This study engages with the domains of second language teaching and learning (L2TL), drama-based teaching and learning (DBTL) and embodied cognition in order to establish how the effective implementation of DBTL may contribute to the efficacy of L2TL practices. There are shortfalls in second language (L2) classrooms and there is a need for a L2 teaching approach, which promotes social interaction in varied sociocultural contexts wherein learners are encouraged to make meaning in order to convey their message. The L2 learning processes created by this approach could overcome the shortfalls of L2TL and offer what is required by Second Language Acquisition (SLA) to acquire a L2. This study proposes that the use of the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) could overcome these shortfalls. However, CEFR can only be effective if the approach that is utilised in its implementation aligns with CEFR’s principles. This study argues that a drama-based teaching approach could adhere to CEFR and address the shortfalls of L2TL. This study explores drama as a facilitation tool and uses elements of process drama to create an approach to DBTL that could create learning experiences which may enhance the efficacy of L2TL and adhere to CEFR. This study argues that for a DBTL approach to be effective in L2TL, it has to foreground embodied cognition. Embodied cognition theories state that in order to create optimal learning opportunities, social, affective learning experiences should be created wherein learners interact with other humans and their environment in order to make and convey meaning. By critically engaging with embodied cognition theories, this study establishes which components of embodied cognition should be considered for DBTL to be effectively implemented in L2 classrooms. Subsequently, this knowledge ensures that the proposed approach to drama-based second language teaching and learning (DBL2TL) could allow for effective implementation. This study argues that a hypothetical DBL2TL programme based on this DBL2TL approach, which is steered by embodied cognition and adheres to CEFR, could overcome the shortfalls of L2TL. Furthermore, the programme could offer insight into how DBTL could effectively be implemented in L2TL, which in turn could enhance the effectual implementation of DBTL in L2 classrooms. Therefore, the hypothetical DBL2TL programme could enhance the efficacy of L2TL. / Dissertation (MA)--University of Pretoria 2020. / Drama / MA / Unrestricted

Syftet med undersökningen var att observera vilka räknestrategier inom addition och subtraktion elever i årskurs 1 använder sig av när de räknar inom talområdet 0–20. Tre rörelseaktiviteter har designats för studien som ska hjälpa eleverna att visa sina räknestrategier med kroppen som laborativt redskap. Studien är baserad på observationer av de olika aktiviteterna samt uppgiftsbaserade intervjuer där eleverna får reflektera över valda räknestrategier. Resultatet visar att elevernas olika räknestrategier kunde identifieras på ett tydligt sätt när kroppsligt förankrat lärande kombineras med muntligt tal. Denna studie har visat att man med enkla medel kan skapa en lärandesituation där eleverna själva kan konkretisera olika matematiska begrepp på ett lekfullt sätt.

Syftet med denna studie är att fördjupa förståelse kring hur konstnärlig verksamhet kan hjälpa elever till en integrerad förståelse för hållbarhet. Pedagoger inom de estetiskt praktiska ämnena talar om estetiska lärprocesser och att man kan lära genom konst. Med utgångspunkt ifrån John Deweys icke-dualistiska världsbild och embodied cognition, hävdar Mark Johnson att den mening vi tillskriver något, inte bara består av språkliga koncept, utan snarare är sammankopplade neuronkluster som bygger på kroppsliga intryck. Konstnärlig verksamhet kan, enligt Elliot Eisner, utveckla vår förmåga att skapa föreställningar och ge formmässiga uttryck åt en förståelse. Det finns alltså teoretisk grund för att konstnärlig verksamhet skulle kunna vara ett hjälpmedel till att skapa och uttrycka förståelse.   För att undersöka detta utgick jag från en skoluppgift med två klasser på gymnasiet estetiska program. Eleverna skulle i grupp skapa konstverk kring klimatproblematiken som trots allt gav hopp. Som metod valde jag att analysera konstverk av fyra elevgrupper och gruppintervjuer med dessa elever.   Resultatet visar att dessa grupper utvecklade en egen konceptualisering genom det konstnärliga arbetet. Gruppmedlemmarna tenderade också att ta till sig förståelsen och göra den till sin egen. Här bidrog den konstnärliga processen men också gruppdynamiken kan ha medverkat.

This licentiate thesis argues that a key to understanding the embodiment of cognition is the “sharing” of neural mechanisms between sensorimotor processes and higher-level cognitive processes as described by simulation theories. Simulation theories explain higher-level cognition as (partial) simulations or emulations of sensorimotor processes through the re-activation of neural circuitry also active in bodily perception, action, and emotion. This thesis develops the notion that simulation mechanisms have a particular representational function, as off-line representations, which contributes to the representation debate in embodied cognitive science. Based on empirical evidence from neuroscience, psychology and other disciplines as well as a review of existing simulation theories, the thesis describes three main mechanisms of simulation theories: re-activation, binding, and prediction. The possibility of using situated and embodied artificial agents to further understand and validate simulation as a mechanism of (higher-level) cognition is addressed through analysis and comparison of existing models. The thesis also presents some directions for further research on modeling simulation as well as the notion of embodied simulation as off-line representation. / <p>Report code: LiU-Tek-Lic-2007:21.</p>

This thesis presents a series of inter-related case studies (Kurismaa 2015; Kurismaa and Pavlova 2016; Pavlova, Berlov and Kurismaa 2017) aiming to reexamine, from modern perspectives, one of the most significant and integrative approaches to neurophysiology in the 20-th century - the study of the dominant (учение о доминанте) by the physiologist acad. A.A. Ukhtomsky (1875-1942) and his scientific school. Although recognized as a critical contribution and framework for organism-centered study of physiology, knowledge of this school has remained minimal in the West, and to this day, almost entirely unexplored for its prospects of integration and interrelation with respective foreign research programs in biology and neuroscience, both past and present. In recent years, and partly on the initiative of the present author, some of the first attempts have been made to overcome these limitations, and to more systematically address the legacy of Ukhtomsky's school from modern perspectives of Western science (Nadin 2015). The present thesis, growing out from these efforts, contributes further materials to such comparative and methodological investigation. It aims specifically to clarify the modern status and significance of the dominant framework as an integrative and organismic paradigm for neuroscientific...

No description available.

No description available.

The belief that intentions are hidden away in the minds of individuals has been circulating for many years. Theories of indirect perception, such as the Theory of Mind, have since been developed to help explain this phenomenon. Conversely, research in the field of human kinematics and event perception have also given rise to theories of direct perception. The purpose of the study was to determine if intentionality can be directly perceived rather than requiring inferential processes. Prior research regarding kinematics of cooperative and competitive movements have pointed toward direct perception, demonstrating participants can accurately judge a movement as cooperative or competitive by simply observing point-light displays of the isolated arm movements. Considering competitive movements are often performed faster than cooperative movements, speed was perturbed for the purpose of this study to determine if participants are relying on cues or if they can indeed perceive a unique kinematic pattern that corresponds to intentionality. Judging the clips correctly despite perturbation would suggest perception is direct. Additionally, we hypothesized judgments accuracy would be higher in the presence of two actors pointing to the use of interpersonal affordances. Twenty-eight participants from the University of Central Florida were asked to judge 40 clips presented in random order including: normal or perturbed competitive actions with one or two actors; normal or perturbed cooperative actions with one or two actors. Percent correct and reaction time data were analyzed on SPSS using a repeated measures ANOVA. Results rejected the hypothesis that social perception is direct and supported indirect perception, indicating participants relied on cues to make judgments, and provided potential support for the interpersonal affordance hypothesis.

No description available.

No description available.