eine Reihe von Untersuchungen hat gezeigt, daß Kinder nach ersten Fortschritten beim Spracherwerb neue Wörter am besten in Szenen gemeinsamer Aufmerksamkeit lernen. Oft handelt es sich dabei um solche, die in ihrer täglichen Erfahrung wiederkehren, wie Baden, Füttern, Windelwechseln, Vorlesen und Autofahren. Diese Tätigkeiten sind in vielen Hinsichten analog zu dem Szenario des Fahrkartenkaufs auf einem Bahnhof, insofern das Kind seine eigenen und die Ziele des Erwachsenen in der jeweiligen Situation versteht, was ihm ermöglicht, die Relevanz des Sprachverhaltens des Erwachsenen für diese Ziele zu erschließen. So stellten Tomasello und Todd fest, daß Kinder, die mit ihren Müttern längere Zeit bei Tätigkeiten gemeinsamer Aufmerksamkeit im Alter zwischen zwölf und achtzehn Monaten verbrachten, mit achtzehn Monaten ein größeres Vokabular hatten. Bei der Sprachverwendung Erwachsener innerhalb dieser Szenen gemeinsamer Aufmerksamkeit fanden Tomasello und Farrar sowohl korrelative als auch experimentelle Belege für die Hypothese, daß Mütter, die Sprache beim Versuch verwendeten, der Aufmerksamkeit ihrer Kinder zu folgen (d. h. über einen Gegenstand zu sprechen, der schon im Brennpunkt des Interesses und der Aufmerksamkeit des Kindes stand), Kinder mit einem größeren Vokabular hatten als Mütter, die Sprache beim Versuch verwendeten, die Aufmerksamkeit des Kindes auf etwas Neues zu lenken.
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  3. Reddy, M.J.: ¬The conduit metaphor : a case of frame conflict in our language about language (1979) 0.00 
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    Source
    Metaphor and thought. Ed. A. Ortony
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  4. Barnes, R.F.: Information and decision (1975) 0.00 
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    Source
    Perspectives in information science. Ed.: A. Debons u. W.J. Cameron
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  5. Belzer, J.: Information theory as a measure of information content (1973) 0.00 
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  6. Pratt, A.D.: ¬The information of the image : a model of the communication process (1977) 0.00 
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  7. Broadbent, D.E.: ¬The magic number seven after 15 years (1975) 0.00 
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    Source
    Studies in long-term memory. Ed.: R.A. Kennedy u. A. Wilkes
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  8. Farradane, J.: ¬The nature of information (1979) 0.00 
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  9. Eigen, M.: ¬The origin of biological information (1973) 0.00 
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  10. Ruch, E.; Lesche, B.: Information extent and information distance (1978) 0.00 
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  11. Belkin, N.J.; Robertson, S.E: Information science and the phenomenon of information (1976) 0.00 
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  12. Dervin, B.: Useful theory for librarianship : communication, not information (1977) 0.00 
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  13. Dermer, J.D.: Cognitive characteristics and the perceived importance of information (1973) 0.00 
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  14. Artandi, S.: Information concepts and their utility (1973) 0.00 
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  15. Belkin, N.J.: Information concepts for information science (1978) 0.00 
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  16. Pratt, A.D.: Letters to the editor: Information concepts (1978) 0.00 
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  17. Hollnagel, E.: ¬The relation between intention, meaning and action (1979) 0.00 
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    Abstract
    A defintion of the meaning of a text should not be based on the concept of truth, but on the concepts of intention and action. Uses the cybernetic paradigm of communication in which the purpose of communication is taken to be the control of a system's behaviour with the intention of regulating action in the system. The meaning of the action is thus that interpretation most consistent with the receiving system's model of the sending system. Discusses the applicability of the model to a man-machine system, and examines implications of the analysis
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  18. DeMey, M.: ¬The cognitive viewpoint : its development and its scope (1977) 0.00 
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  19. Stent, G.: Explicit and implicit semantic content of genetic information (1977) 0.00 
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  20. Chaitin, G.J.: Algorithmic information theory (1977) 0.00 
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    Abstract
    This paper reviews algorithmic information theory, which is an attempt to apply information-theoretic and probabilistic ideas to recursive function theory. Typical concerns in this approach are, for example, the number of bits of information required to specify an algorithm, or the probability that a program whose bits are chosen by coin flipping produces a given output. During the past few years the definitions of algorithmic information theory have been reformulated. The basic features of the new formalism are presented here and certain results of R. M. Solovay are reported.
    Type
    a

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