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  • × year_i:[1970 TO 1980}
  • × language_ss:"e"
  1. Popper, K.R.: Three worlds : the Tanner lecture on human values. Deliverd at the University of Michigan, April 7, 1978 (1978) 0.16 
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    Source
    https%3A%2F%2Ftannerlectures.utah.edu%2F_documents%2Fa-to-z%2Fp%2Fpopper80.pdf&usg=AOvVaw3f4QRTEH-OEBmoYr2J_c7H
  2. Bruner, J.: From communication to language (1975) 0.03 
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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.
    Date
    29. 5.2003 17:05:34
  3. Mountcastle, V.B.: ¬An organizing principle for cerebral function : the unit model and the distributed system (1978) 0.03 
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    Footnote
    Erwähnt als Schlüsselbeitrag zur Frage, dass der Neocortex in Aussehen und Struktur bemerkenswert einheitlich ist, in: Hawkins, J., S. Blakeslee: Die Zukunft der Intelligenz: wie das Gehirn funktioniert, und was Computer davon lernen können. Reinbek: Rowohlt Taschenbuch-Verlag 2006.
  4. Morse, P.M.: Browsing and search theory (1973) 0.01 
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    Date
    22. 5.2005 19:52:29
  5. Downing, J.C.: Dewey today : the British and European scene (1976) 0.01 
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    Pages
    S.22-29
  6. Library of Congress Classification Schedules. A cumulation of additions and changes, 1974-1975 (1976) 0.01 
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    Content
    A. General Works. Polygraphy 1 // B. Philosophy and Religion. P. 1.2. // 1. B-BJ: Philosophy 2 // 2. BL - BX: Religion 3 // C. Auxilary sciences of history 4 // D. History. General and old world 5 // E-F. History. America 6 // H. Social Sciences 7 // J. Political Science 8 // K. Law // KD: Law of the United Kingdom and Ireland 9 // KF: Law of the United States 10 // L. Education 11 // M. Music and books on music 12 // N. Fine Arts 13 // P. Philology and Literature // P-PA: Philology, Linguistics, Classical philology, Classical literature 14 // PA, Suppl. Byzantine and modern Greek literature, Medieval and modern Latin literature 15 // PB-PH: Modern European languages 16 // PG (in part) Russian literature 17 // PJ-PM: Languages and literatures of Asia, Africa, Oceania, America, Mixed languages, Artificial languages 18 // P-PM, Suppl. Index to languages and dialects 19 // PN, PR, PS, PZ: Literature /general), English and American literatures, Fiction in English, Juvenile literature 20 // PQ. 1.: French literature 21 // PQ. 2.: Italian, Spanish and Portuguese literatures 22 // PT. 1.: German literature 23 // PT. 2.: Dutch and Scandinavian literatures 24 // Q. Science 25 // R. Medicine 26 // S. Agriculture, plant and animal industry, fish culture and fisheries, Hunting sports 27 // T. Technology 28 U. Military Science 29 // V. Naval Science 30 // Z. Bibliography and Library Science 31
  7. Wheatley, A.: ¬A manual on printed subject indexes : report to the British Library Research and Development Department on Project SI/G/243 (1978) 0.01 
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    Date
    28. 5.2007 19:29:37
  8. Rijsbergen, C.J. van: ¬A test for the separation of relevant and non-relevant documents in experimental retrieval collections (1973) 0.01 
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    Date
    19. 3.1996 11:22:12
    Source
    Journal of documentation. 29(1973) no.3, S.251-257
  9. CRG-Bulletin No.10 (1973) 0.01 
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    Source
    Journal of documentation. 29(1973), S.51-71
  10. Keen, E.M.: ¬The Aberystwyth index languages tests (1973) 0.01 
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    Source
    Journal of documentation. 29(1973), S.1-35
  11. Bates, M.J.: Factors affecting subject catalog search success (1977) 0.00 
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    Source
    Journal of the American Society for Information Science. 28(1977), S.161-169
  12. Mahapatra, M.: Syntactical differences between POPSI and PRECIS (1978) 0.00 
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    Source
    Libri. 28(1978), S.235-245
  13. Malley, I.: ¬The INSPEC scheme as a library classification (1976) 0.00 
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    Source
    Aslib proceedings. 28(1976), S.279-282
  14. Cleverdon, C.W.: On the inverse relationship of recall and precision (1972) 0.00 
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    Source
    Journal of documentation. 28(1972), S.195-201
  15. Sparck Jones, K.: ¬A statistical interpretation of term specifity and its application in retrieval (1972) 0.00 
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    Journal of documentation. 28(1972), S.11-21
  16. Croft, W.B.: Clustering large files of documents using the single link method (1977) 0.00 
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    Source
    Journal of the American Society for Information Science. 28(1977), S.341-344
  17. Becker, C.A.: Community information service (1974) 0.00 
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    Footnote
    Rez. in BuB 28(1976) S.668
  18. Hutchins, W.J.: Linguistic processes in the indexing and retrieval of documents (1970) 0.00 
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    Linguistics. 61(1970), S.29-64
  19. Bhattacharyya, G.: ¬A general theory of subject headings (1974) 0.00 
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    Library science with a slant to documentation. 11(1974), S.23-29
  20. Coates, E.J.: Some properties of relationships in the structure of indexing languages (1973) 0.00 
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    Source
    Journal of documentation. 29(1973), S.390-404

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