Search (58 results, page 3 of 3)

  • × language_ss:"e"
  • × type_ss:"a"
  • × year_i:[1970 TO 1980}
  1. Rijsbergen, C.J. van: ¬A test for the separation of relevant and non-relevant documents in experimental retrieval collections (1973) 0.00 
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    Date
    19. 3.1996 11:22:12
  2. Rodriguez, R.D.: Geographic names in subject cataloging (1978) 0.00 
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    Library resources and technical services. 22(1978), S.409-414
  3. Pacey, P.: Handling slides single-handed (1977) 0.00 
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    Source
    Art libraries journal. 2(1977) no.3, S.22-30
  4. Tauber, M.F.; Feinberg, H.: ¬The Dewey Decimal and Library of Congress Classifications : an overview (1974) 0.00 
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  5. Foskett, D.J.: ¬The contribution of classification to a theory of librarianship (1973) 0.00 
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    Source
    Toward a theory of librarianship. Papers in honor of J.H. Shera. Ed. by H. Rawski
  6. Fairthorne, R.A.: ¬The symmetries of ignorance (1973) 0.00 
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    Toward a theory of librarianship. Papers in honor of J.H. Shera. Ed. by H. Rawski
  7. Richmond, P.A.: ¬A thesaurus within a thesaurus : a study in ambiguity (1973) 0.00 
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    Toward a theory of librarianship. Papers in honor of J.H. Shera. Ed. by H. Rawski
  8. Metcalfe, J.: When is a subject not a subject? (1973) 0.00 
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    Toward a theory of librarianship. Papers in honor of J.H. Shera. Ed. by H. Rawski
  9. Hahn, G.: Catalogues and the documentation system of the Library of the German Bundestag (1977) 0.00 
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    Source
    International journal of law libraries. 5(1977) H.1, S.95-103
  10. Borko, H.; Tarr, D.: Factors influencing inter-indexer consistency (1974) 0.00 
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  11. Stent, G.: Explicit and implicit semantic content of genetic information (1977) 0.00 
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    Source
    Foundational problems in the special sciences. Ed.: H. Butts
  12. Comaroni, J.P.: Use of the Dewey Decimal Classification in the United States and Canada (1978) 0.00 
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    Source
    Library resources and technical services. 22(1978), S.402-408
  13. Fugmann, R.; Nickelsen, H.; Nickelsen, I.; Winter, J.H.: Representation of concept relations using the TOSAR system of IDC : treatise 3 on information retrieval theory (1974) 0.00 
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  14. Frank, H,; Behrmann, H,: Overcoming the language barriers within Europe by language guidance teaching and by optimization of the choice of a language of communication (1977) 0.00 
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  15. Frank, H,; Hilgers, R.; Meyer, I.: Documentation in a constructed language and man-machine communication (1977) 0.00 
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  16. Hafer, M.A.; Weiss, S.F.: Word segmentation by letter successor varieties (1974) 0.00 
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    Source
    Information storage and retrieval. 10(1974) H.11/12, S.371-385
  17. Raghavan, K.S.; Iyer, H.: Structuring of compound and complex subjects in social sciences : a user's survey (1978) 0.00 
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  18. Bruner, J.: From communication to language (1975) 0.00 
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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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